June 15 - Orange Board of Education - Regular Meeting - Town of Orange, CT Live Meetings

001Good evening everyone. I like to call the Monday June 15th, 2026 Board of Education meeting to order at 7:06 p.m. Before we start off with the Pledge of Allegiance, I'm going to ask Dr. Scharpfetti to take the lead on this. >> Thank you, Mr. Cap. Good evening, board members and everyone in the audience. Um Mr. Cap and I, we had a brief conversation as we were getting ready for negotiations and he shared with me that it'd be nice to have students come and at least come and do the pledge. And uh what the next thought was we just had the fifth and sixth grade Olympics and we thought would it be great and honor to have some students, if they're able to, to come and say the pledge. So, boys and girls, if you wouldn't

002mind doing me a favor, why don't you come to the podium? All of you. So, here are just some of the athletes, board members, that participated in the fifth and sixth grade Olympics. Um on a side note, this is the 19th year that the fifth grade and sixth grade Olympics have occurred and it all started with Mr. Ronay. He's a fantastic guy, great citizen and his kids are have been well graduated from the Orange Public Schools and he continues to do this. Sadly, he's indicating next year is his last year, so we'll have to continue that tradition, but we thought it'd be a good idea to honor, especially after the conversation Mr. Cap and I had, to at least have some students. So, boys and girls, would you want to get it doesn't matter, whoever

003wants to speak first, would you mind introducing yourself to the board, saying what school you're from and if the events that you participate, I know some of you participated in more than one event, um that would be great. >> Hi, I'm Hunter Wright and I come I Sorry. I'm going into sixth grade. I go to Peck Place School and I I competed for the 100 meter dash relay race and cannonball throw. I mean softball throw and I got two gold medals for relay race and 100 meter dash. >> [applause] >> Hi, my name is Michaela Firestein. I just finished sixth grade at Peck Place. I competed in the mile run, the 100 meter sprint and the broad jump and I placed first in all my events. >> [applause] >> Hi, my name is Sterling Nappi

004and I go to Turkey Hill School and the events that I participated in are 100 meter, cannonball throw and broad jump. Thank you. >> [applause] >> Hello, I'm Leah Imperio and I'm going to sixth grade and I'm in Turkey Hill School and the events I participated in is softball throw, cannonball throw and shuttle run. >> [applause] >> Hello, my Hello, my name is Emerson Crane. I'm going into sixth grade at Peck Place School and I participated in the um mile, the relay race and the softball throw and I got a and I got a silver medal and a gold medal. >> [applause] >> So boys and girls, I know you had a tough day at school today. So I appreciate you being here. Moms, thank you for making the time. I know this was short

005notice, but we appreciate it. And boys and girls, with your permission, Mr. Cap, if we wouldn't mind having them uh uh stand and have them lead us the Pledge of Allegiance. >> I pledge 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. >> Uh thank you guys so much for that. And congratulations again I'm uh participating in uh winning all those medals and everything for the ones that did and all that, but congratulations again. Thank you. >> [applause] >> So, at this time you're you're more you're more than welcome to stay, but you're you're free to go, but again, thank you. >> [laughter] >> We appreciate you taking the time to be here. Enjoy your

006summer. >> [applause] >> Okay, we'll move on to um our mission statement. Uh Amanda, would you uh please read our mission statement? >> Orange Elementary School District recognizes that the education of each child is the shared responsibility of every member of our community. Our goal is to inspire and empower each student to achieve academic excellence, embrace social and individual responsibility, and lead with integrity. We believe all individuals should be valued and treated with respect. Together, we will make a difference. >> Excellent. Thank you for that. We'll move on to uh board introductions. Uh Let's start with Lauren. >> Lauren Gray and happy summer to everybody. >> Susan Recchia. >> Tatiana Messina Mallozzi. >> Jeff [clears throat] Cap. >> Good evening, Betty Hadlock. >> Erin Wilson, happy summer. >> Anthony Sgrinzari. >> Amanda Zapatka. >> Okay,

007thank you for that. We'll move over to public participation. Do we have anyone from the public willing to participate tonight? Okay. Hearing no one on that. We will move on to item three, our consent agenda. I'll need a motion to accept the first item under the consent agenda, which is the minutes from the May 18th, 2026 Board of Education meeting. Do I have a motion to accept the minutes from the May 18th, 2026 Board of Education meeting? Betty, second. Susan, any discussion? All in favor. Unanimous on that. Got it. Okay, thank you. And we will move on to our next item, which is our presentation for the Connecticut Association of Public School Superintendent CAPS Science of Reading SOAR Master Class End of the Year Presentation. >> Dr. Russo, there Mr. Cap. >> Thank you. So

008board members, I know I've asked Dr. Russo to present during her presentations with regard about the science of reading. Some of the things that we've had, the interactions that we've had with the Connecticut State Department of Education. We've included anything that we've done with regarding this class. Do you mind hitting the next slide, F? that we've um participated in a master class. The Connecticut State Department of Education funded CAPS, the Connecticut Association Connecticut Association of Public School Superintendents, and they created this master class, and we've been sharing that update with you, and also um here, but also in the board update. We actually um by doing this, it was a great collaboration, and through that collaboration strategies were created in order to create impact to our students and families. And they broke districts in groups.

009We happened to join Monroe and West Haven Public Schools, and those were called our Infinity Group Sessions. And as I shared earlier, we gained a lot from our colleagues in these other districts. Um they took things from us, we took things from them, and the additional thing that CAPS provided was executive coaching. So, the gentleman on your left, his name is Dr. Stella. Some of you may have known Dr. Stella. He was a long-term superintendent in Woodbridge. Uh previous from that, he was the assistant superintendent of schools in Stratford. He's has since retired and has consulted. Dr. Rafferty is a professor at Southern Connecticut State University, and we were fortunate to receive these gentlemen as our coaches. One thing that I appreciated with these gentlemen, not only did with our Infinity Groups and with West

010Haven and Monroe, we went to their homes. We actually went to West Haven schools twice, Monroe, they came to us, and we had sessions where we could learn from each other. One thing that I asked Dr. Stella and Dr. Rafferty do is, would you mind coming in and visualizing what we're doing by coming into our schools. As you know, I've offered that to the State Department of Education. And that they're very busy. Unfortunately, they haven't had the opportunity to come and visit our schools, but these gentlemen did. And I have to say, it was very affirming of what they saw, and there's no question that we're following the science of reading. I thank them. They're willing to come back again if we saw see fit. Um I'll add some comments as the uh principals and

011Dr. Russo present, but again, these gentlemen were an asset to us in confirming of what we're doing, and also giving us suggestions even to strengthen our instruction here at at Orange. Dr. Russo. >> So, in addition to the affinity groups and the executive coaching, we had an opportunity to to participate, as we've shared in the board updates, in these plenary sessions. And the knowledge there was very confirming. We felt so confident about what we were hearing. And we were inspired about our own work, which really involves integrating all aspects of the word recognition skills, and the presenters that um talked about those areas. And integrating those word recognition skills with all aspects of language comprehension, as you know, that has been a focus, and that will continue to be a focus. So, in addition to

012the plenary sessions and gen- and um uh Oh my gosh, GPS systems, general positioning systems, we were inspired to create our own Orange Positioning System, and we thought it was fun with a play on words, OPS. Uh Orange Public Schools and Orange Positioning System for global positioning and reading success. And really thinking about mapping our journeys um with this work. There was a lots of learning. We will, just tonight for this presentation, share five key takeaways. Um our colleagues, the principals, will talk about each of these. And they are, just for a frame of res- reference, the first, talking about building coherent systems. The second, rethinking resources. The third, expertise, specifically expertise that travels. Four, innovation. And five, always knowing that there's a new journey and we need to map it. And so, Elaine is

013going to start with that first takeaway. >> The first was shifting from teaching skills in isolation to integrating word recognition and language comprehension practices for system coherence. This is making a huge difference. As you know, Orange students begin their journey as pre-K and K students at MLT. And then travel to one of the three grade one to six schools before continuing their journey to Amity. The goal was to have all students embody the portrait of a graduate, which includes being a collaborator, communicator, problem solver, planner, and empathizer. At midyear, 88% of kindergarteners scored at or above the benchmark. And at the end of the year, 91% of our kindergarteners scored at or above benchmark. The foundation is not only strong, but built with fun while supporting the whole child. >> Learning is so much fun

014for me. Helping me learn is a really fun way to be at home. >> We envision our students as travelers on a journey that respects the Orange community identity. We are so proud to share that we have identified where district consistency is required and where school and classroom flexibility is necessary. So, our second takeaway was the work that we did with rethinking resources and this happened quite a while ago when we looked at everything we had in front of us and really needed to decide what could we cut with confidence? What did we need to keep that would align with the science of reading? And how could we create conditions for success? So, we looked at this through the lens of all of the tiers, tier one, tier two, tier three, and special services. How

015can we create something that would be a positive impact and high-leverage learning for all of those constituents in our in our schools? And what resources did we rethink? Knowledge and practices, our human capital, technology tools and materials, and how we were using our spaces. Could we be more creative? So, those four categories are all resources. Sometimes you just think of textbooks or or literature, but the people that are building our our our practices, all of those things were what we looked at all those years ago when we started this process. And through this process, it was reaffirming to know that eliminating all the three cueing strategies long ago was the right move and that that decision led to the development of the scope and sequence we have now which has allowed us to cut with

016confidence and has created the conditions for success. We focused on the science of reading. We focused on all of the experts that we have come across and through the plenary sessions, it was very reaffirming to hear that what we are doing we were like, "Yeah, we're doing that." Yeah. Yeah. Like so it was very comforting to know that we had moved the right levers and we had pushed the the envelope in the right direction. In order to share all of this information, um we created our storyboards. And those storyboards were the way for us to share all of this work with teachers, students, parents, and this board. It maps out the journey, the OPS of our system, and it lays out everything we are doing and everything our students are learning along their path from

017pre-K to grade six. So, you can pick those storyboards up and you can see the journey very clearly and it's comforting for the students, the parents, and hopefully for the board to know what our direction is. >> Hi. Um this year we also carved out consistent professional learning time in the whole group setting, small group, and even one-to-one learning sessions. And that highlights our third takeaway, which is expertise to sharpen our instructional skills so that this expertise can travel across the district throughout all classrooms and intervention rooms so that students and teachers can demonstrate expertise anywhere and everywhere. Throughout this year we learned about the CAPS literacy modules and they provided opportunities for onboarding, common language, look-fors, strengthening background knowledge. And these modules are available for anyone who needs to take some time to sharpen

018their skills, in addition to seeing what these concepts look like in practice. >> The fourth takeaway is innovation for us to meet our Orange goals. Innovation comes into play as we map coherent connections across grade levels to ensure alignment over time as we strive and work toward the portrait of a graduate. We integrate all aspects of literacy acquisition, word recognition, excuse me, recognition combined with a district-wide focus on language comprehension. All while continuously working on achieving clarity around grade-level contexts. Our innovations also include creating our Orange Public Schools Publishing Company. Where we created it adult learning plans, our integrated scope and sequence, and embedded professional learning at teachers' fingertips. Progress monitoring booklets were created for consistent data collection, which is used often to to create flexible groups. And there's always a new journey. Next year,

019the journey continues as we maintain our focus on language comprehension. We will look at the research and develop We will continue to use data to drive our instruction and identify areas of need to provide our students with crucial skills and remediation as needed. >> That's all. Thank you. >> Clap if you like, it's okay. >> you. >> So, along this journey, as you know, um the science of reading is something that we instituted way before it was required by law. And so, we want to make sure that we kept you up to date. Again, I want to extend, even though he's not here this evening, Mr. Zieman. He's been part of this process. Mary Wieland, our state rep, she's been incredibly helpful when we've had conversations with the state. This has been very affirming. We're

020open to any questions that you may have, but as we let you process what you just saw, and I don't mind putting the principals not on the spot, but I'm curious, just quickly, especially what did you gain out of it, especially when we had our facilitators, Dr. Rafferty and Dr. Selakorn, because I know they weren't able to come to all the schools. They were only able to attend two two separate days. They attended Peck Place and Maryel Tracy. And and by the way, we I know some of you know that song already, but this was also for broad audience that may not don't know MLT or the MLT song or orange, but if anyone would wouldn't mind just kind of all of you want to stand or whatever, but just so the mic there's a

021microphone right here. >> Um one of the things that I really enjoyed having an outsider or outsiders come in was to have them see, it was amazing, the through line of our instruction. They could go from classroom to classroom, and they went to a lot of classrooms, almost all of them, and the consistent teaching and the instructional routines that we have been using, um it was just it was just wonderful to watch. It was natural. Um it was we were very thankful. >> For me, I think it was the pride. You know, we have been working on this in all little silos all along the way, and when you see it all together, and when we're sharing with other districts, and when we're giving examples of things that are happening, to see it all fully

022built, and then to see our teachers implementing it with such expertise as you were talking about, Dr. Arteberry. That for me was like the prideful moment. You know, I know it, we know it, but everybody knew it, and that was really um it was humbling to see, and it was great to share with our um affinity districts, and um yeah, that was for me it was mostly pride. >> Hi. Um it was really Elaine mentioned the through line. So yes, you see the through line from kindergarten through first, second, third, but I think what was even nicer for me is like you know, when I visit Peck Place, it is the same. What is happening at Turkey Hill is happening at Peck Place. It they're not different. Um and I think that that was like

023it's a through line, but it's a you know, you can replicate the through line through all the three main schools. You know, and that was really um nice to see. >> I agree with all that everyone has said. The consistency across the the four schools in the um delivery of instruction has made this a very strong um program for teaching students how to read. Um but also getting into each other's buildings. We see each other all the time, but to really take the time to get into different classrooms at MLT, and over at Peck was really validating. But I think overall, the feedback from people who don't work here in Orange, the affinity groups and Dr. Stella and Dr. Rafferty, it was really validating the work that we're doing. So it's a really great experience.

024>> Can I add one more? >> I did. >> Yes, sorry. Um in meeting with Monroe and West Haven, I it was just I keep saying like it was very affirming. They kept saying like but how do you make that happen? How do you do that? Like we want to come see it in action. And it just was like, "Wow, we're we're pretty awesome." [laughter] But you that feeling of like we're on the right track and like we are doing what we should be doing and we are serving our students well. And I was just going to add from the plenary sessions, you know, Wiley Blevins sticks out to me as someone that, you know, he he gave such an amazing presentation and he was the word recognition side of the braid. And um of

025course we can still learn and we want to learn and we want to grow and we are always looking for more and more things that we can do to sharpen our skills and and hone in on, you know, more specificity, but we knew exactly what Wiley Blevins was talking about because we're doing it and it's here. And that was really just it was um I think you said affirming. It was it was reaffirming to to see that, but they were awesome. The experts were like, "You're already doing that?" I'm like, "Yeah, but we could do more." And we know that and it was a great opportunity for us to be a think tank and to Dr. Scarpetti, thank you for allowing our group to go all of us together because that was so powerful that

026we could all Mrs. Ito as well from the special services side, put our minds together in a room and hear what they were saying and say we're doing this, but now we can go here. And that to me was just so awesome to have that time. It was a lot of time out of our buildings and and we sometimes feel like we can't leave our buildings, but it was it was well well worth the time. So, thank you for allowing us to go. >> Um I also want to commend how the district does professional learning because it's customized. It's like our material is all customized to what we do. We don't pick up materials that a publisher like has created and expect us to do wrote teaching. So, um, is a customization and staying true

027to the science, evolving, learning. I mean, it's it's it's it's a great place to work. >> So, um, before any board members may ask any questions, uh, just to all of you, uh, I know you've heard this countless times. You are not managers, you are instructional leaders. I think you've heard me reference mentors of mine that have referenced principals as they hold the keys to the kingdom. And, um, not only being instructional leaders, but dealing with the daily routines of a school that all of you do, and taking that time, I am honored to be your superintendent, and I'm honored to all the work that you do because I know it's not an easy job, and especially, hey, we had a meeting first thing school's over, we met first thing today. And so, I want

028to thank you for your hard work, and again, focusing of the whole child, not just the instructional, even though that's the key piece, but focusing on the the whole child. I'm getting choked up a little bit, the whole child. So, thank you for all your work and dedication. So, thank you. >> [applause] >> So, Mr. Capp, I'm not sure if any, uh, board members have any questions, I'll happy to address that regarding the science of reading. If not, um, with your permission, I'd like to have the principals leave, but we're happy to address any questions that anyone may have. >> Sure, yeah. Uh, questions? Susan? >> So, when you were with your affinity groups, was there one certain thing that was like, oh, we really have to do? Is there anything that like they either

029they do or a tool or something that you say, well, I know you obviously were bouncing ideas off each other, which is always great, but is there something like an aha of, oh, yeah, we can use that or do that? >> [laughter] >> We're looking around because we we we don't want to seem like we have a big ego, but with the affinity groups, we were just so happy to be able to share the knowledge we have learned. >> Right. >> And that was really what we felt our contribution could be in that moment with those groups. >> Mhm. >> And um you know, definitely it was nice to hear some people having the same problems, right? That that's also good, but really in those meetings, it was about being able to share and say

030this can happen. This is possible. And to really look back and think wow, we did that. I think from the plenary sessions with the outside guest speakers, that's where we learned a little bit more of where we could tweak especially for our struggling learners and just some different strategies to try to just add to our repertoire. But um I think that would be the best the best way we could answer that one. >> Thank you. >> And I and I also think, Ms. Riccio, is that, you know, Mr. Zeigler's in my head. And he has said it to the state, but he also, I think, has reported out to the board. And and I think all of you would agree to your point, Mrs. Lasto, we're not perfect. We have a long way to go.

031We use this phrase can I constant and never-ending improvement. We tweak things along the way. I'm sorry my back storage. Um but I think this didn't happen overnight. And um because of us doing this and again, um I know uh this young lady to the left of me, I'll keep on saying this, I hired her for one reason, and it's because of her expertise with reading. I have a pedagogical belief that if you teach a child to read, no matter what field that they go into, because no matter what happens with artificial artificial intelligence, we talk about uh the board portrait of the graduate of what we want our students to be able to know and be able to do, but they're going to be on their own one day. They're not going to have

032a teacher or a parent possibly from them, and they're going to have to take something and have the skills to teach themselves. and they have they could do that by reading. And so because of the knowledge that I know Dr. Russo had and I joked once when we first started this, um there was a presenter again all all the names that were mentioned these are like it's like name dropping quite honestly. You know, these are key people in the industry and I joked because I like to let make Dr. Russo red. If this one person said her name once twice she kept on referring to Dr. Russo in front of how many people were in that room? >> Hundreds. >> And this is where I think um some of you may have seen some frustration

033possibly. Not that she gets frustrated or my staff gets frustrated. But the passion when we were deemed as out of compl or whatever the term that the state said because the fact of the matter is these other districts and again we want to be respectful, they're buying programs. And to Mrs. Watson's point, we are going like things that you see here is the district created this. It wasn't a program. I'm not saying these programs are bad cuz I think the intent of that rep was was well intended is that students are not performing at that level. Now, we'll see where our kindergarten students we have a lot more to do. Again, I'm going to be showing you later about our long range plans and with regarding to um our strategic plan because technically it ends

034this year, but we're focusing on comprehension but to have the percent is 91% of our kindergarten students at that level and again that's just one component. We'll wait and see what happens. But I think because of um the impact this has had on us, we said I told my our team that we're going to be doing this. And I think the impact that it had was that reaffirming and again not that we're better than than everyone else, we are not. We've just had a jump before this was acted as a state law, and I think that's a jump, and that's why people have come and saw, and this is where Dr. Rafferty wants to come back, Dr. Stella, you know, wants to come back. And I think there's just elements that there's these nuggets that,

035okay, we're doing this, we're doing this, we're doing this. So, um I believe I I think, you know, I don't want to speak for all of you, but I think that's the ebb and flow of the field that we're in, cuz it it's we're constantly doing this. >> Yeah. And I think it definitely energized us, re-energized us, and today we all spent the morning looking at data. We were looking at data, what students need what, which of the things that we learned can we apply to which students, right? It's all customized. So, that's how we'll be spending our summer to, you know, part of that answer for you is we're looking at our students, every single student in every building, where are they falling behind, what do they need, what did we learn that will

036target that specific area, and how are we going to maximize the instruction for everyone? >> But in addition to that, what training do our teachers need? You know, there are pockets of grades that might need specific training because their students are performing and doing certain things that we need them to change. And that might be different at Peck, which might be different at Turkey Hill, First Racebrook, which MLT, and that we spent a lot of time today starting to actually look at like, what is the training that specific grade levels or teachers or everybody could very well be everybody might need additional elements of next year. Um and we started plotting that out. >> And I hope, you know, I I've I'm sorry, Mrs. Hadlock, but this is where, you know, I I use the

037term about being an active participant with being a board member because we've talked about this all along for the past years. And, you know, when we talk about this, it's something that we shared recently at the curriculum subcommittee. We're looking at our professional learning. And it's not just as something on the calendar that says professional learning. We're mapping it out right now for the same exact things everyone said, but Dr. Arterberry just said, because it may be different at different schools or different grade levels. It's the intentionality that we have. And especially again, anyone at home, I know report cards have gone out. I know we have smarter balance assessment scores. Years we have schools of distinction. One school gets it, all three schools get it. And and that though that's great piece, but I

038always say, as a parent here as a board or or watching at home, sit down with your classroom teacher or your building principal and let's look at your your child. These averages are great, but let's look at your individual child and see the growth that they've had. And especially if they started here with us in preschool, but specifically kindergarten, I I'll tell you, it's amazing what the impact that these leaders have and our teachers have in this district. Mrs. Hallock, I'm sorry. >> That's all right. No, no. I just first of all want to thank um you all for being here tonight. And as a member of the board, a retired teacher, I just feel so proud to see that Orange continues to lead the way. And I know it's been a journey that's gone

039on for a number of years, and Dr. Russo has been behind it all, moving us forward. And it's I think it's fantastic. And I'm looking forward to seeing what the future holds. And I know that our students are going to continue to be successful because of all the good work that's going on. I do have one question about um when you said, you know, different pockets of teachers need might need some different resources or whatever. But one thing that's nice at at MLT, the entire team is in one building. Now, I don't know how often does the entire first grade team have a chance to be together? I mean, I know it's not that easy to make it happen, but I I'm pretty sure it happens sometimes during the year that the entire first grade

040team or the entire third grade team or whatever from each school is able to get together because sometimes you know, one teacher has an aha moment and when they can share with the entire team of nine, 10, or 11 teachers, it makes a big difference. >> It definitely makes a big difference. We have the you know, like the election day and the March we have those the big welcome back day the the election day and the March PL full days, but we're also blessed with those curriculum Wednesdays once a month that go till 4:45. That's a big chunk of time. So, there are times when we talk we'll say, you know what? Maybe we can get a grade level together and have them all come to one school and talk about this topic or talk

041about what vocabulary words we're pulling from which text and those Wednesdays are really valued for for that. We are allowed to to get there's enough time to drive across the whatever 2 miles it is. >> Right. >> And and do that. So, we do have those opportunities. >> Okay. >> In addition >> That's good to hear. >> In addition to that and again, how things change over there is when I first arrived here the board received feedback as as did I. We had more early release days than ever. And that caused I think some issues for some parents, some board members felt that and again talking about the roles and responsibilities, you're in charge of the calendar. I can make recommendations by talking with my staff and getting feedback, but you make those recommendations and

042besides what Mrs. Lasto shared and this is where I want to thank all of you for blessing us with district permanent subs, there's actually full days that we actually have allowed that to happen also Mrs. Hadlock where okay again, not just to do it, but this is what we're receiving. Let's set a day where we get those district permanent subs and we have specific grade levels meet. >> Anyone else have any Amanda? >> So, I just wanted to say thank you from a parent's perspective. Um not only is it obviously an effective program with the 91% of the kindergarteners being at level, but um having a child who was tiered and sticking with the program is now at target. So, I thank you for that program as well, because if you stick with that, obviously

043it's effective. So, thank you for that. >> Anyone else? No? All right. Thank you again. Okay. Did you have anything else you wanted to add to that, Dr. Scarpetti? >> No, with your permission, um if for those of you that uh would like to leave, if that's okay with you, Mr. Capp. And again, I want to thank >> you keep dismissing everyone in their room. >> [laughter] >> Especially um >> And thank you for a good year. >> finishing a a busy week last week. >> Thank you all. All right. Okay, we'll move on to Superintendent Reports. Uh we'll I'll start off with Dr. Scarpetti. >> So, again, just echoing some of the conversations um or the statements that I just made earlier, it's been busy for all of us, and um I can't thank

044the parents and the community for supporting us. We've had a few hot days, as you know. Um I made the decision to make an early release on Thursday. Um some people came to speak to me with regarding to that. And number one, um I uh asked Mr. Gray even before that day as he first came into the schools, Mike, do me a favor. I want you to check these classrooms. Now again to inform the board, which I think all of you know, but especially people watching at home, we have two schools that are really air-conditioned. We have Peck Place School and we have Mary L. Tracy that I in my from my lens are fully air-conditioned because we have window units and Peck Place School. The other two schools, Turkey Hill, I'll start with them.

045They have an air-conditioned with the library. Of course, the central offices are their main offices air-conditioned because they work during the summer, but the light I'm pointing at the fact the schools are here. The library and right across there's a room. At Racebrook School, we have the sixth-grade wing, which involves four classrooms. We also have the library there. And so we have contingency plans. So if we decide to have school, there is a little bit respite that our kids and teachers could have. Fans also in the classrooms. But reaching out to the health department, we made that decision. But some of the conversations that came up just to pre-frame all of you and again, I think we have we have time is what some districts do which and again, as we talked about other districts

046where we are, some districts decide if some schools have air-condition, they stay in. The others that don't, they have the early release. That's something where, you know, at least for me as your superintendent, I wouldn't feel comfortable doing that. And again, that's no disrespect to my colleagues in other areas that have done that. But what the conversation that's come up is there's some schools that have an early release the last one day. We're one of them. The last two days, the last three days, the last four days. That's the most I've seen is four. And so people have come to me and said, "Have you ever thought about that, Dr. Scarpetti, doing that?" I said, "It's interesting cuz other people are talking about that." So, I just want to drop that seed to the board.

047So, again, not that you need me to remind you, but one of your roles is is the calendar. And so, we still have the ability or you have the ability to vote on the calendar, and I may bring that conversation up of possibly not just having the last day of school as an early release, but last two, maybe last three, cuz many districts do that. Now, do they do it for the um temperature? I don't think they do. Would that impact us and help us? I think it would, but they also allow for the busyness of the end of the year. So, um you know, as I complimented our principals, that extends to our teachers of how hard they work. A lot of things are going on. And a lot of evaluations are going on

048at the end of the year. So, it's a busy time of year where the students may leave as an early release, and this gives the staff to kind of close out. So, just in case you heard that as you travel through the community, I just want to make sure I share that with you, but I also want to tell everyone that yes, we have two schools that are air conditioned. The other two have areas that are and we always have a contingency plan, which we discussed with I'm pointing over there. Mrs. Lassiter doesn't have to to have that concern, but uh Dr. Arterberry and Mrs. McNeill, we talked about that. And Mike, thank you for always going out uh way in advance before and and you know, he literally has a heat gun checking the

049rooms to see what we need to do. And I want to extend uh my gratitude to Kathleen Malone in reaching out to the health department for guidance. So, I just want to drop that seed in case that that comes to you. Uh so, the other piece is is that um I just want to thank all of you that had the ability to attend our promotion ceremonies and the help that that we had you know first selectman guiding not guiding us helping us with things that we needed we changed our areas with regards to where we had the locations some trees needed to be cut down some areas helped us in a second not only the first selectman but Chris Smalls he's from the the rec department helping us out one of the things that we

050implemented also which you may have seen if you attended is this happened really during COVID but we actually kept it implemented is the visual that people could sign up and watch the promotion ceremonies what's great to see is that family members that may not be able to attend they they're able to see it what was great for people to see especially how hot it was especially grandparents and older relatives they were sitting in their cars watching it even though they were right there so that was kind of cool again not to have violence playing for for us but I just want to extend my gratitude for our team and the tech department of what they had to do to get that ready and again when I use that phrase can I constant and never ending

051improvement that's how something we've gotten better at each year each year each year the PTOs I already thanked Mr. Rooney we had a lot of art shows go on music performance so the police department the police department on the behest of actually Mrs. Lastro she closed down the road in order to help the traffic and what they did at Peck Place so again thanks to Chief Gagne and his detectives Bailey and Arda Bane and anyone else who showed up with that and so again I hope I'm sure I may be forgetting someone but it again it takes a village to help that Again, the connection that I want to have have all of you see is again part of your role is the budget, right? That helped us out with a variety of things enabling

052to do that. Um today, again school ended Friday as all of you know, we just started our summer programs and in a moment Dr. Russo will talk about that. In addition to our summer summer programs, um we have some summer projects. Mr. Gray will share that in a moment. And uh I will be attending the Amity Middle School promotion ceremony on Wednesday. That's this Wednesday. It's from 9:00 to 10:00. Excited about that. Seeing the kids grow up and as they go to high school. Personnel update, I want to thank the negotiating committee and for uh just as a reminder, Mr. Capp, Mrs. Hallock and Dr. Messina Mullen. We've had one meeting so far. We're making arrangements to meet with our cafeteria workers. We haven't received a date yet. Um following up with that is the

053administrators. I want to remind the board that once those negotiations start, we will not be able to share anything that goes in those meetings. It'll be an executive session. So, um again thank you to Mrs. Hallock, Dr. Messina Mullen and and Mr. Capp for your help with regarding that. Um also regarding with personnel, we've had some positions that have been filled. An administrative assistant to Turkey Hill School, fifth grade teacher at Peck Place School and a peer educator. And we've just um posted some openings or utility custodian, a long-term sub, an RBT and a uh school security officer. And I would like to say even though I did it two different meetings, I want to send our well wishes to Lisa Hein. She served this district for over 30 years and Ellen Ginzberg for nearly

05430 years. They have retired. Um it was nice to have our some uh conversations with them uh with regarding uh their years of service. Uh Mrs. Hein did a great job at her her retirement party of connecting of what she's seen over her 30 years uh and uh to having a conversation with Mrs. Ginsburg. So, if they're watching, we wish you well and appreciate all that you've done for our families and and students here. Um before um Mrs. Hallock asked, currently our kindergarten students are at 135 and out of those are 17 waivers. So, again, 135 altogether, 17 waivers, which means that there's those are students that are did not meet the age of September 1, but they um did the waiver, but we're at 135 students uh so far. And that ends my report,

055Mr. Capel. >> Thank you for that. Uh anyone have any questions? Go ahead. >> More of a comment. Um my son had the pleasure of having Mrs. Hein as a teacher in kindergarten, and Mrs. Hein, if you are watching, I thank you so much for your service to Orange, um to this whole board, to the district, um and also to my son, Nathan, who um had a lovely lovely uh kindergarten experience with you. So, thank you so much. Um I also just wanted to give a shout-out um to a lovely gentleman I met at MLT. Um I believe his title is Custodian Mike. Um thank you so much, Mike. You worked very hard um throughout the whole um promotion ceremony uh for the kindergarteners. So, thank you so much um and to everyone that helped,

056but um specifically Mike. I think he sweat through three different shirts. It was a hot hot day. Um so, thank you to to all um but to those two. But, thank you, guys. >> Ready? >> Um I just wanted to say attending um art shows or concerts, the performance of Aladdin, uh promotion ceremonies, it's so impressive to see our students shining and doing things and how and all the families that come to celebrate their success. So, that's another indication of great things happening in Orange. >> Yep. Tatiana. >> I actually have two questions. The first one regarding um the idea that you indicated earlier regarding the early dismissal for some schools. How would the bus situation work with that? As far as like would the buses come out for those two schools that would get

057early dismissal and then have to come back um for the other schools? How would that work? >> Yeah, I I assume that's what happens in those districts. >> Got you. >> Um you know, there there's matters if if that's something that the the board I think it's a logistic issue, too, because again where those teachers go? Where they you know >> Right. >> And so [clears throat] it was interesting the conversations because again um as superintendents we reach out and get feedback from each other. And so that was the conversations. For the the districts that have air conditioning, they didn't have to worry about it so much. Um and again, not saying that the decision I made was a bad one. We were ready to keep our kids in school because some of those districts

058also have buildings that are two levels. >> Oh. >> And so that was some piece of information I received afterwards that it gets too hot >> Yeah. Yeah. >> for that because of two levels. All our schools you know, this is a second level, but all our schools are really on one level. So. >> Um my second question is regarding um this year's promotional ceremonies. Very, very hot weather. Uh have we ever contemplated getting like tents um or something where you know, um it might help the situation? Um and I don't know if that's something that's been discussed in the past. >> um I'm not going to look behind me, but Mrs. Lasater may be [laughter] smiling. >> Yes. >> Because those are the conversations we had and when we reached out to companies to

059do that, they were all rented out at that time. >> Yeah. I got you. Okay. >> So, now, it depends. One thing is, again, not because she's in the audience, but, you know, Mrs. Lasto, and again, it's not the instructional leader, right? So, we talk about, you know, getting in my role as superintendent, technical and adaptive pieces. >> Yeah. >> And I asked my my my principals to do both. So, these were technical pieces, and so, I'll give Peck as an example. There's an area where it does sun and shining, and then Mrs. Mrs. Lasto, with her vision, put them in front of the school cuz there's trees covering. >> Shade. The shade, yeah. >> where we were, you know, reaching out to the first selectman, asking for help to call his employees to help

060us >> Yeah. >> to cut that out and kind of not create a canopy, but get things out of the way. >> Yeah. >> And so, this is what we're exploring, and also, maybe, if need be, but it was just these were two hot those last two days were extremely hot, but we did think about that. We did try to reach out, but unfortunately, we were And again, even we were thinking about running to a Lowe's or Costco or whatever, but it's a 10 by 10. You know, it's like not a huge tent, you're right. >> Got you. Thank you. >> So, sure. >> Okay. I'll just say one thing cuz then she mentioned the calendar. I know, as a teacher, having the last 3 days of school be early dismissals has a tremendous impact

061on being able to finish up all the things, finish evaluations, finish meeting about class placements and whatnot. So, I'm tucking I'm tucking that away as a with a big star on it to consider when we consider next year's calendar. >> It's interesting the amount of feedback I received, Mrs. Havlock, when I again be being at the schools and such were just kind of um just suggestions. And so, like I said, just in case of some of you heard it, I want to mention it this evening. >> I didn't hear it, but you know, for some reason I thought the last 2 days were early dismissals. Yeah. >> I think when I was in grammar school, the last two or three days were half days. I don't know. Lauren. >> Um question and then a comment.

062Is there a way with this idea of early dismissal for 2 to 3 days that we could ask parents and teachers what they think about that going forward? Just you know, with my parent hat on, it you know, it is a little bit harder when we have like many days of early dismissals. So, I'm wondering how that would affect the parents, but like you know, it'd be interesting to see the feedback from the teachers and the parents if we put out like a survey or could ask us like a focus group or the PTOs or something. >> Yeah, that's something we were already started discussing. >> Great. >> But again, that's that's something again, I can make suggestion, but that is a board's decision. >> Yeah. >> I have the right to cancel school or

063do that early release release. Um but it's funny, that's something we have already shared because for those in not that Mrs. Hallock's comment, but I feel that our teacher group and again, we won't know until we do a survey, would share that same sentiment because it's so crazy how it's like the roller coaster ride of a a school system in the last month and a half, it's all downhill and it's super fast cuz all these events got to fit in, you got to fit it in. And so, but yeah, we have already began speaking about that, Mrs. Gray. >> And you'll share that feedback with us whenever with pa- from parents too. >> to because again, I can't make that decision on my own. That's something that I would want to inform all of you

064in order to if if that's a decision the board would want to inform that decision. >> Okay. Thank you. That would that'd be really helpful and thank you for getting that started. Um the second, I just want to make a comment. Um I I posted pictures from Amaya's graduation and I had some other parents, some other school districts say, "Oh, we didn't get a kindergarten graduation at my school in in this district in Milford." Um so, thank you for the real I know we we pulled the resources together, you know, and provide the budget, but um the schools did such a good job with the promotion ceremonies. Um it was extremely hot, so I love the idea of tents just cuz it was so hot, but the thoughtfulness that went into the kindergarten promotion ceremony,

065it was so good you know, to see that and see the kids um graduate and my mom, you know, watching from the hospital, and she I mean, it was it made the world >> to her, so >> not just a hospital in Connecticut, correct? >> Oh, yeah, it in South Carolina. So, like she was able to but she was able to feel like she was a part of it. So, the live stream was such a good idea. So, thank you for that. Um and thank you for a really good year and the promotion ceremonies were so cute. I cried the whole time. It was great. >> I don't know how much the IT department liked when I and again, I was straight-faced, but I was joking. I said, "I think we needed a three-camera crew

066so we could have someone being the director. Okay, camera one." >> No, oh my gosh. No. >> Because that piece and again, echoing it and again, I appreciate Dr. Wilson sharing. I didn't want to steal Mr. Grace's thunder um cuz he's going to be talking about the custodian piece, but as like I said, it's like a village. It's like what's crazy about that, how the custodians cuz again, now it's loading chairs up, moving to another school. It is jam-packed. So, thank you for acknowledging and saying that. >> But the whole setup was great. I mean, like the the the the photo areas, like the the chairs, I mean, everything was really great. So, thank you. >> Uh may maybe the our media department at the schools um could help somehow with the with the students

067maybe next year. Just a thought, but Amanda. >> Um I have a question in keeping up with the heat theme. Um I know we talked a little bit about the recess piece. Um the Merial's district or school, excuse me, has the morning recess, so they totally get out at least one. For the other grades that don't get recess, is that something that we would need to talk about in policy to put in that maybe they get an extra recess, or is that like a No, so case-by-case basis? >> So, thank you for bringing that up. That was actually Mrs. Hadlock, we're going to set up a time to meet. It won't be a policy, but, you know, there's different So, policy will comes to the board. But, and just to let everyone know, there were

068some questions that came up, which I think maybe all of you at least were on one email with regarding when do we allow students to go in and out of school, and it's the heat index. So, it's the humidity based on the temperature, and you get your heat index. There's actually a little uh graph that the principals look at. What we went upon is 85° that if the heat index is 85°, students still could go outside, but we say, "Hey, listen, be careful of what you're doing." One parent emailed, and I don't know if that was to the entire board or just to to me, but saying that the American Pediatric Association, I think the APA they call themselves, if I got that correct, it's 90°. And so, because of that, I reached out to

069Kathy Malone. Kathy Malone is not only um the nurse at Turkey Hill School, she's a nurse supervisor. And so, she is actually writing a new I would say procedure, not a policy, to do that. But again, you could go outside, you just have to be careful of what you're what you're doing. So, that's going to be changing, that's going to be uh shared out for next year. >> Is there I know we've had like several air quality warnings, too. Is that considered as well in addition to the heat index? Okay. >> And so, those are the pieces where, you know, there's so many components, and this is why I appreciate the team that we've created because, again, it's not a matter of, you know, "Hey, Mike, I want you to do this to, you know,

070check about that. Check where we are, the levels going on computers and such." Calling Kathleen. I called her even before school started. "Hey, Kathleen, we need to keep an eye on this." Uh she she uh reached out to the health department. Um So, you know, those are the pieces we do keep all those things and have those systems in place. >> Um I am very much pro future. >> [laughter] >> I think two would be a good uh medium, half days at the end of the year. Um but I I think what my personal struggle was, putting my parent hat on, um is the I don't want to say the um unexpected, but the the lack of 21st century. So, I think it would be great if we could have anticipated, like, get 21st to

071go if it's a hot day, to the library, I think you said, or the sixth grade wing, like you said, or what have you, etc. Because that would be a small I would assume a smaller group of students that can stay in like a AC area of that school. Um even though even though I know Turkey Hill Middle School have smaller AC availability, but I think that my personal struggle was that day was the no 21st. So, it was the early dismissal, but then no 21st. So, it's >> And so, I want to thank the board for your thoughts and sentiments because it's it's almost like the science of reading. It affirms what we've done behind the scenes. So, for those of you that don't know, and again, I'm not saying this cuz she's in

072the audience, Mrs. Lasso is also the director of 21st. And those are the con those are the conversations we had because there was conversations of not having 21st even that Friday. And we got together, we had discussions as an out because again, we got feedback, "Hey, we understand, but those little pieces." And even with regards to um what our previous procedure is for during the year that if it hit 85 and some parents were saying, "Oh, you know, we miss" Oh, and I forgot to mention, Mrs. Opalka, is that part of the discussion we have with the leadership team is that for those grade levels that have an afternoon now the principals are saying, "Okay, let's kind of look at that and let's kind of project, let's have it in the morning now so at

073least they get something outside." Again, we have to watch. So, these are all feedback, so it's nice that it's echoing some of the things that we've had to deal with, no matter if it's decisions with the heat or 21st century, those are the those are the things that we've been talking about, too, since these days have come and that we've had to address. >> All right. Any other questions? Okay. Mr. Gray. >> I feel horrible because I always give the grant update after all that conversation and it's just droning about numbers, so I do apologize in advance. Good evening. Uh so, I'll I'll start off with a quick summary of some of our grants. Uh summer mental health supports grant, it's a 3-year grant, it's a $35,000 grant. Um we just began spending that, so

074we still have $28,000 left in that grant. Again, that's for delivery of mental health services um to students who participate in summer programming. School mental health specialist, again, this is our social worker, uh an additional social worker that was funded at 100% of her uh the salary. This year, the salary was funded at 70% and next year it'll be in our operating budget, so there's just a few thousand dollars left in there. Consolidated Title III grant, this is for language instruction program assistants for substantial increase um in students of ELML, I believe it is, ML. Yep. Uh we have spent most of that. We have about $4,000 left out of the $18,000 grant. Primary mental health grant, this is a $17,000 grant with just about $3,000 left. Um we'll be spending that down this year.

075And this is for K to 3 early detection intervention programs for academic behavioral and learning issues. And then finally, the drip which I mentioned last month, the district repair and improvement program. This is pursuant to public act 25 173 section 131, the district repair and improvement project drip program. That's providing direct grants to public school operators or PSOs for the fiscal year ending June 30th, 2026. And forward. The award for Orange is in the amount of $73,321. We just received that from the town of Orange because that money is sent directly to the town and then they send it over to us. These funds are non-lapsing, which means they can be carried over from year to year and compounded. And as shared at the last meeting, these funds are used for minor minor capital repairs,

076infrastructure improvements, and um routine maintenance. Under food services for the 26-27 school year, Governor Lamont and the Connecticut General Assembly approved a new state budget which eliminates reduced price lunch charges. Meaning that lunch will be free for any students who qualify for free or for reduced lunch. And as always, families can find updated free and reduced lunch applications and other relevant materials on our website and we'll have further updates as we get closer to the school year with any changes that we might have for the upcoming school year lunch program. And that concludes the finance portion of my report. Questions? >> Betty. >> Um the summer mental health grant, I know you said there's money still in there. Do there plans to use a lot of that this summer or >> So it just started

077today. >> Yeah. So the program is operating right now. >> Right. And that's going to use a substantial amount of the money, right? >> It should use what's left in there. >> Yeah, that's what I Okay, that's what I thought. Just making sure that. And then the other grant for repairs and whatnot, is there any project that's already scheduled for the summer that's going to happen? >> So the projects we have scheduled for the summer are already funded. So this would be for a future project. >> Great. >> Yep. >> It's nice to already have the budget and have extra money. Wonderful. Okay, thank you. >> You're welcome. Any other questions? >> Oh, sorry. >> Sorry. As Dr. Scarpetti says with all of our grants, spend them down to zero. So we do. >> Yeah,

078right. >> Don't want to leave any money on the table. >> Nope. Okay, I think we're ready for part two. >> So it goes right into the summer projects that we have this year. So one at Racebrook School is the refinishing and relining of the gym gymnasium floors. So they'll be sanded down completely. They'll be relined. They'll have the the name put back on and then refinished. We'll also be paving the walkway at the rear of Racebrook School from the sixth grade wing all the way down to the playground. It's really been deteriorating over the last few years. And at Peck Place School, we will be doing a boiler replacement in August. So we'll be ready for the heating season next year. at Peck Place School. And then as Dr. Scarpetti said, I just wanted

079to take a minute to thank our custodial maintenance staff for all their work setting up breaking down chairs at the kindergarten promotion ceremony. We set up 403 chairs in about an hour. And then we broke down 403 chairs. And let me tell you at 11:30, those chairs were about 150° when you touched them. They burned your hands. Those chairs were then brought over, half of them to Peck Place School. And then the next morning, Racebrook, Peck, and Turkey Hill set up about another 200 chairs each school and broke them down. So, our custodians and and maintenance staff really um did a great job and the last as Dr. Scarpetti said, the last couple weeks of school it is a roller coaster and it's 100 miles an hour, especially for our custodians. You know, teachers are

080kind of cleaning up their rooms. There are there are celebrations going on. There are activities in the classrooms. We end up getting extra garbage pickups because the dumpsters get filled up. Uh so, they're really running around and then the last day of school happens and today they went right into summer cleaning. So, we have a really tight schedule in the summer. We have four schools that we need to get up and running and sparkling clean and safe for everyone to come back uh in the fall. So, really thanks to our custodians for all of the work they did, but um special thanks also to as Dr. Scarpetti mentioned, the police department, especially Detective Bailey, our SRO, who helps out a lot, but they had um crossing over from the church to the fire department to

081get to the grad the promotion ceremony here and I was stuck in that traffic for a little while and when I got up there the officers saw me and they stopped me and they said, "You need to do this on a Saturday next time." But, uh but, you know, there were there were the most people I think that have attended this promotion ceremony since I've been in this position because when I went up the road, I was heading to Peck Place, there were cars parked around the green, in the library, over at Town Hall, and the church parking lot was full. So, um there were a lot of people at the ceremony, which was really nice to see. >> And Mr. Gray, if I could just add be and again, it just you you think

082about this past week and I and I'll and I drive by Reese and it's the custodians got the front of it, no question about it. Um but, teachers are helping. Teachers are setting up. >> Mhm. >> Detective Bailey I saw help, you know, just parents pop you know, it's just it's a lot that happens in such a short amount of time. Um and maybe uh the officer's right. Maybe we should have it on a Saturday, but >> [laughter] >> it's just squeezing right in. Again, uh everyone's hustling. So, again, thank you to everyone. >> And like you said, Dr. Scarpati, the teachers >> to say, sorry again, Mr. Gray. And even Mr. Gray is out there, you know, getting out there, waking up, helping out just not just um overseeing it, but he's getting his

083hands dirty every single time to also. So, thank you, Mr. Gray. >> Uh it's my pleasure, but as you mentioned, the teachers and the and the principals do. They show up early on those days, and they're out there setting up chairs and making sure everything's in place. Um but I also want to take a minute to to thank um Chris Small and his crew um and Mike uh from Park and Rec. They helped us with a lot of the setup here uh MLT. They helped get Peck Place, the front area ready um because of the change of venue there. Um and then they cut the grass on a different schedule that week, so all the lawns were really nice. Um but Chris Small and his team always they help us out with a lot of

084things throughout the year. So, uh I think going back to Dr. Scarpati mentioned something earlier, the way we work within our community with all of the services in the community, uh it's a great relationship back and forth. So, um it helps make that week successful for everyone. >> And that concludes my report. >> Yeah. >> [clears throat] >> I uh I I I I don't know. If you uh do a Saturday, we have the uh strawberry festival competition. [laughter] Um you know, I don't know. And uh speaking of Chris Small, I I I drive drove by this morning 6:30, he's out there moving the benches from the strawberry festival, putting them away. I'm like, "Jeez." So, questions? No? Oh, um go ahead. >> Real quick. Great report. Just uh You mentioned the gym floor. Just

085out of curiosity, once those are done, how long are they kind of good for until the next one? >> So, our floors get a lot of use during the school year with park and rec and and we have badminton from the New Haven area in in our MLT gym. So, if we take really good care of them, you get about 10 years, 10 to 12 years or so. >> All right. >> Yeah. >> Scary, thanks. >> No, I'm just going to say regarding the floors, we are so blessed to have such beautiful gym floors. Even though I know it's a multi-purpose room, the gym floors are spectacular. Cuz go to High Plains, it's terrible as a gym floor. >> [laughter] >> It's a multi-purpose floor. It's terrible as a gym floor. >> Thank you. >>

086Just out of curiosity, is there going to be any like restrictions as far as like how long after the floors are done before the students can use them? Or I'm assuming they'll be done before school starts. >> Yeah, so they're starting them tomorrow. They're starting it tomorrow. So, usually takes about a week to sand it down, realign it, and then put the finish on. And then they usually like to cure it for 5 days at least. Um, so by the time school starts, it's going to be Yeah, it'll be all set. >> Hey, any other questions? No? Okay. Dr. Russo, you're up. >> So, I I thought it was really nice to see that final ignite presentation because it did give us an opportunity to really be able to articulate clearly our work. And if

087you look at the board updates that have been shared all year, you see the different presentations and how they led up to that and a little bit of creativity and really thinking about the mapping of the journeys. And so, thought it was a nice way to end and really celebrate that learning that everyone engaged in. And I too am so proud of our principals because they really are instructional leaders and they day in and day out um they go and they look at the work and they are just a joy to work with. So, kudos to all of them even though Trisha is the only one who's left here, but really they even this morning um school just ended on Friday and as Dr. Scarpetti said, we already started mapping out the work for the

088summer. Um and so really for my report tonight, I'll share a little bit about what we're thinking, really being responsive, already starting to analyze that data, identify the strategic plans for each school so that they can inform the district strategic plan and differentiate the professional learning um in the professional learning calendar based on those student needs. So, that will be our deliverable. Um you'll be able to see that when we have our next board update and you'll see how that aligns. Dr. Scarpetti also shared that we started some summer uh learning and that was Camp Invention today. Anybody who's interested in learning about some of the great experiences that children will have can go on to the website and see how the um Innovators Hall of Fame uh recipients and the winners of those great

089inventions have informed uh the curriculum for those sessions. We have approximately 66 students signed up and we're also grateful that 21st Century is available for families if they're working and they need for their students to stay um all day after that is that is completed. One thing that I did want to share for next year is that we collected samples of all of our kindergarteners to identify the stage of narrative development. And so, it was great when you asked Mrs. Hadlock about grade level teams coming together. So, all grade one teachers will be able to look at those language samples and specifically identify where the where we have to head next for the work. We are also going to make sure that we have all the resources that our teachers need for those storyboards, identifying

090those anchor texts with the resources that we based our professional learning on this year. Uh because we recognize that they need those resources. And so, we'll be working on that all summer. And we are really excited for those aspects of language comprehension to focus on vocabulary. Um we have great work to do in that area. So, as Dr. Scarpetti said, there's still a lot of learning um that needs to be done in that area, specifically the effective use of um word selection for vocabulary development. So, that is going to be a fo- a particular focus for that language comprehension aspect of literacy. We did share in the board update the um composite scores for the DIBELS or the Dynamic Indicators of Basic Early Literacy Skills, and we see growth um K through 3 and for

091the district with 80% of students on track with those basic early foundation skills. And so, you may be thinking, "Well, why was kindergarten at 91 and then K through 3 80%?" Because we have a lot more to um to look at, and there are more subtests, and the fluency and those benchmarks, they get harder. But, having said that, 80% on track is is aligned to best practices and um that pyramid with tier with um the tiered instruction. And really just um the only other thing that I have to report is that we will be working all summer to prepare for when our teachers and our students return because before you know it, they'll be back. And that concludes my report. >> Thank you. Questions? >> It's a half comment, half question. Um correct me if

092I'm wrong, but I believe the current kindergarten class that just graduated, that was the first class with the new birth date cut-off, switching from January to September. Is that accurate? No? Second class? Second class? Have Have we noticed anything at the state or local level about how that birth date shift has changed things like from you know, you talked about 80% on track, 91% in kindergarten, etc. Have we noticed any like state level or local level trends when it comes to that new birth date cut-off? Has that changed anything? >> That's a great question. What I know is that because we differentiate, I don't want to say it doesn't matter because we have to respond to whoever is in front of us, regardless of what it is. And so, we just do what we need

093to do. And the other thing that we've realized is that your development is linked to your level of awareness. So, even if you are a 4-year-old, you know, whether you're a 4-year-old or a 5-year-old, if you're not aware of, say, like the phonemes, we can make you aware of those phonemes, and then that moves your stage of development. So, >> And and I don't know if you would agree >> [clears throat] >> agree with this, Dr. Russo. It would It would actually, I think, take a real deep research because, again, going back to the way it was previously written is, again, um January 1 of that year, all those students. And again, to the point you made, why would some students who were born on December 31st do well, and someone who was born So,

094we haven't looked at that. I think we'd really have a deep dive to kind of check that. And and on top of that, you know, I mentioned that there's 17 waivers this year. I forgot from last year. So, um we will we'll see. But, um I think uh Dr. Russo hit the nail on the head. I think it it's the individual student of where they are. >> Now, I was more of It was more of a curiosity question than anything else. I'm just wondering if that change I think it was a state-level change, if I'm not mistaken. I was just curious if there was anything from high above. >> They haven't reported anything out to us. I think that some of the conversations that they have and why they think they made that change is

095also um where they are where students are not only mentally, but physically, and okay, they need to mature a little bit, you know, to go through a day. And and again, things have changed over the years, right? Kindergarten used to be half day, 3/4 day. Now, it's full day. Um and so, that ability, and this is where the involvement of the parent knowing their child best because, quite frankly, even if you make the age, a parent could decide, "I want to start my kid the following year anyways." You know, so. >> Thank you. >> Any other questions, Dwayne? >> Thank you for a really great year again. Um looking at the like the stats and the report you gave um for 91% of the at the kindergarteners level and then 80% for K-3, do you

096know how those compare to other school districts at all? Like if we're average or we're above average for the scores, do we know? >> No, we we like I said, it's it's interesting because I think as I said earlier, I'd rather stay away from those averages. I'd rather focus on individual students. That's my personal belief in what we can do because again, those pieces and quite frankly, we do the dibbles. So that assessment that was shared earlier, all districts may not do dibbles. >> Yeah. >> You know? And so those are the pieces that we look at. Of course, the smarter balance assessment, there are comparisons with regards that across the entire across [snorts] the entire state. That's something that is compared. >> Okay. >> But I think you know, each kindergarten and may or

097each district assesses different has different assessments. >> Thank you. >> I love what you said cuz it's us versus us. And for each individual child, it's you versus you instead of comparing yourself to somebody else, you want to because if you do compare yourself to someone else, you could also be shortchanging yourself. Um but 80% of a population on track is a really good sign. For SBA, the um the performance index is a 75 and you don't think about it of as like a 75 out of 100, but it's just like a point that you know what? You're on track. You're on track. Your entire population is moving at a good uh rate. But then, you know, the work that we did this year and that we continue to do, we still dive deeper to

098try to ask ourselves, well, if you're not part of that 80% or 75, what can we do? It just might take you a little longer. And so, we think of that growth mindset and we're just not there yet. But we think of everything that we can do to help every single student, to your point, get to where they need to get to to be proficient and, um, at a point >> Sorry to interrupt you, doctor. I remember as we just have this discussion, I can remember when I was a principal attending a seminar and the presenter said, what if if he were to dream of everything, he would have every student have an IEP, which is an individual education plan, cuz it gets away from the averages focusing, what does this individual kid need in

099order for him or her to be successful. And again, I don't mind comparing those averages at any time, specifically smarter balance. We, uh, typically far surpass the state. That's not good enough for us. We [clears throat] always want to reach even further, but this is where I think the relationships that the school districts build, the principals build, but the individual teacher is really that impact. Again, we've also talked about parent involvement and what they do at home that has a tremendous amount of impact also. But we focus on that. And, uh, again, back to the original question Mrs. Gray asked, I don't know like again, each district does something different with their in school assessments versus the smarter balance. So, that'd be tough to to check. >> Okay. Any other questions? No? Okay. Then we

100will thank you for that report. We'll move over to Mrs. Zito. >> Good evening, everyone. Our extended school year or ESY services for eligible students is scheduled to take place 8:30 to 11:30 between July 6th and August 6th. Staff have communicated to the families through email regarding their specific schedules. Any family who believe they should have received notification regarding ESY and did not is encouraged to contact the special services department. I would like to inform the board that Dr. Scarpetti has asked me to apply for Connecticut State Department of Education High Quality Special Education Incentive Grant. It is a competitive opportunity for up to $350,000. The grant supports districts in expanding high-quality special education services through investments in staffing, professional learning, instructional resources, program development. Orange Public Schools intends to seek the maximum award to

101strengthen our continuum of services and increase our capacity to meet student needs within the district. While expanding programs may continue to reduce the need for some out-of-district placement, the primary purpose of the grant is to improve outcomes for students with disabilities and increase access to inclusive educational opportunities. This opportunity aligns with our commitment to providing high-quality supports that help all students succeed. The application is due July 10th and then we will patiently await the outcome of our submission and will let you know how we do. And that concludes my report. >> Thank you for that. Any questions? Go ahead. >> I'm not sure if this is um I don't know if this is the right venue or time for the question, but from an accommodations perspective, um who do accommodations typically serve? Of course, students.

102Um do we have we ever as a district done like accommodations for teacher staff, past board members? Um who who is eligible for accommodations? >> It's a very good question. Under the Americans with Disabilities Act, we are obligated for anybody with a documented disability to provide accommodations and modifications, but it is, I think, part of our mindset is that you don't have to have a label or disability to get what you need. So, if there is a need and it's reasonable, we will do everything we can to provide a reasonable accommodation to anyone who needs it. >> Thank you so much. >> You're welcome. >> Ben. >> Yeah, I just want to say thank you for applying for yet another grant. I know, um this district does a fantastic job on looking for grants and

103applying for grants without a position that is grant writer. So, all of our people here do many, many jobs and it's very much appreciated. >> That's correct. Lauren. >> Good luck with the grant, and I just wanted to give a shout-out to Dr. Caspy and Ms. Graybill at MLT for such a good year and helping Amaya for the last couple years in speech. So, shout-out to them. They did a really terrific job this year. >> We do have a great staff in Orange. >> Did you have a question? No? No? You're good? Good? Good. Any other questions? Good. Okay. Thank you so much for that report again. >> I want to do a question. >> Go ahead. >> Do we have any indication of when that grant a decision will be made on it? >>

104There was no indication as to when >> love that. >> Yeah, yes. That's how it rolls. >> [laughter] >> Okay, we will move on to our board business now. These are going to I'm going to start off with our second re- actually they're all second reads. So, here we go. We'll start the marathon. >> [laughter] >> Okay, policy second read. Orange Board of Ed Policy 0200 District Goals. Do I have a motion to accept the Orange Policy 0200 District Goals? Susan, second. Second, second, second. Betty. Any discussion? Discussion? >> Um I'd like to propose just one amendment um if it's agreeable to the board. Um number page one number two, um it says hold all students to rigorous academic standards and and expect them to succeed. Um I'm just thinking about um our our pop-

105population that um I was thinking of changing the word rigorous to um individually appropriate or appropriate academic standards. I don't know. I just want to make sure that we're inclusive of all student learners. Um that's just one minor suggestion. >> Any other discussions? Okay. Um we're going to the motion is as is still. Um so now I'm just going to look for a vote for all in favor of the way that the policy is written as is. Okay, so this is uh all in favor of this motion this policy. So. Uh >> I just don't How does it work? I'm sorry. >> That's a discussion but you have to vote on the first one. Um motion. Then >> Mhm. >> So, how many motions do we have to vote on? That's correct. Yes. Okay, did

106you get the the votes on that in your clear? Okay. Uh opposed. So, we're going to go opposed, abstained on that. >> I just want to have this worked out. Sorry. >> So, what we could what I'm going to recommend is because technically the motion is passed, is I would reach out to Betty. >> Okay. >> She her committee could revisit it. >> Got it. >> It's up to Betty's committee. >> Okay. Sounds good. >> I mean, at this point, um I think we've all had this um particular policy for many weeks, and I would have appreciated getting information or a request to make some changes before we have the meeting to actually, um approve the uh policy. I personally think rigorous is a good word because it um is a strong word, and I

107don't think it excludes anyone. I think rigorous is rigorous for in different ways for different people. So, that that would be my comment. Um if there's feeling that we need to revisit the policy, and there's enough people who feel we need to do that, I'm very willing to do that. So, I don't know if we need a motion to say, shall we table the policy? I'm I'm not sure how that works. >> So, we voted, the motion's passed, the policy is going to pass as is, the way it was presented to us. So, um I would just, like I said, let her let Betty know at the committee at her committee, and then they'll revisit it. >> committee. >> Correct. Policy policy policy policy. >> When is the meeting? When is our next meeting? We

108have not scheduled the next meeting because right now all of these are second reads, and since it is the summer, I want to say summer recess, but summer time, we were hoping that all these second read policies would be finalized today, and that we would get new first read policies to be prepared for our next meeting which would happen either August or September. >> All right, thank you. >> And Mrs. Hadlock, if you want to apply out a few things, I know this may be again new for some people and I think that again, we're all learning and I think the piece is just to go back because I know there was a question about having a preparation of when this packet is available. And if any information I have, please don't reach out, but

109again, just to if we could quickly over that process that you inferred, Betty, is there's a first read. So, a first read, you basically have 2 months to go over a policy. >> Mhm. >> And so, hopefully that gives even though you receive the packet Friday around I know our intent is to get it ready at 4:30, >> Mhm. >> but especially with these readings, again, this was available the the month before. You don't have to attend any meetings. If you you're more than welcome to if you're if you're on the committee, we want you to attend those meetings, but if you're not, please just reach out. And some some people have done that in the past and that's why it's important again, that first read. So, these occurred back in May, so you have

110that that that entire month now another month before the next meeting. And so, there's ample time to what Mrs. Hadlock was sharing, that gives you enough time to prepare. And again, I'm available, Mrs. Hadlock is available. We meet prior to our even subcommittee meetings. Um one of the reasons why I've asked Mrs. Lasher to stay is just in case there's a conversation with subsequent policies that may be occurring because uh just to dive in a even further is when we have discussions about these policies, yes, I could weigh in, but I don't think it's fair especially with regarding a policy if I make a decision and then now my principals have to deal with it and then they're saying, "Hey, Vince, how come you didn't ask us?" Or if it had to do with uh

111the health um checking with the nurses, we get the nurses involved. So, I think with anything such as this or any other things, please call me if you need a little um time to go over it, but specifically with these policies, it's basically what they yeah they have 2 months to review it. >> Right, because there's a first read and then there's a second read and it takes 2 months to get through the process. >> Mhm. >> Yes. Just a comment, Erin. Um it doesn't have to be anything fancy. Like I've had questions before and I've emailed Betty or uh Dr. Serapiglia is like really quick. It's just quick or phone calls. >> Yeah. >> It's just >> Yes, easier. >> And then some of the times, Dr. Wilson has that because of that after

112the first reading and people look at it, we've tabled it. And then we brought it back because and again, I'll I'll pick on Mrs. Zapala cuz she she tends to be one after the first read. Got a question about this, got a question about that. And then we take it back. So, um um and again, if there's times that you need more time, please contact Betty and I cuz we do we definitely Some of these things, as we said before, it has to do with a month or date that's changed. Some of it's more involved, but we want to make sure you have ample time and if you need more than 2 months to prepare for this, please contact Betty and I. We could discuss that too if if we need to set something up

113differently, especially um a media policy. >> I just want to clarify. Darlene, did I get a abstains? >> No. >> I did not ask. >> All the all who's in favor. >> Okay. And then I did opposed. And then I Okay, so now I'm going to ask for abstentions for this policy. >> I don't I don't oppose it. I just wanted to change one word, but if we're not going to change one word, then >> That's fine. Okay. So, do any Is anyone abstaining though? So, you have eight votes to you have eight votes then? >> Aaron has to vote somehow. >> Right. >> Okay. >> I'll vote with paper. >> Okay, there we go. >> Okay. >> I thought there was a discussion part. And I thought that Yeah, we got it. I thought

114the discussion part would happen in here. >> Oh, okay. Right. Okay. >> Uh moving on. Number two. Orange Board of Ed Policy 5112 Ages of Attendance and Mission Placement. Do I have a motion to accept the Orange Board of Ed Policy 5112 Ages of Attendance and Mission Placement? Anthony, second Amanda. Uh discussion? Any discussion? You're good. All in favor? I'm sorry. I just I was going >> I'm going to say that again. Is there ever a time where discussion is appropriate cuz it sounds like the discussion should happen before the vote. I'm confused. >> then. >> No, I'm saying like about like the one word potential edit. So >> Mr. Cap, do you mind if I >> Go ahead. >> jump in for a quick session? >> Can I jump in too? >> Sure, go

115ahead. >> So when you get a policy and it's a first read, you're supposed to read it and then ask the questions. The first time. This way if there's any problem and they need to work through something, they can or if we can delay the second the second read. It's you're staying on top of your policies that way. It's easier for an individual if you see there's two or three first reads, you do them when you have time but during that first month. So when you see it in the second month, you don't go, "Oh crap, I forgot to read it." Right? So that's the way I do it and it seems to work. So that you've done it the when they say. It's like it's like when the teacher assigns it to you, you

116do it sometime in that month so that when the second read comes, you're done. >> And you can always reach out to me in between so that I can bring it back to the committee and I'll say, I've had a number of questions about this one. We need to look at it again so that we can make sure that we all understand exactly what it says. >> And >> Go ahead. >> So, I think maybe the confusion that Aaron's having is um when Jeff says discussion, she >> That's what I wanted to That's what I wanted to That it is. That's what I wanted to touch base on. >> Right. And then right. That's so yeah. >> So, if if I could touch base on that, Mr. Cap, because this is with any motion. So,

117when a motion's put on the floor, which typically that goes again to the board prerogative. Someone makes a motion and someone seconds it. And then there's a discussion, but that motion has to go. So, you may say, I disagree with the wording rigorous. I would rather make those changes and leave it at that, but that motion has to be voted on. Now, your your statement, and I'm using this as an example, but this could be go for anyone and I could see the confusion cuz it's like, okay, it says discussion. Why aren't we discussing it? And so, once you discuss it, now the people, even if the first and second, now they can say, oh, Dr. Wilson made a great point. I might not vote for it. So, it may be, all in favor? Because

118of your discussion of that word rigorous, I'm using that as an example that impacts any motion. All No one may raise their hand because that discussion you had about that word. All oppose. You may have opposed, okay, and then you may say, now I would like to make a motion to change rigorous to I forgot the wording you you referenced before, Dr. Wilson. Right. So, those are the pieces now and I think the policy is just a little different than a different motion because again it's it's a lot and especially we have five policies this time. It's a lot to read and take in and that's why the system establishes a first read so you can kind of take it to what uh Ms. Richio said about take it reading it and then giving that

119feedback and again picking on Mrs. Opalka she's one that just rings in my head where she would read the first reading this that and then uh Mrs. Hadlock and I would take it back okay let's change it or this. Um and so those are the pieces but I can understand well aren't we supposed to discuss it but that's the piece of no matter what motion someone during that discussion could impact the vote of those statements that they've made and where no one votes where everyone yeah I'm fine with that. Oh Dr. Wilson made a point we're not going to vote so but I think that's with any motion but with this specific one there's measures to um hopefully impact this by the time we get to the second reading with policies as Mrs. Hadlock shared.

120>> So questions edits happen prior to second reads. >> Say that again Dr. Wilson. >> So if there's questions or edits concerns etc. those happen prior to second reads. >> Well it could happen now right? So using that example let's stick with what's on the table. >> Using that example you could say listen rigorous doesn't make sense because this this and this >> Okay. >> you could have influenced your your fellow board members and when that could have happened someone could have said hey we we're not going to vote for that. Opposed. >> Yeah and then we might have tabled it and said all right take it away we're not going to >> Or after the fact someone said I'd like to make a motion now to change the word. It may fall it may

121fall dead cuz someone may not second it for you after that. >> it okay. >> And we have in the past pulled a policy when the discussion was heated. You know and not just to vote but because if we were in disagreement, it was important that we ultimately came to an agreement. Yeah. So, we tabled it and worked on other things. >> That all makes sense. Clara as much. >> Getting getting there? Getting there? >> Okay. Okay. Um I am at the part where I'm at I think I'm in the all favor part. >> [laughter] >> Where are we? Yes, I think we >> Yeah, we were in discussion. So, now we're at the all all in favor. >> Are we on 112? I'm sorry. >> We are on item number 25112. Yes. Okay. >>

122Just checking. >> So, that is unanimous. Okay. Thanks. Moving over to number three, Orange Board of Ed Policy 5112.01, Kindergarten Enrollment and Early Entry Waiver. Do I have a motion to accept Orange Board of Ed Policy 5112.01, Kindergarten Enrollment and Early Entry Waiver? Lauren, first. Susan, second. Discussion? No discussion. Okay, all in favor? Okay, and that's unanimous as well. Okay. Item four, Orange Board of Ed Policy 5114, Suspension and Expulsion. Do I have a motion to accept the Orange Board of Ed Policy 5114, Suspension Expulsion? Anthony, second. Who Who Tatiana raised her hand second. >> She's the girl sitting next to me. >> Okay. Discussion? >> [laughter] >> Any discussion? All in favor? Uh you Seven votes. Uh opposed? One opposed. And no abstentions. Okay. You That's all set? Okay. Uh number five, Orange Board

123of Ed Policy 6114.1 Fire Emergency Crisis Drills. Do I have a motion to accept Orange Board of Ed Policy 6114.1 Fire Emergency Crisis Drills? >> Can I ask a question before the motion? Is that okay? No. >> Can you ask during discussion? >> do it during discussion. >> Sure. Yeah. Okay. >> Okay. Uh motion Yes, motion. Anthony, second. Susan, discussion. Go ahead. >> Question. I will not suggest any edits this time. [laughter] Um So, for the first line, fire drill shall be for the number of months that school is in session. I assume that's the same number of months school's in session, so approximately 10. And so then a crisis response drill should can be shall be substituted for one of the required fire drills. So, 10-ish fire drills substituted with one crisis response drill.

124Does that mean there's one crisis response drill? What does that What does that mean? It's in It's in the second line. >> There's more than one crisis response drill during the year, but one of the fire drills could be a crisis response drill instead. So, there might not be a fire drill that month. And so In other words, they wouldn't have a fire drill and a crisis response drill in the same month. >> So, like hypothetically the November fire drill is substituted for a crisis response drill. Then >> let's fast forward to let's say hypothetically March. >> Mhm. >> There's another crisis response drill, but then also a fire drill that same month. I think I'm just trying to understand this. I'm trying to make this follow some sort of mental schedule. >> Mhm. >>

125So, in in place of a fire drill, Dr. Wilson, a school may do a crisis drill instead. So, that means they are not required to do a fire drill that same month. They could if they want to, but they are not required to do that fire drill. >> So, it says "shall be substituted for one of the required fire drills." Does that mean one and only one, or at least one? Is it Is it one or the other? So, if there is a crisis response drill, there is no fire drill. Okay. So, it could be substituted for one or more of the required fire drills. Does that make sense? It says one, like the number one. >> So, in a year you have to have eight fire drills. >> Eight, okay. Okay. >> Crisis response

126drills can take the place of two of those 10, because you're supposed to have one per month. >> Got it. So, two plus >> But, you could have more crisis drills because a crisis drill isn't just a lockdown drill. >> Right. So, it's possible that there's going to be more than one crisis response drill. Okay. >> Yes. >> The The number The word one is what threw me off, cuz it says one. Okay. >> You're okay. >> She was going to answer it. >> Okay. >> I can understand the confusion. >> Yeah. >> It says one. >> Mhm. >> I think what the one is referencing is if we have a lockdown, that can replace one. A lockdown can't replace two. >> Mhm. >> Like one lockdown can't replace two because it's a it's a

127bigger event. It's it's one lockdown can replace one fire drill. And then if we have a shelter in place, that can replace one fire drill. It's another crisis drill, but it's it's a one for one. >> So it's a ratio statement. >> Right. >> So a crisis response drill shall be substituted for one of the required fire drills. Yes. Should it say one I mean, I'm not going to edit anything, but should it It would be perhaps more clear one crisis response drill shall be substituted >> Yeah. >> Does that make sense? >> We did run it by um >> Jamie Vincent, the fire marshal. >> Awesome. >> Because the language I know can sound, you know, >> It's a it's a one-to-one ratio. That's Okay. >> So we posed the same questions, Dr. Wilson.

128We're again using the example I shared before. When a policy comes up that we have to address depending on if it's uh our principals, our um health department, or now the fire the fire marshal. We reached out, he looked at it, and he helped us revise that. Just to make sure we were in an understanding. We asked >> Perfect. >> some similar questions just to kind of clarify so we meet the requirements by law. >> I see. Got it. Thank you. >> Any other discussion? >> I I have a question. If there's an actual fire drill, do you not have to do >> It counts. >> Or like if there's a lockdown or Okay. Thank you. >> Mhm. >> It's a ratio question. >> [laughter] >> Okay. >> It's a math question. >> All right.

129I'm looking for all in favor on this motion 6114.1. Unanimous. Okay, that passes. Moving on to item number six, July and August board meetings due to the board member summer schedules and the risk of not having a quorum, the July 20th, 2026 and the August 17th, 2026 Board of Education meetings will be canceled with the understanding that if anything arises requiring a meeting, a special meeting definitely will be called. And this has been tradition for the last uh I don't know. 100 years. Um so um Yeah. Yeah. So >> to vote on it. >> No, there's no vote needed for that. >> but we don't have to vote on it. >> Oh, yeah, definitely. Go ahead. >> Um If a special meeting is needed, would it be held on the day that a meeting normally

130would have been held? >> I we probably would do that. It would make sense. We could We could do that. >> just because it's a special meeting and it needs to happen? >> on what the situation is. You know, the the times where I remember we we did not change these dates was during COVID. That it was important for the board to get together and to be informed and then inform our community. But you never know what we may face where we have to call that. And if it's on the dates that we already have established, if that works, of course, we'll do that since everyone has that on their calendar. Um otherwise, it may be a different date. >> Okay, cuz I can know we've almost always never had a July meeting. >> No.

131>> But we have had August meetings. >> August. >> Not every August, but many August. So. Yeah, it's been Yeah, but we've had them. Yeah. Okay. >> Yep. Yep, I'm good. >> Thank you. I like the plan. >> Me, too. >> Have a good vacation time. >> Yeah, go ahead. Go ahead. >> Um will we still get board updates, especially cuz that's the August I didn't realize the I knew I knew that June the July ones are mostly canceled. I just didn't know the August one would um also be canceled. Will we get like an update on the schools opening cuz we won't meet before the schools open. >> Very detailed, too. >> Okay. >> Typically, Mrs. Gray, what the focus is on those months is the subcommittee meetings, too. >> Okay. >> And so,

132uh for example, I am meeting with uh uh Mr. Scarenzi tomorrow to look at the calendar not only for um the August, but also um throughout the whole entire year. Mrs. Hallock, I've talked to. I know uh people are going on vacation at this time. But, yes, I I always send those board updates. >> So, the subcommittee meetings still happen. >> We That's what we plan. Yeah. That's what we plan. >> Great. >> Yeah. Yeah, this is to give us on the board a vacation and to keep him working. >> That seems reasonable. Lucinda? >> All of them. >> [laughter] >> Sorry. >> Okay. Item seven, uh the superintendent evaluation. I'll look for a motion to enter into executive session to discuss item number seven, the superintendent's evaluation after the standing committees and ASIS each

133give their reports. So, we'll move over into standing committees, finance and operations. Susan. >> The finance subcommittee met prior to this meeting. We reviewed all the financials, uh grants, cafeteria, and audit. Everything is in line. Um we are 90-something percent um where we should be. Questions? >> Questions. Thank you. >> [laughter] >> Okay. Personnel, policy, transportation. Betty. >> Um as Dr. Scarpetti just reported, um he and I will be meeting to look at policies and look at dates so that the committee can meet during the summer in preparation for our next board meeting. >> Any questions? Building and ground safety security, Anthony. >> Thanks. At our last meeting in May, we did review the long-range plan and didn't receive any questions or suggestions. As Dr. Scarpetti mentioned, we'll be meeting tomorrow to schedule dates for

134the coming years' meetings. It's the end of mine. >> Okay. Any questions? And curriculum instruction technology, Mr. Zieman is not here. Is someone filling in? Where's Mr. Zieman? >> Again, follow I I could share. Following that same piece, we talked with Mr. Zieman with regarding again, we're talking about our our professional learning. Again, we also shared with the committee and all the members again the strategic plan. We have not received any information. And by the way, just because you have not shared anything, those are living breathing documents. Please, just because you haven't, but if you see something, please let us know, but at this time there hasn't been a change. And then we'll be meeting with Mr. Zieman sometime this morning with the intent of having a curriculum meeting in August. >> Okay. Thank you.

135I'm going to move over to our ASIS report, Susan. >> So, ASIS met on June 4th. We had six retirees that we honored. We also thanked Dr. Tom Danahey. This was going to be his last board meeting prior to his retirement. He may be staying on to do some mentoring for some of the other leaders, which we're excited about. Hope that he says yes. Um and we signed, sorry, we voted on seven additional budgets. So, we have finished all of our budgets by the end of the year, and we have a volume literally this thick. Not exactly fun, but um, everything was done and it's in order. Uh, we did vote on the early head start start update, which we have to. Um, and they do amazing stuff and they did a great presentation. Um,

136and we do not have a July and August meeting, so I'm going on vacation. Um, I do have a booklet that I'll pass around. I'll go to the other side so you guys can see this. And it's all about ASIS and the different things. And if you guys want a copy of it, um, I know I can get more. So, I will bring it over to you guys shortly. Um, but yeah. Um, we had a good year. Uh, we have a lot of construction projects going on. ASIS at Chase Wintergreen. Oh, we Oh, we cut the um, I know the big the big news where we we uh, did the ribbon cu- ribbon cutting at 88 Bassett. And so, special ed students are there and they're going to be doing their um, uh, extended school

137year there. And so, it's an amazing school, really fantastic facilities. We're excited. That's all. That's all. >> Thank you for that. Any questions? >> We also have three uh, therapy dogs, by the way. We just got a third. So, very excited. >> Oh, wow. >> That's all. That's all. >> All right. Thank you. Okay, I will look for a motion to enter into executive session to discuss the superintendent's evaluation. I'm going to invite Dr. Scarpetti to join us. Do I have a motion? >> Yes. >> Susan second. Anthony, uh, any discussion on that? All in favor. And that's unanimous. We are in executive session at exactly 9:00. Okay, we are out of executive session at 9:52 p.m. I'm going to read the following motion. Based on the board's positive review of the superintendent, the Orange

138Board of Education hereby moves to approve Dr. Vince Scarpetti as superintendent of schools for a 3-year contract that commences on July 1st, 2026 and ends on June 30th, 2029. The board further delegates to the chair the authority to execute the contract on behalf of the board and delegates to the executive board the authority to execute any further necessary documents and/or agreements with the superintendent. Do I have a motion? Susan, second. Tatiana, any discussion? All in favor. And that's unanimous, so that motion passes. Uh looking for a motion to adjourn tonight's meeting. Motion Amanda. >> [laughter] >> I was like, is anyone going to make a motion here? Anthony seconded it. >> Ken's not here. >> I know Ken's not here, Ken. We need you back. >> [laughter] >> Uh second was a Okay, any discussion

139for adjourning tonight's meeting? >> I have a lot of discussion. >> All in discussion All in favor. >> [laughter] >> Okay. Motion passes. The meeting is adjourned at 9:54 p.m.