2024-02-27 Board of Education Regular Meeting

001Good. Pledge of Allegiance, please. algiance to the flag of the United States of America and to the republic for it stands one nation under God indivisibley and justice for all starting Steve Mike Debandella Robert car any amendments to the agenda No. Okay. Uh, approval of the February 13th special board of education minutes. Need a motion, please. Well, let's do the motion and then we'll do the correct like to make a motion to approve the February 27, 202 February 13th. February 13th board of ed special meeting minutes. Is there a second? Second and discussion fellow changes. Yeah, I think I think there's one. Um I'm trying to scroll down to one of nine that have uh it's um on the um addition of a new position. Um I think you said that all um members voted

002I I had any other corrections? Yeah, I vote. That's the right. Which motion was it? Was it additional? Um, it's the one on um uh the addition of the new position. Yes, Vic was already there, right? No, I didn't change it. Okay. So, Vic's already there. If it's the ones that we when we came out of executive session. Yeah. Yeah. I have these in his names. No, the one the one Mike authorize the addition of a new position, the assistant superintendent. It says all members. There must be an older version then because I'm that's the one I have in front of me right now and it has Vic and Shel as that's motion. I just opened the last version I made and it's changed. So maybe we just Is it the wrong version? Could have

003captured the wrong one. I'm just board doc. So that's what it should be. We'll double check, but the latest one I have after you put it on. Did you hit like uh the load or there's this check box? Well, I didn't put it into board docs. Oh, that's I just have the uh maybe I could have been an older version. Yeah, because I did go back the morning after and rewatch the video because we had a lot of motions. So, the one in the board docs is now the one that's the most Yeah, we'll double check, but the latest one I have has you guys' names for that. All in favor? Opposed? Same. Motion carries. Um, student and staff recognition. Yes. Okay. So, I love these parts of the the meeting where we get to

004celebrate um and recognize and honor um our students and um anytime we're able to do so, it's a it's a wonderful event. Um and we have um amazing student the district um and they do really exciting things. Um tonight we have um an opportunity to recognize two students um that were psyched for the um Connecticut State Music Allstars at the CMA Allstar Music Festival. So first is Jan Pod. Yeah. And you come out here. Yes. Um Jenna received for the um treble choir all state and it's a great honor. Congratulations. Deb, you want to join us? Congratulations. Next is um for Okay. And we have one more recognition that does not know. Um Emily, our music teacher at the high school, our students would not have the success that they have without the um the

005dedication, the hard work that you put in because you're so committed to our students that we have the success that we do. They're very talented. um and you help get them and you give them the opportunity they need to be successful. So that was in harmony too. Congratulations everybody and thank you for coming tonight and you're welcome to to not stay if you don't want to. saying enjoy the festivities here. Congratulations. Congratulations. Thank you guys. So, we're going to have audience of citizens twice tonight. Um once before in the beginning of the meeting and then towards the end. So, you can ask questions as we go through. So, there's anybody that has any questions on audiences citizens, please let me know. Help. Nobody. Okay. Last time till later on board correspondence and communications. Nope. Nothing.

006Okay. Attributes of a graduate presented by MS and OS. So I'm going to invite Sylvia and Anthony up. Um tonight we begin on the second set of attributes of graduate presentations. Um tonight we're going to focus on the cloud of learner. going to bring the on the big screen like we both here tonight. Right. talk about loading. So while it's loading, Andy and I collaborated. See how we did that on collaborative learner. That's the attribute we're talking about. So we collaborated on this. MS is up first. And at MS, the way that we're um showcasing the attributes of the graduate is through content areas. So science is conc is concentrating on collaborative learner. So when you see the slides um up there what we did is each grade level of science took one of the

007indicators for collaborative learner and focused on that as their focus area for showing growth in the attribute of the graduate of collaborative learner. So what they did is each grade took an indicator to focus on and students self-reflect over the course of the year on that indicator. They have uh a beginning of the year project, a middle of the year and an end of the year. And obviously the goal is that they the mean score increases um as the year progresses in their abilities to be cooperative and collaborative learners. So what you'll see right eventually eventually is a series of slides that will that will showcase the work in each grade level. Um the way that our science curriculum works is sixth grade focuses on earth science, seventh grade life science and eighth grade physical

008science. So when you look and you see the projects that they're working on connected to the attribute, you'll see the content area uh specifically of those three different content areas of physical, earth and life science. So, like I talked about, here's an example of a rubric for grade eight. Students understand the various functions that contribute to group success. The first assignment that they did was the Newtonian car end project. you see the average score for the indicators. Then the middle of the year was the tuning fork lab investigation and at the end of the year they'll do the product labels chemical compound performance test. And so here's examples. The what you're going to see now is just a series of photos of what how the students work together. And there are also a couple of

009videos uh embedded in there of their collaborative and cooperative learning as well. You just want to click on one. And then here's another one with the Newtonian car and the tuning board. So that was eighth grade. And then seventh grade, it's about remaining open-minded and looking at perspectives and experiences of others. A lot of times, you know, in middle school, it's hard to see a perspective other than your own. When you're hypothesizing, when you're experimenting, you think your way is the best way to do the experiment. And so, it's a good time for students to be able to test out theories and, you know, really think about the better way to say mine, I think mine is better instead of saying, you know, like yours stinks, right? It's ways to to work cooperatively and collaboratively

010in a mature way and and they're growing and they're working on that. So the first assignment was characteristics of living things then the cell analogy project and the genetic engineering project will be at the end of the year. So you'll see some pictures of that. So they made use of our chalk um lab tables and this is them doing the life exploratory group work. And then here based on their discussions then they gather and they organize into groups of living or non-living. And then here's another project which was their cell organel profiles. And you'll see they've had to kind of do um a little bit of speed dating about a specific cell organel with each of their classes. And then in earth science we were looking at you know using digital tools. And then we

011also have another if you go to the next slide also looking at them working independently and adhering to group norms. So the geological time scale and then weathering and erosion's project so far. So here you'll see them with their geological time scale. Something that was pretty cool is they they fit they had to do the earth's history on 11 inch piece of paper and then they scaled the events onto the go soccer field and they took a field trip over there to do that. And then their weathering and erosion project. They work together to demonstrate um weathering erosion by creating wanted posters and you can see them working together. No, that's any questions about the link school. Yes, just a quick one. Um the hyperlinks that you showed I think on the first or second

012slide I don't see in the Bordox one. Um, we updated we updated it in the shared one because the in the first hyperlinks access was denied. So I asked the science teachers if they could update the access and so we put them in the um one that Dr. Miller has so he can reshare them out so you could watch the videos because they are pretty cool videos. Yeah, thank you. So how do you measure quick question? So you're you're monitoring and seeing the behavior change and there's like numbers or how how do you come up with those self-reflection? So the teacher yeah the teacher the students are and then the students are self-reflecting and um rate like giving themselves a number between one and four and then the teacher is also doing it and so

013and then they're comparing where the teacher sees the student and where the student sees themselves as they progress through the year. It's a scale of one to four. Right. Okay. But the high school, we're a little bit different than the other schools in that we've had these attributes from years prior to this being brought through in the middle and the elementary schools through our strategic operating. And so it is expected that each of the teachers will incorporate these attributes throughout the their their classes. So what I do so instead of say assigning one like the middle school does to a department I I generally will ask the whole teaching staff will you please send me examples of uh this particular attribute we present to the board. So the first slide uh is from one of

014our new English teachers and it's grammar uh because she found that the her students weren't able to properly use I want say the whole English language but certainly the grammar portion of the so was a lesson I observed I didn't take pictures of the kids because I wasn't thinking I would use it and she didn't have them but I did give you a copy of the lesson if it's not you're not able to access the hyperlink make sure you can but the lesson plan book there actually click out and see what the lesson is but what she did is she gave the each of the different groups of kids these three blocks that had different uh elements of a sentence on it they had to roll the blocks and then as a group figure out

015what's the parts where does it go where's the comm do you need a comma answer is yes where where's the comm literally it what I really liked about it is here's this is what teachers do they've identified an issue where they said hey my kids can't do this skill know I can complain about it or I can teach it. So that's that's I think that's a very good teaching practice and so uh and then there's the example that the kids came up with. So scorching earth the parts go to the next one for me please. Uh this is Suml's chemistry class another class that I actually this observed this lesson in but they are given um liquids and they have to determine what the uh the molar mass is. is they don't know what the

016actual liquid is and so they have to go through a process to uh together she so she modeled how to do it then you do the process and based on the numbers you have a chart say well mar mass is this therefore the heat's going to be this particular liquid they have to do that together next slide is from our project lead the way class there's a link which has all sorts of pictures of the kids and different elements of the the design but they have to actually put together a toy and how do you bring it from conception to actually printing it out the 3D printer and making it so they have to go through those six different steps to so again it's a actual product that they develop through the process next one

017is another new English teacher to us they're reading the Odyssey which I personally happy to see I like That's my that's my my line. Uh and so the question is is Adysius a hero and why are women? So before they read it, they talk about what are the attributes of a hero on the hero's journey and do you know of any heroes in save the modern day? Remember our conversation last time about what's going on in the world today. But so yes, I do happen to have know some heroes from movies or comic books or whatever. what are their adjectives then can they then apply that to yes so pictures of that I didn't see this lesson in person but I thought it was pretty neat and Emily was happy to share with me the

018kids creating a scene but can't use words so they have to act it out try to figure out what the scene was the other kids are watching figure out what what the scene was Spanish three is the next one again you can click got this then you'll see the different elements of the lesson. Uh but again the kids are trying to uh negotiate some meaning in some because besides the the language they obviously they delve into the culture thing. The last one I I share with you is an algebra one class because they had that grant that teachers could apply for. Uh, so this teacher had applied for this grant from the state, got these whiteboards and then was using it to have the kids work. I I was done when he said, "Well, we're

019solving the systems of linear equations." I'm like, "Great." No, no, using the substitution method. I had to make sure I added that in because I guess there's more ways to do it. I was a socialist. So anyway, um, you can see the kids actually, you know, doing it. And then, uh, then there's a video that I have of more bike sports physically act doing. It's it's very similar to what the science class was the first slide. So, it was a neat video of the kids actually putting the shot together. They had to work it all out action. So, there's some various examples from the staff of how we incorporate this attribute for graphic. Anybody have any questions? Another question. Um, I know for some, uh, time in the education when the pendulum goes back and

020forth, um, we weren't really teaching grammar per se. Um, but I like that they're doing it because you flip it around and then you increase comprehension in the same way as analyzing those individual phrases and so forth. So that's good. So, it's a major conversation and maybe a review of the teachers, especially with the English teachers, they're all speaking about the the skill sets for the writing and what what the kids can or can't do and what they're doing to try to mend that because obviously they're going to be writing college application essays. They're going to be taking the SATs. We want to make sure that they but you're right that it used to be discreetly taught, then it was like full language taught. And I think we're now swinging back to some of the

021discreet things. But um I think with the new English curriculum which is a part of the improvement plan uh we'll see a little bit the ability to add some of these discrete features into so glad they heard the word park. Yes. Brings back such good memories of diagraming. Sure. Yeah. The old dangling part which I still have no clue what it is. just at the end of the sentence. Anybody else have any questions? Thank you very much. So, we timed the presentations this night to align with their second quarter business which is their midyear report. So, rather than bring back two different evenings, we figured let's have them at the same time. So, they're going to have to their midyear. We did provide it to the board community to read it in advance. I've asked

022them to give them a thought, give you a high level quick overview and then open to any questions or comments you might have. Sure. Okay. So, Dr. Miller had framed it in us talking about, you know, what we're most proud of and what work we still have to continue to do and then honestly, you know, any questions that you have as well. So when we look at the midyear for Oxford Middle School and our school goals to achieve the district goals, I think um there are four things that I am most proud of right now. uh one being the the institution of the PLC's that um when we we changed the schedule this year we instituted and what I'm really proud of that is we had heard from the board at various times about uh

023the idea that there wasn't a was not this assured experience um if you were on one team versus the other right if you had one social studies teacher versus the other social studies teacher maybe your experience looked different what I'm so happy to say is that with PLC and that guaranteed time for that um articulation across the teams, our our teachers are pacing at the same rate. Their units of study are the same and they are really working through problems of practice together um you know formative and summitative assessments and so I feel like the curriculum is much more aligned because they have that time. Uh we have a new ELA curriculum this year and I think that that gives the ELA teachers a lot of time because they are working through it for the

024very first time and this gives them that concentrated time to say you know um what are we going to do with this problem of practice we're seeing with the omnivores dilemma that's one book that they're reading in 8th grade and you know there's a lot of grammar in our new ELA curriculum as well and so ways that they're going about that and we have two brand new seventh grade social studies teachers, right? They're both first year teachers, both doing an amazing job, but um it's wonderful that they have that time with each other, right? Because both of them are going through the curriculum for the very first time as firstear teachers. So, I pop in to see them and they are just always heads down figuring out what comes next and what it's going to

025look like. So, I'm really um pleased with that. The other thing I'm pleased about, you know, I'm pleased about the I Ready winter scores, but not so much I'm I'm pleased about the growth, but not so much about the test as much as it was what we did different this time is the each student had a goal setting meeting with their teacher and it was much more about talking about goals and growth and working to reach them and plans to reach your goal. And the, you know, the celebratory after that was that the kids really bought into I I have a goal. I want to reach it. Here's how I'm going to do it. And they and they did. and and so the celebrations that happened after that were wonderful, you know, showing the growth

026that the kids made, but they were they were really proud of the fact that they set a goal and often times they reached it or they exceeded it. So that's I was really happy to see with that. We are planning to replicate that with ESPback and NGSS. Um having those just more about putting your best foot forward. What does growth look like for you? What is a target you want to reach? How can you show your best self? And so we're going to continue that when we get to those tests in May. Um, I'm also really proud of the attributes of the graduate work that we're doing. I think across the content areas, the words are alive and teachers are really working with those rubrics. And then last, but certainly not least, and you know,

027Dr. Miller and I talked about this at my midyear meeting today. I'm really proud of the community service projects our students are doing. Um instituted this year with win is you know community service Fridays where they participate each quarter in a community service project and each team is doing um sometimes the whole grade works together sometimes a team works together but you know we have done cards for nursing homes on Valentine's Day but also cards for veterans. We have donated um homelessness kits for the Columbus House. We have we're now participating in Read to Grow and we're going to get books that we can donate to the Read to Grow program. So, I'm just so proud of our kids that are answering their call to citizenship and showing how they can be productive citizens in

028and outside of the school. Um, you know, we certainly have work that we need to continue to do. Obviously, I'm having a little bit of staffing um in terms of keeping a full staff and a full healthy staff. Um I recognize that that's been a challenge for MS this year. And so I'm I'm really been learning a lot of Spanish one um at the same time as library information literacy, but we're, you know, we're working through it and we're we're we're making sure that the kids are continuing in their curriculum because that's what was the utmost importance to me. I didn't want any downtime. I didn't want kids just, you know, having I want them to continue their curriculum. So, um, we're working on that. Obviously, we're working towards growth in as back in NGSS.

029Um, like I said, we have some plans in the works of ways that we can really get students to not so much focus on the test, but focus on what it means to persevere, be your best self, and put your best foot forward. Um and uh you know we continue with some student behavior issues and school avoidance. Uh we're working on different techniques of home visits to plan specific plans with students um to to help with that and the code of conduct has been helpful with our behavior. And then the last is UDL and engagement. Right? We embarked on this new process with UDL and we need to continue to work with that. um in terms of what does engagement look like with students and how can they show and and what can teachers do

030and how are teachers planning for that full engagement in the classroom. So I don't know if you what questions you have for me that are specific to areas that I can answer. I have a question of course um so as you indicated about uh attendance uh have you seen any improvements in our ability to find subs? I know that the board has it was many year process but uh we managed to make some adjustments in our pay rates. Has has that been effectual? Yes, it has been. The number of subs that take jobs has gone up. What what we have struggled with is long-term subs, right? Because it's difficult to find someone in the middle of the year that speaks Spanish and can step in, right? We found someone though and she started on Monday

031and she's a graduate of Oxford and she's great. wonderful. She's um she's stepping in. She's she doesn't have Spanish certification, but she can do Spanish one. And so, we're relying on the high school Spanish teacher. She's really helping us out. She just started in that position, but daily subs. Yeah, we've been able to um we've had a bigger pool than we've ever had before. Fantastic. Yeah, it's been good. 6:30 on in the morning when I'm doing that puzzle. It feels a little bit better when I see filled versus unfilled. Yeah. Anybody else have any questions for someone? Um, with the Spanish, how are you keeping them up to? So, they I will be at the level they need to be to go to the high school Spanish. Right. So, we do have we do have

032someone now and that person is being So, we just had a meeting yesterday with Miss Dico from the high school. She came down. She's going to be sharing her PowerPoint. She's going to be each week she's going to be meeting with our long-term sub to make sure that the students um have the Spanish one curriculum. They'll be assessed with the Spanish one curriculum so they'll be ready for Spanish 2. Before we had her, I had the binder with the information for Spanish one and I was doing the lesson plans each night. Um I'm I've been doing all of the grading of the quizzes. We've been continuing to quiz them. We've had projects for them and we've been keeping with what the units of study are. Like in seventh grade it's uh well eighth grade it's

033family and community. Seventh grade food food and beverages and then sixth grade is completely exploratory. So it was about Spanish speaking countries. But I do recognize, right, that that's why I was um intent that we weren't just going to um we're going to work hard to try and keep them going. The part that that was the hardest was the listening and the speaking, right? And so now that we have someone who has enough experience in Spanish, um she can help them practice saying their Spanish. And then we also are looking into an online program where students can practice their listening and they're speaking um against a computer program not you know maybe for like 20 minutes three times a week or something like that. Eric just got the vendor yesterday. We got pricing today so

034we're ready to move forward if we decide to do so. Yeah. Anybody else? Uh the high school has the same uh subject areas at the middle school is intentional because it's a district-wide improvement plan. So, regarding attendance, we struggle with attendance of student attendance. I I don't have the u supports not from the district but from the state that we used to have. Um we used to be able to file something with the courts called the family service needs that no longer exists. uh the department of children and families will not take uh really neglect case and preparing an extra bus even though they're not sending the kid to school. So yes, the child's not coming but you know they don't go they don't help us. So we don't have a lot of supports outside

035of the district uh having so we do struggle uh and it falls on the teachers mostly struggle because they're trying to get kids caught up while moving the rest of the class along and and sometimes they get frustrated with me because I you know said listen we just we we want to um give them all these options so they don't further have reason to not come because they're overwhelmed and inundated and you know anxiety and whatnot. We did uh reduce our truency from uh last year by 17%. But it's still a huge number. 95 kids are truent as of January versus 115 the year before. So those that means you're absent of unexcused four times in a month or or 10 times in the school year. So um and unexcused is you know parents don't

036call in. They they get past the number where the state allows you to be excused which is nine. Then you have to have a doctor's note so they have more those numbers. So um I have a student assistance team that meets weekly and we go over student behaviors and attendance is an issue that we we discuss. Uh we uh will send social workers on home visits you know for students who are not coming to school. We will send the school resource officer out you know wellness check what's going on there something happening at school. How can we get your child? So um it's been an issue. Uh midterm exams were very hard for the teachers because so many kids were calling out um and you know doctors over sick or whatever. So it took longer

037than normal. So it's something that we're going to try to work on for next year. Maybe we make it more diff I don't want to say difficult but more of an inconvenience to make up your exam. You have to do that after school this or that. Um because you know we want kids to be in there taking the exams we're supposed to but we have a tight window to get those in especially for seniors because we released those grades to for the college and such a make their acceptance decision. So it's important to get these things out as quick and timely fashion. Um so we have a student assistant team that meets. We have we decided that it was taking so attendance was taking so much time out of it. We had to create a

038separate attendance team because there was other issues beside attendance these kids have. So now we have an attendance team specifically to deal with the attendance issues. Um we also I noticed and I think you guys noticed they came to the school one day a line of kids signing in late getting their tardies. Uh Rob was kind enough to get us a second iPad. Uh but the we we decided I decided we we do something about this. So I took over parties and sent something out to the families. We're going to reset the the punishments starting our three-day week and uh we're going to really be strict on this. Uh I did a random sampling of dates. Uh pick Valentine's Day. Uh 53 kids were actually starting school. So since we instituted this new policy where

039I send a handwritten type note to the kids, you know, when they're about to get their first detention and so on and so forth. So it's not autogenerated. It goes to their parents, it goes to the kid, it goes to their counselor. Uh this morning we had 15 kids took me. So we started it's not great. It's way better than it was. Uh but it's exhausting because I have to physically do that every day and send out these these notes. But it seems to make little difference. Anyway, the team itself is is really the people that are making calling attendance contracts with families. We do a lot of phone calls from the team to the homes. So, they're doing a great job and I don't give enough credit for that. The LL data I don't

040have for yet. Our test window ends on Friday, but I'll give that to Dr. Miller. He can share with you the difference between the fall and the winter. Once we get that call and take a look at that SATs are going to be on March 20th uh this year high school they'll have that data by the end of the year to be able to compare last year's scores. This year is also take a look at these kids the juniors are taking the SAT how did they do on their PS versus how they did PST grade sort of take so we'll get that information to you by the end by end of the year attributes to graduate uh we work through that with you guys and we are going to be working what we call common

041assessments for the high school specifically because it's something that's important for asked visit that will come up. It's important that we're assessing the kids in a similar fashion all of the subject areas whether it be science arts in the same way when it comes to the attributes. So we'll have some informative rubrics and assessments for work. UDL is probably the biggest piece of our improvement plan this year because we moved to the block schedule 81 minutes and the biggest fear people have last year preventing parents, teachers, and the kids. Would would the students be able to be successful in that long a period of time? Could they stay focused? you know, uh not if they're just sitting there. That's, you know, you can't be lectured to for even. So, I told the parents at last,

042uh week's eighth grade parent night that the reason I can tell it's successful, even though I haven't seen the test score data yet is I've had zero parent complaints about it this year. That doesn't mean that they're thrilled with it, but they haven't called this. Usually, they will let me know their feelings and then that's okay. But I've also had the teachers say, "I can't believe this. I will never want to go back." So, and I can get those names to people. Do you guys, you know, I'm just making this up. And then the kids, uh, I know that it's not an easy transition, but I believe that there's less stress because the transitions there's just less of less subjects you're preparing for each day. you're not doing the boring you have a built-in time

043when you can see your teacher that teacher is guaranteed not being teach so I think the stress there has has to for many kids and that's go back to the attendance you're stressed out all the time why would you want to so that's um communications we continue with our weekly communications when there's an issue I do share it with the community they were dealing with. We're dealing with vaping. We're dealing with marijuana vaping. It's not a secret and we let people and one last thing stop the instructional rounds and student stop. We're doing them tomorrow and Thursday. Uh we're making use of our block period period to go and do other classes. Uh and they have a form they fill out. So um again it's related to the empowered learner which is another um attribute

044of the graduate specifically engagement knowing what the point of the lesson is knowing how that you've successfully completed that objective and the teachers can ask the kids. I think we're on we're on certainly on the way. Any questions for Anthony? We have a lot of different structures and staff looking at psychology and sociology and stuff like that with the high school. Is there a common denominator that you see with us? When I was in high school, you know, we're we're going to work at this sure and you were getting a different mindset school forget it, you know, that type of thing. Is there something there? Because I'm going through here now. I got a list of different things that you touched on most of them, but there's usually some common thing or some common place

045or something that you can put. Is there anything? Well, this is painting with a broad brush stroke. So, it's not applying to every kid and Megan. We are seeing more children with more severe mental health issues ever seen before. Uh and and that that that affects a lot of the kids as far as who are chronically absent that that's true. Even though we have social workers, we have the psychologists, we have even a grant to bring more people in the level of need be careful what I say, but the level of need is such that it sometimes almost outstrips our our expertise, you know, and we've had those discussions. You know, what are we going to do, you know, as a group in our SAP? what are we going to do for this person? Well,

046we have to do X, Y, and Z before we might go this router. But it's very typical when we don't get the response from home. But then we we can do our part the best we can. We need this the partnership. Some sometimes it's there and the parents are struggling just as much as we are to get the child school. Sometimes it's not there. And so that you know these these represent issues but I'd say the mental health crisis in America in general or the youth uh I just read a article the other day that said pediatricians are prescribing more anti-depressants than any other time in American history more so to their female patients than to male patients and uh it's it's an issue. I think I read your your outline of the consequences of

047being legally and I looked at oh that's like 180 degrees from all the trophies for everybody and this is penalty for everybody then uh is that going to work? I mean because if you already don't want to go well that's something we talked about. We we haven't been enforcing it because we've been afraid that we're going to turn more kids off. But right this this what I'm working on right now just being on time. These kids sometimes are in the building sitting on the floor convincing. I I ran run a bill bell at 7:16. The warning bell at 7:18 and then the first class bell 720. Meanwhile, I'm in the hall saying let's go, you know, move on. But then I do get strange uh excuses like there was a light. That's not that's not

048a problem. You know what I mean? I mean, get up early that I can't help. But I'm trying I'm not trying to punish them. In fact, we're going to give them the uh the warnings. I I send a message home. Listen, I really don't I don't want to take your part from you. So, don't make me. But now that I've said I'm enforcing it, if I don't enforce it, nobody will have any faith in what I say. So, I'm going to enforce it. There's one teacher, she's been on the news and stuff like that who is renting the desk. I don't know if you seen it. Well, she set up the programs that the students are renting their desk and they get for doing different things, a chip or something or other moneywise. So, they're

049learning about money, but they have to do certain things to keep their desk or whatever. So, she's using economics as well as an incentive that they can go through that. I mean, I I I look my kids are going to school. It's like I look at this. You're paying $20,000 a year to come here. That's $240,000. Now, if you send a parent a bill, here's your bill for $240,000. Okay? And that's what you owe us. And that's what you end up chipping in to give everybody. The parents might get a little bit more if you're paying $20,000 per year with a teacher. And you have that feeling from you know an early age you tend you go to college I'm paying that money for prof I don't want to adjust I want the real guy

050because I'm paying for a bill somehow well something along yeah certainly were willing to offer you know positive reinforcements or things but I will tell you a policeman's never pulled me over and said thank you for driving the speed only give me a ticket when I But um I'm not not opposed to uh not opposed to to doing things in a positive light. But uh those those just I didn't make those up. I just c them out. So do it. And and I didn't want to punish kids by, you know, who racked up a bunch of stuff. I said, "Listen, I give you a clean slate." And you know, I've already had to write a couple of letters saying, "Hey, listen. I'm going to detention next next Tuesday." Um, next one will be this and

051that. So, I'm hoping that you know that that personal touch might help personal um I have two things uh for the vaping. I I remember reading that you had a grant. How has that been successful? I think what we had found and Jim had told me is the grant had gone through but there may be an opportunity with end of the year funds. Again, I don't know where we are financially. Pardon the vaping sensors for the vaping sensors that you can put in the bathrooms that could potentially crack down. We we asked the state if we could apply the funds from the grant to purchase the vaping sensors. The states know we can't use the buds for that purchase, which is is I get it. They're they're expensive. That's why I don't have and they're

052not full and sometimes you get more ball positives. And the kids are smart. They know that you just flush the toilet, pull the baby that the vacuum takes care of it. So, I'm not I'm not spilling the beans. They know. But, you know, it's it's one more, you know, or another thing. Uh they they they don't like it when I walk in there. The boys are going to the girls, but you know, public, what's up, guys? Why are you eating Doritos in here? You know what this room's used for? And then we get a chuckle, but you know, get out of here. Um, so we we're trying, but it's it's so it's so challenging because obviously it's nicotine. It's addictive. So once they start using it, they get that craving, the need to do it.

053And some kids will tell me, you know, you know, I'm gonna eventually I'll catch you. You're going to get in trouble. Why do you do it? Well, I have to. So they're already in six. And the second thing, it's just feedback and it's positive. You can get positive feedback. uh the college application process and education that we're given to parents. Those sessions are amazing. What you what what is being done at Oxford is better than what I've seen in other districts. And I have two children, so I've seen it in other districts. By a large margin, what you're producing and what you're educating the parents on is accurate. It's well structured, organized, and it should be applauded because it they did a great job. I'll let the counselors know. That'll mean a lot to me.

054So, thank you. Anybody else have any questions? No. Thank you. go home. Okay, I'm gonna bring now the board at our last meeting about golf and about volleyball and you asked him to come back with some more data and as see what we can do about volleyball to car and update that thank you for uh inviting me back. So uh uh you know I was asked uh to give you an update here at the meeting. Um when the last meeting ended uh I was asked to put family ID back up for boys volleyball which I did immediately after I got off of the meeting. Um we have kept it open. It's still open right now. Uh the total uh of boys who have signed up for that is at five right now. Um while this

055family ID was still opened up uh our numbers in golf have increased up to 17. [Music] Um, in what what I was asked to do was also find out about the possibility of starting a club um or getting some JB uh games. I did that. I reached out schools who there were no sort of interested in doing any JV games. As far as the club goes, I think I I told you guys uh at the last meeting, the Waterberry school system was initiating clubs in their boys programs this year. Spoke with the athletic directors from the NBL and the Waterberry systems. Wilby, Crosby, Kennedy, and WCA were the four schools that were going to try and do a club sport this year, and they were going to uh just play against each other because of

056the location, so it would be easy enough for them to get to each other. Um, I asked if they would be interested if we joined that. They said that they didn't think that it would be an issue as long as we would be willing to travel. and I said I don't think that would be an issue either. Um, so you know, we do have that option to go play there. However, with only having five boys, you need six to play in a game. Two of the individuals who are signed up have no experience playing the sport, which is fine for a club sport, but um you know having just five individuals with the sport, it'll be difficult for us to to get involved in that that sport this year. As far as the coaching goes,

057I was contacted by a gentleman who was interested in meeting with me to discuss the position. I did meet with him at the high school. We had a very good discussion. He has experience in coaching the sport at the on the the girls side, but not on the boy side. uh which doesn't matter. You coach the sport. You you know how to coach the sport. Um he has not applied. We have not we don't have any applications as of tonight for the position. And he said that should we get the club team, he would be interested in working with the kids. it would have to be on a limited schedule because he has a job and uh he doesn't know how much time he could commit, but he would be interested in, you know, in

058taking on that role. The volleyball assigner contacted me prior to the last meeting to get information as to what if we were going to have a team or not. And I informed her that, you know, we were waiting on an answer. Um, she has contacted me since after our last meeting uh and said that she she needs an answer. And I said to her, you know, that we would we would not have enough students uh to participate. So that was the, you know, the other part of the job that I had to do in order to let them know so that they can continue with assigning officials for their support. So, that is where we are as far as the season goes for this year. And I'm happy to answer any questions you guys may

059have. Yeah. The lady that I think Robin runs the the library across the street. I think that's her name. But anyway, she runs the library there. Her son got a scholarship involving maybe she might or he might know. I know he applied here for a number of years ago. Talking about Castigan, Robert Costan. Yeah. Yeah. I spoke with uh young Bob's father. Oh, actually we communicated through email. He had reached out to me. Um you know, if he wanted to meet with me, have a discussion. And I responded to his email. Um uh he had some information that not sure how he obtained it but you know he had he had he had alluded that there was probably um eight or nine students who uh were waiting to sign up and um you know I

060had told him that you know I had done my due diligence. I had made the announcements. I had put them on TV monitors. I had walked the cafeteria lunch waves. I had talked to boys who I thought would uh be, you know, someone who may be interested and could help uh by joining the teams and um you know, they just it just wasn't enough interest. So, yeah. So, I did I did speak to Bob. Yeah. Well, I emailed back and forth with him. I told him I'd be happy to meet with him. Um, he didn't respond after my email back. Anybody else? I just have a question. Um, park and wreck and the ability for our kids to be on a park and rec team or park and rec. That's a great question. Um, the

061day after the last meeting, I reached out to Caraak, who's the head of park and wreck. Uh I asked her if she um offers anything uh for high school age um boys volleyball. Uh she informed me they do not. She informed me that they have a co-ed league that is 18 years and older. Um and and that's um you know that's that's to the the extent of park and reds involved with. Is there any thought that maybe we should try to go to the middle school, see if we can try and start like a theater programs from there to come up to the high school? Um might be something. Actually, that's a I mean that's a budgetary issue that you guys would have to um you know approve. Uh I do go to the high

062school, I mean to the middle school every year after April 15th is when I'm allowed to go down there. Uh I bring coaches uh with me from the high school who's available to go down to promote their sport. Um you know we've had uh you know Jen McCaffer, Dan Bautist that have have gone down with me in the past. We've had a number of teachers uh that are coaches uh attend as well. Um we Sylvia uh is kind enough to allow us to come in during the eighth grade lunch. Uh I introduced myself. I introduce the people who are coming with me. I have signup sheets if they're interested in any sport and I have every sport listed for a signup sheet and we put them on the stage and all the kids come up

063and they they fill them in. So, you know, that's there are rules um recruiting rules that um don't allow us to do much more than that. uh until a student graduates from the middle school. Um we're not supposed to have any contact with them if we are a coach from the high school. Um but they do give us an opportunity to go to the middle school to promote our programs um after the 15th of April. So, uh, so we take advantage of that opportunity. But, um, once they pass on to, um, but once they they finish their middle school, that's when they become, lack of better term, free gift. I do think it' be important for us to look at the viability of doing some sort of theater program in middle school to promote and

064encourage. would obviously take a number of years to build up enough students that are interested to feed into the high school, but it is something that we should look at. Yeah, we certainly certainly can look into it. I don't know to the extent that that you want me involved in it. We do have an athletic coordinator down there. I think he's done a great job for us this year. Um, so, you know, I'd be happy to work with him if if that's something that you you would like me to do. certainly uh you know look into trying to make that happen. I appreciate the efforts to try and keep family ID open and all of that stuff. I I just feel like we we want the kids to continue to be involved and active and

065if we can try and pull programs from the middle school, get kids more involved down there. And even if we talk maybe talk to Cara from Park and Rack if they want to, you know, we want to do something with them, maybe we can figure out like get more kids involved in that. Because didn't the volleyball for girls start out as kind of like a club at the middle school and it actually turned into a real team. Start a boys club at the middle school, right? That wouldn't be too much of a where they were just kind of going to practice and learn the game and whatever. pretty sure many because Milin did that like sixth grade because she's all sides of the club and it didn't there was no competition and then when they

066decided to compete she's like you know what um but you know it got kids interested and it's on a low-key level. Yeah. So a couple of things about that. All right. So so club is really a student activity right? It's athletics is doesn't get involved in clubs. Um it's it's considered a student activity by the CIA. Okay. So, uh, in order for a club to be developed, you know, the process is typically, um, student would have to gain interest from other students. They would have to come up with a list of how many students they're interested in forming that club. They would bring that to the school administrator. Then the school administrator um would, you know, approve or not approve a club from occurring. U, of course, you would have to have a monitor. Right.

067Right. And if somebody is a monitor, they would typically have a site that comes along with it. So that that's how a club would work. Um and in this case, that would be the way I believe the district would have to follow that procedure unless you wanted to change that procedure. Um so that that would be one thing. The other thing I I do want to guard or or comment on and and make sure that we understand that, you know, we are an athletic program and we are asked by the CISC to be a competitive athletic program. Um, and so, you know, we we want to guard against just open up the doors and say because this kid wants this, we want we want to you we want to offer it to them, right? Because

068um it does a a few things that are positive and it does a few things that are negative. Some of the negative things would be um it will water down the amount of players who are trying out for our teams. And when you have less people in on a team, you know, look look what happened. You know, with our with our volleyball team, you don't have enough kids if you have less kids. With our girls basketball program, we were down to about nine girls one year. And it was it was difficult. couldn't have a JV program. Um, you know, girls soccer, we've struggled with numbers on that and, um, we had a good season this year, but we've struggled for three years prior to that. Um, we're trying to build that program up. Um so

069so when you offer more athletics it does pull kids in different areas and it doesn't give you an does you're not willing to strengthen your hologram when you have low numbers and so that's one thing as a class as school we have to guard against and and I've always been in favor of offering if we can have an opportunity for athletes who partic participate in a sport that they want to participate in, I will do everything in my power to see if there's an opportunity for us to provide that. Um, you know, we did that with girls hockey this year. We joined a 13 team co-op in the SWC and we had two girls participate. Uh, we did that with boys hockey. We have a four team co-op, West, Shelton, Seymour, and ourselves. We have

070one boy that is participating right now. um you know and I think we'll have two more next year because I know that parents had emailed me uh that they have somebody in eighth grade that's interested um you know so in those uh instances were able to provide that because other schools have the correct number that that they're able to have a co-op support a co-op um and we would have that same number um so you know the CIC really dictates all the rules and regulations and we have to follow what those are. Um and in some cases it's just not we're just not able to do it because schools don't have a low enough number to allow us to join a co-op um within their programs. But I I want to you know I want

071you to understand that um we don't want to start being a school of just you there's a reason for park and wreck. You know there's a reason why when you go to the high school game or boys basketball game on Friday night that there's 17 kids in the state. It's because they're all playing in the middle school gym because they joined Park and Red, you know, to play play park and wreck basketball. So, it gives them an opportunity to do what they wanted. They don't want to be involved in a structured sport and they just want to go have fun and that's why Park and Wreck is an opportunity for them. when you get into high school athletics, you need to be structured. You need to be organized and you need to be, you know,

072you need to have a coach who is uh understands the rules of set forth by the CIA as well as our league and um you know, has to be a disciplinarian, has to hold kids accountable. You know, we have an issue with attendance uh at the school. You know, that's the same thing with athletics. you know, the kids being absent for practices, you can't play in the game, you know, and if you and if you're absent from practices and you can't play in the game and you don't have enough kids to play that game, now you got to forfeit the game. And that's a big issue with the CIA. So, there's there's really a lot that goes into um my thought process when we talk about um athletic programs in our in our high school.

073Um, I'm very guarded against spreading ourselves too thin because I don't want programs to suffer. Um, when it comes to competitions, you know, no kid wants to go out there and and and lose in an embarrassing way, right? And it happens. It happens in every sport. Happens in basketball, in football, in baseball, softball. Um there is a lot to say that you can learn from a losing situation, from failure, right? We we learn from our mistakes um much more than our successes when everybody has success. Everybody's happy and you don't look at the mistakes that you've made during the course of that competition. So you do learn more from a from a a failure or a losing effort, but an embarrassing effort. Uh I've been there. Uh I've coached teams like that and kids when

074they are defeated through an embarrassing effort uh tend to quit and when they start quitting one sport or or one uh activity, it's easier to quit the next one. And and we don't want to instill that in our youth because that's what's going to happen when they join the workforce or college or the the military. Um, so I'm very guarded in our athletic programs in that man. I just I just wanted be clear. Yeah. Anybody else? Thank you. Thanks. All right. Hey guys, thank you. Thank you for all you do for our district and thank you for volunteering all your time. Um, you know, it is appreciated. I know you guys don't ever hear that. you hear all the complaints, but um you know, you have you have people in your corner, too. So, um

075you know, thank you for your job. Thanks. Okay. Approval of the superintendent's recommended budget 2425. So, I'm going to invite Howard up. We have a number of documents that we have put together um with the hard work of the budget, the financial committee. Um I'm going to say a few things that getting organized and the copies are copies of so the budget you seen tonight represents an investment in education. The budget is value add to improve the district. I don't have a couple. Can we credit it to a student? color by number. So now that you're impressed with page one, I'm going to say a few things before we begin. So the budget you have before you represent is an investment in education for our students in Oxford. It is value a value add budget

076to improve educator experiences for all of our students prek to 12. The budget proposal you have in front of you includes new positions. I'm going to speak about each of the new positions quickly. If there's a fifth grade teacher, a literacy K5 coach, a coordinator of student conduct in the middleman high school, librarian and director of security. Each of these positions either improve student learning or improves staff and student safety across the district um systemically across the board. It is important to know that the OEA um I met with the representative council. Collectively, we feel strongly that a coordinator of student conduct be preserved. um if it's something that um in speaking with teachers that they see the true value in having this type of position at Mos High School to support student behavioral challenges

077that they are addressing within the classrooms and attendance issues that you heard um addressed from the individuals earlier this evening. Um we have made structural changes to this position um in tonight's revised budget in front of you. Um, and I do ask you to recognize the need for this position and to keep it in tonight's budget proposal um, in its entire integrity to support the the need that we're hearing teachers at the Middle School High School. Um, I also feel strongly that the fifth grade teacher will lower class size and as a result provide greater opportunity for teachers to differentiate and size instruction. In doing so, that creates an opportunity for every student to reach their full potential um, in that grade level. um science of reading represents a true um shift in the pedagogy

078of how we teach literacy at all elementary schools. We believe strongly that teachers have access to high quality job embedded professional learning and a coach um you take a look I'm going to give analogy to um LeBron James um one of the best basketball players in the world he has a a personal he has a coach on the team got personal coaches that work with him day in and day out to improve scratch he doesn't necessarily need a coach he could go out there today and perform at a top level but he continues to say, "How do I get better?" And that's what we're going to do for our teachers. We're going to provide access to that high quality professed learning so they can continue to enhance their craft around the science of reading. Um,

079also with that is we're only in year one of the new science um new reading program. If we want our teachers to truly do it at the highest level possible, they need to have continued access to high quality learning on how to instruct students the best way for that curriculum. Um the librarian request um does number of different things and improves access to information literacy at middle school and high school. Um it also allows us to add new STEM related um courses at the middle school the way that we're going to be scheduling the use of the librarian but it also provides an opportunity to invest in our future operating plan and to grow and develop the internship program with the place goal that we keep speaking about. Um and finally um which the proposal

080originally presented to you did not have a director of security but through the conversation with the board of education we have added that position to the budget. Um and the design of that is to enhance the overall district security and safety district required for all students and staff. It is our fundamental and our most important thing that we do to make sure that our staff and students come to school safely and go home safely. At the end of the day, we have a phenomenal um program with ASOS and SRO's in the district and having director of security provides systemically look at all the structures and the systems that we have in place to make sure that all the people that we have and all the technology that we have are performing at the highest level

081to keep our students and staff safe. So, we have developed a job description um with the collaboration of a board member sitting here tonight. we put together. Um, and we believe that this would be a value acquisition that was not originally in the budget, but it is something that I do feel strongly would help us move the district forward is to help keep our students and our staff safe in the district. Um, and then um we did um take a look at other needs. There were feedback that we had. There was request from board members to take a look at BCBA support. So, we took a look at the original budget. So, you know what um we think that we could add that. So, we did add those services in there. Some other feedback we

082got from the board. So, what you see before you tonight is a lot of hard work that came from teachers and our professionals and administrators across the district. Massage together, presented to you, redesigned with feedback that we got from the board. The board finance committee really dove into this in a number of different sessions, looked at the numbers, looked at different ways to present this. uh we um took a a very analytical look of how we could add some of these new pieces to a conductive security BCBA without tremendously adding to the budget. So we took a hard look. We found some efficiencies through that work. One of his efficiencies, one of the things that we really had in my original budget proposal was the unified arts criminal and you'll notice that in today's presentation

083that position is no longer in the budget. Um, I had a lengthy conversation with um, Sylvia, lengthy conversation with Eric, director of construction, principal Middle School to really understand the need of of the request. And after an hour and a half long conversation, um, really got to the bottom line and and and I will still advocate and say I would like a teacher at the new teachers school, but because we can find another way to make it happen, we have value engineered out of the budget proposal with new curriculum writing. We believe that we can add new course offerings to the middle school students without adding another teacher. It would be great to add the teacher, but we think that we can still meet their needs um without the teacher. But with that being said,

084if you press the middle school principal for what the recommendation is, she would say we still want the position. I would still agree with her. We just found another way to make it happen without adding that additional teacher budget. Um I'm just going to conclude that I am very proud of this budget. I think it truly is value add. I think it's the first budget propos I've presented to you um that I've been here that really tries to push the district forward without looking for every cost cutting effort and not moving the district forward. Um I encourage you I um really implore you tonight to improve to approve the budget as it is so we can um take our efforts to board time and say this is what moved the district forward and allow parents

085to help us um advocate for the needs of every every student prek to 12 um in this district. So, I'm gonna turn over to Howard who's been going to walk you through some of the the numbers now. Sure. Thank you. Um, start with page three where this is the the list of items that have been adjusted from the very original budget that was presented to the second budget that was at. So, that was 565 5.65% budget. We then move based on your recommendations and the additions to 5.77% and now we've made some changes that have brought it back down to 5.45%. So, if you look at the first page, the yellow section is what has moved the budget from the 5.77 to the 5.45. What we what we're adding there is we're adding in um

086well, what we're reducing is we're removing the coordinator student conduct position, which was $119,310 for salary. So, it's an admin position. Um just replacing that with a $10,000 stipen for a teacher um who would take that would step into that as an intern. um which would then need to have a back fill of a teacher which is that second line there the 57467 and then as Dr. Miller had said we took out the unified arts position which is an offset to that. So the net impact to the budget is actually the $10,000 increase the stipen and $119,000 reduction. So $19,000 each um the remaining section is all items that you've seen but I can go through them briefly. We had the BCVA position that we had failed to put in the position the initial budget.

087Um then we had the second one which you as the board had recommended being added in there. Um there was a settlement um that we had that was in the budget but we determined the student has moved out of the district now and will not be needed there for next year. Um it's actually also benefiting this year as I mentioned before in the last meeting um because there's a it's not going to be a full full year this year. Um, we had a tuition contingency in uh, special education. We had two of them in there. If we took one out, um, the net impact is 98811. Again, that's the net of the 120,000 that we had as a contingency added against what we would have received for the excess costs. Um, the adjusted medical insurance

088down from 7% increase to a 5% increase. Um, there's additional pension expense and PL expense based on the new positions that we've added. Uh the 15 we took out contingencies that we had for electricity, feeding oil. Um and then in tuition, we had a contingency for the um the nonh special education related tuition. That was we took out $65,000 there. Um the early retirement program, if the board recalls, some of you members weren't here when this happened, there was a it was an expense that was taken to fully that was 132, $250. um that was taken in 22 23 but the auditors determined that we could not take because it's again it's a multi-year um expense. So you can't have all the expenses for um future years in a in a current year. So we

089had to take part of that back out um and spread it out over the years. And so we had to add that into this year's budget which is the um the 16,350. We talked about the content coordinators. There's three um back then for the unified subjects. Director of security that's that's a new position to $75,000. IT software licenses increased educational software maintenance increased. Um and instructional equipment to offset those first two from it. We all we took that out. We're going to use funds from SR3 in order to buy because that's allowed to use for technology. So that's what we're going to use those funds. Are there any questions about the changes that I'm confused with the replacement teacher for the administrator? So, one teacher is going to get stolen to be a student conduct,

090but they're going to replace that teacher. So, the teacher is no longer going to be teaching. They're going to they're going to step up. It's an intern that it's an admin intern basically. So, they continue to get their salary, right? So, plus the 10,000 to step into an administrator role because they become not administrator to a conduct role. So, they become a full-time student conduct person. They're no longer teaching and we hire a teacher to back fill. Yeah. To back fill their position and and the true premise behind that is the ability to say to our teachers who have gone out and got their out to the admin degree and say look there's we're a small district. There are not a lot of opportunities to necessarily grow within um only so many admin positions that

091are available. here's an opportunity for someone that has their own I2 that wants to get material currents. We're investing in our staff. We're saying to them, look, you don't have to necessarily leave the district to continue that professional growth. You want to be a mentor. Here's an opportunity to try for a year or two. Um, and if something that you love, you want to do, then when there's an opening here, now you're you've proven to us that you're um great in the position, you then you could sign into a role at that point. um or if they choose decide at that point to go into another district, they could. Um and if they choose that this is not something they necessarily want to do, they can slide back into the class role. Um it's also

092an opportunity to look at a proof of concept. Is this a position that um is going to do what we need to do um and if so over time and then we may may look at it being an an admin position. Um but we're concept. Um, primarily it's an opportunity to invest in our own teachers. Sorry, I was just going to say from my experience, North Haven, this is how this is the proof of concept. We did this exactly with the middle school. We had a teacher step out, become an admin intern, exactly the same position that's being talked about here. And they did that for two years and then they um actually made it a permanent assistant principal position at the school in North David Haven. Again, it was it was a way of

093not it was way of proving a concept, right? First for two years to make sure it's something that they wanted and then they made it a constitution. So So it's essentially um um adding the position on a trial basis. um not that we're removing um that uh administrator kind of um position, we're just um doing it differently on a trial basis to see how it goes. Somebody who might want to take it over um ultimately eventually. Well, like I said, it's really it's two things at the end. Correct. It's one thing, it's your pro proof of concept. You want to prove that you need that position, the position does what we want it to do without going and go like you're fully if you're going full administrator, you're jumping in full courts, right? And you're

094paying $119,000 for a salary. This is a way of doing it where it's not it's it's a fiscally more responsible way of doing it because what you're doing, you're saying, I'm going to prove it, but I'm going to try it and it's a trial basis. So, you're not really truly adding an administrator per se. You're doing a trial basis. So, yeah, we're doing one at the middle school, one at the high school, or just between the two buildings. Yeah. What's the What's the cost saving by doing this? We're saving the 120,000. We're adding 10,000 to the person's salary and we're adding another teacher. So, it's what's the But you're taking a teacher out too, right? Okay. So that's so that teacher those two teachers that is that's the 57 those two nets zero. Got it.

095And then so you're really adding the stipen of 10 reducing by 119 because you're not doing the administrative salary. So you're saving $19,000. Didn't you say that the teacher was getting their salary plus the 10,000? So that's already budget but that's already right. They're budget they're already budgeted as a teacher. So they're teacher salary stays. So that's no change. Yeah. So, we have to not do the unified art position in order to get the person that's going to be sort of our trial person. It's not it's not necessarily they're not linked. It just happens because as as Dr. Miller stated, there's a different way of doing unified arts position. Now, they're going to create the additional classes. So, that it just happens that those two net out. We we're price we're saying the salary is

096going to be the same. It's not necessarily linked together. It just happens that it works out. But we're not getting rid of a teacher that we already have. That's correct. That's correct. I had question. Anybody else? Just this person is still going to be teaching classes. No. So, it's a proof of concept for the person to see if they like the job. That's right. And it's a proof of concept whether or not we think the jobs will work. So at the end if we say this didn't work, what happens to that teacher? So it's it's it's very similar to um this year I've got a couple elementary school teachers that are maternity leave that we knew they were going to be out for the entire year. I hire teachers for a one-year commitment. This would

097be a new hire. It's a new hire with understanding this is a one-year commitment or two-year commitment. But would you this this person if they're if they're from within the district, they're still part of the teacher contract, they still have tenure potentially, right? So if let's say the positions eliminated and they're tenured, they go back and the lowest person on the totem pole would get potentially bumped if we are not growing staff or we or we don't lose anyone if no one retires and all stars align in a negative way. I guess that leads to another question always in my mind is that when you say tenure I think of the salary grid which is steps which is years and we eliminated one two three we're going to eliminate four so the grid has now

098been compressed okay by four steps now are those steps four years you hire a new person you're going to hire have hire them at step four because there is no step one two three so are say four years into the 10-year program. No, that has no no impact. The tenure law and the 10 years and steps have nothing to do with each other. Um steps on the contract is where you're paid. The tenure law is um by the state of Connecticut. Um you have to teach 40 consecutive months to reach tenure in a school district. Um and or um 20 months if you reach tenure in a prior district before you came here. But the grid shows at 14 you get 750 bucks. But the that has nothing to do with tenure that longevity that's

099within the contract itself. They're two different things. Okay. So I just have to get the term longevity and tenure is not the same thing. Okay. But longevity if I start I start at step four. That's those steps are longevity not different things because I read it's supposed to be years. Yeah. Yeah. You start one, two, three, four. Start at one, it's the years. If you start if the the steps are like, let's just say in it's different if you look at any district. Some districts don't have one and two. North they didn't have one and two. They had three up. We have three uploads, right? Three is really step one. It's really year one. It's just it's just the I read the thing. It's called compression. And you're doing the compression of it. Each of

100those blocks gets more valuable, you know, because you got less blocks to divide by. And when you're interviewing, you can't interview for step one because you don't have it because it's not competitive. It's really the reason doing that. You know, step one is $40,000. You couldn't get anybody 40,000. So, move that step four. I mean, that's kind of the reason I was told that we got rid of this, right? So, the contract, right, the way the contract works is right, it's it's at step three now. It's where it is right now. So, step three, teacher coming right out of school is going to start at step three because it's it's step three. It says step three, but it's really year one. It's equivalent to year one. So it's just it's a it's it's ver it's

101the vernac it's terminology of the contract right it's just the way the contract works and so that your first year's teacher is going to be on whatever that first step number is I mean whatever that is and I get what you're saying you're compacting it because you're starting at a higher salary now right well for this just so we're all linking this back to what we're talking about here the 57467 is a master's step five which since we have 345 is a thirdyear teacher on it with a master's degree. That's the column they're in. We step it in. But we do that because could we hire it last? Yeah, we're going to try and hire at a lower number. But again, we have to allow for the fact that there could be we might have

102to go out and hire someone with experience. So now this could be a thirdyear teacher. Hopefully we don't go we don't have to go around and say it's a fifth year teacher. Now we're up at step seven. Yeah. Because we did we did half steps and we went from the half steps because reading over other school districts and stuff. Okay. They have one to 20, some one to 30 depending on the district. Okay. And and you read about the trauma going back to year one and redoing this whole grid. But that's the hard vote. You have to fight because if you keep flopping off years, you end up get at step 14, right? But what's going to probably happen if you go backwards is you're probably going to take whatever your first step is now.

103It may not be just you're going to change the number here. If it's a step down, it's going to be one. It's going to if it's three now, it's just going to go to one. It's going to be the same salary. It doesn't matter. It's it's you're just talking just you're just talking about numbers on the lefth hand col on the hand side of the contract where they are. I get what you're saying. You compact in the starting salary is always going to be higher as you get rid of steps. Fully agree with you on that step. But at the end of the day, it's just a number along the step. Whatever that first step is, if it's not, let's just say you compacted them so far that you went from 16, now it's 16

104to 20. 16 is going to be a first year student, first year teacher, sorry, first year teacher. So, it's just it's the way the contract is. Yes. When you go back to set it back up again at some point in the future, we're going to have to say, "Okay, step three is now step one." And step one is this salary and we just move it back up when we started with one to 17. And the numbers go according because many of them have a a separate section because if you have a B a bachelor's plus 30 credits, you may not be a master, but there's an extra thing and there's a masters plus 30. Well, that's all defined in the as as defined. We only have three steps and other have a criteria. We have

105that criteria that's in the contract. Can we get back on the budget? Well, no. This is important because it has to do with the value because that's the biggest h of money. This I think it says right here salaries. Can you summarize? So, this is the plan, right? It's a budget. The intentions are we removed what would been a full-time experience, you know, you know, whatever that role, right? Oh, sorry. We admin. So, it's not an admin. They're qualified like an ad. We're targeting an 092 who happens to be a teacher, pay the teacher salary, give them an opportunity to grow, leverage their 092, pay them a stipen to do this full-time on top of their current salary. And our goal is, our projection is we're going to rehire that role. Let's just say it's

106a history teacher. It could possibly or an English teacher, whatever, right? We're going to go to market thinking we could probably get a two to three year experienced teacher to do English or history to backfill a person. Yes. And that's just kind of the a forecast. That's the logic. That logic these numbers. Yes. But if you are replacing a physics teacher, then it could be very challenging. Yeah. That's going to be further up the step. A guarantee. Yes, guarantee. Depends on who pays on the candidate. They're not dealing to the interest. This is a forecast and and we roll that dice for any position that when the person retires depending where they are. Sometimes that position requires a much higher salary person to replace them. Sometimes you need a lower end of the position. Okay.

107Do you want to [Music] cost again cost center just uh it's the same thing before it just rolls up from the budget. Um so page five is the waterfall uh which basically shows you exact proposing a 5.45% budget. This is the percentage that each one of these categories make up of that budget of that 5.45%. As you can see some actually lower it down if you add it all up. if you if you stand up all lose it' be over 6%. Um but if the other ones drop back then um so again stop here are there any questions about it they should I mean just pointing out the oddness 5.45 four five of which are typical salaries, people benefits. It's contributing over 4% of the five right. 4% and then you can go into other

108buckets you know it obviously smaller transportation we have to do right so now we're up to four%ish right buses teachers so we got 1% of the budget really covers everything else correct I created a standard infographic exactly that represents the the numbers behind that as well okay salary analysis salary analysis This page seven um this this comes in two uh two flavors. One's summary which is the first 78 789 and we did show what's being funded by the operating fund and versus what's funed by grants. So just add one thing. So some of the theme you'll hear tonight and in this budget book you'll notice sometimes each line item has an explanation where it came from assumption. Was it a calculation? um with power goals through this headcount, you know, salaries versus, you know, where

109we might pick up some grant money. This is again to simplify it, not just for us, but for the public. This book is meant to stand on its own. It's meant to make it much easier to comprehend, reduce questions, reduce misinformation even out in the public. So, this is all an effort. We'll continue with more exhibits as we go through through the budget and beyond to simplify with the finances, make it transparent, make it easy to understand, and we can speak the same language together. So, so I want to thank Howard for putting that all together. So, just to go through the summary page. Um, so I did it by location. I'm going across current salaries, new salaries, and then what's covered in grants. As you can see in Quicker Farms, um the bulk of

110the um the bulk of the salaries both uh are covered um are there. So the the uh the bulk of the operating budget is uh covered the salaries. We do however have title one grant funds that for 50,917 that cover 1.5 part-time tutors. So again what that's doing is it's taking the funds out of your the operating budget. So it's not not Oxford taxpayer is not directly paying for them and is putting in six grand. Um when we're down to Great Oak Elementary, we've added two new positions in that salary line. It's the grade five teacher and the literacy coach. Literacy coach is actually going to be shared between Great Oak Elementary and Quaker Farms. However, it was just simply simply put in one line here instead of spreading out. Um I'll move down to

111the uh people services. There we are. um using utilizing $594,000 of grant funds, the IDEA grant. Um and that it's going to have six teachers and two pair of professionals or some mixture thereof depending upon what the uh state allow state will allow us to put in. So you will end up be $594,000. It could be more pairs and less teachers or depending upon what the state allows when we when we file the actual um grant application. Oxford High School has two positions. Um teacher. We're assuming that the teacher for the intern position comes from Oxford High School because we know one one that's interested in that. Teacher Niger. So that's why this that new position is put there as a in the budget as well as a full-time career. Absolutely. I might have missed

112misunderstood an explanation. So, um, before we were talking about the, um, teacher to replace the teacher at the middle school, I had asked, are we going to see that at the high school also? Um, and I see it at the high school. So, is that instead about the middle school? I'm just trying to make this up because I that 1070 line, it says um, teacher to replace intern. I might have not heard. I thought you said high school, but you might have said middle school. I apologize. No, I'm saying high school now before the teacher. Yeah, that's what I'm saying. I might have heard you before say middle the teacher to replace that the ad the ad person that takes the ad position. We are putting it at the high school. Okay. It's so I

113apologize says middle school. So that's that line where it's the uh middle school teacher. is not a we should say high school. That's a title. This is not to do with um grade by teacher. This has to do with um we got kind of hung up on the because the numbers look the same. The 57 out the 57 out was an ask for a unified teacher in the middle school. So I think sorry about that where we page seven page seven two new positions at the high school. Y that over to page eight new security and security section 20 of 2000 and this one new position the director of security. So I'll stop there if there's any questions. So we were operating in n call it 19.4 rolled up with offsets from grants 645. That's

114correct. And supporting that as a reduction to the taxpayer. Correct. And it is highlighted later in the budget um document. But we don't we're not putting these positions and grants that go away. These grants are continual every year. There's no danger in us seeing the IDA grant grant go away or the entitle fund. But these are solid. It's not like we're putting like in funds that's going to go away. These are solid and annual. These are are you can bank on it. I don't need Howard to read 30 pages to me. Can we vote? Yeah, we don't have to do the next. Did you have a question? I wanted to know what the um this separation of the grade five teacher and literacy coach. There was a total of 130,000. But what he did what?

115Grade 07 at grade 0. Yeah. The grade five teacher want to say it's I want to say it's 70 and 60. It's 70. I think it's 75 to 55. So the grade five teacher is 55. The literacy literacy coach has to be at a higher step level. So it's certification wise and everything. So they may have more experience because they're a coach. So they're going to be at which number. It's budgeting just that you're going to hire someone at a higher higher step because they're usually going to have more experience than Yeah. Right. At the end of the day, you're a 10 year veteran or four year applying and we're figure that was qualified for the position and it's just a budget. You have an interview. Yeah. So, do you guys not want to do

1169 10 and 11? Yeah. because how's information about clarifying and this could just me being me missing something but um when the breakdown when you were just talking about the new position director security um and you were talking about um full-time employees right is that right theos you talk go ahead no it's the three ASOS and then the director of security okay and is there a breakdown on what each of the threeos get or we just divided that 70 and 32 by three it's actually by two yeah farms are the two that we budgeted budget SRS okay so the three just includes the new you got 75,000 is the direct security the differential between that divide by two and you get And on the next uh part there on the curriculum um two I'm sorry

117it says um two full-time employees sorry what's the breakdown when salaries on that go to page 11 at the bottom you see your breakout okay good thank you so this is how mentioned just what we stated our roll out but we thought it was important to also by role by school by department survive break down that way too different. Yeah. So to answer your question, it's it's an ELT during curricul. Yeah. Just does it show the individual? Yes, it does. That would be on page 11. Yeah. Okay. Nine. Page nine. So again, page 9, 10, and 11. 12. It was just they they are the detail that to the prior pages but again I don't want to go through all questions about it again and again back to the great work did you know most

118of these lines in the detail cost items have a comment um we ever have to go back whether the forecast who moved where so I think this is super helpful and we also wanted the document again as we said to stand by itself so understand what the budget's This coupled with presentation meant to tell us or not section is all of the detail line items. We want to I don't know if we need to go unless someone has a question on it. [Music] It goes all the way to 28. There's no questions. that section we thought it was important to show you information on the grants of how it breaks down. So um Howard did a pretty detailed analys and was projected on the report. Correct. That's basically what that does. I tried to color

119code it to the items below. So I have all the different colors but what's in those the definitions below is actually how the grants what the grants are about how they're calculated. But again I think Dr. Miller pointed out too, the two the two key grants that we're looking at here are the title one because we're funding salaries through that and the IDEA grant which again we're funding salaries through that. Those grants are federal grants. They are given every year. There's there's no exceptions. They I've never seen them not increase it. Um I from the IDA perspective I have seen it decrease for title one in Oxford um year over here. It's how I it's how I calculated my projection. Um basically at the end of the day it's dependent upon free and reduced lunches

120right and how and I've seen that actually so two things I've seen that actually increase this year because during co everyone got the free free lunch and so there was no need for parents to apply for this year it's everyone had to apply for it so I've seen the increase so basically I'm hoping that that stems the reduction that we were seeing because they were using 2018 numbers to actually calculate the 202021 and 22 title one. So at the end of the day, hopefully next year this will that we'll send the reduction because it's been going down by 5% I calculated to be every year, but again it's only 5% and that but I projected we're still going to get $51,000 next year and I think that's a conservative estimate I think would be a

121little higher than IDA consistently is increasing at about a 6% pace year-over-year and that's related to special education needs. And so as as the government sees that there are more needs for special education services that has been going up. One thing I will caveat in this so that everyone's aware if we ever reduce our expend expenditures on special education that could jeopardize these funds because they will then take away these at a proportionate rate take away these funds if we reduce our special education expense expenditures year-over-year. There's actually um it's called um It's ME. It's a maintenance of murder degree. Thank you. Um that we have to calculate working out. We have to calculate it. So we have to prove that we are spending more each year. There are exceptions. If you have a drastic

122reduction in special ed students, then yes, you can go with your special ed needs. But that's really the only thing reason you want. As we continue to see this grow, we're gonna So the potential is I'm estimating we're getting $48,000 next year. You don't want to jeopardize those funds trying to save 50,000 or 100,000 in special education costs. Special education costs are unique. They're very volatile and you need to spend more each given year. Make that clear. Thank you. Oh, I was on page 22 for central office. There's a lot of notes and comments about the superintendent and the business manager. Can you kind of explain some of that to some of them? What's like an overlap like in one box there's a 6.1 business maner fee and then the other one there's 126,000 fee

123which goes where she top two boxes. So yes, so 2223 the um 200 so 2223 actual there was the actual spend included both the CEO COO's salary portion of it and the superintendent salary. So that's why it goes from 309 when the budget adopted in 21978 was actually just the superintendent. I'm just trying to explain the detail there of why this expenditures were 38,761 in 2223 and are dropping to 20 21978 is that budget account in the past was the superintendent and this superintendent salaries combined. Yes. So what I've done what we've done is we've just made that superintendence line going forward from 2023 24 and 24 25. So that's truly just his salary. And then in the line below, we've taken the COO and the business manager. We've combined those two it and remember

124the business manager didn't have one. So yeah, he wasn't he wasn't full-time. It was his actual the budget for the business manager, Mark Hizo, who's a private person here, was actually down in professional services because he was hired by a third party. So we had to move that budget up. We there's a lot of movement going on between budget lines to make it make the budget look realistic because theoretically there would be nothing in that line because you didn't have one in a salary position. So I try to move the budget up into that line along with moving the COO's budget down into that line so that the COO and business manager who are not the right so putting that together and not compensate if it matters any further but part of that CO salary

125came from the facility manager which from a different budgeted call center in the first place too. So a lot of different moving parts that went into that historical piece of those accounts. And then if you want me to further explain it. So my so to go my salary that why it says 2.5% there is because I was only hired in August. So I'm only a partial year. And so I was my salary was 135,000 was salary. It's only going up two and a half%. But it looks like it's going up more because it was at 100 the the budget that was from person was only6. that was 116,000. So it looks like it's going from 116 to 138. It's not it's only going up to$100. So I'm just trying to make it clear. I was

126trying to I was trying to clarify there why the numbers were moving the way they were. Apparently I didn't do a good job. I apologize for that. Well, it had a lot of there was a lot of moving pieces that next year should be straight. Back to the 29. So 29. Um again, I don't know if there's any questions regarding this. I try to make this as clear as possible. I know it's a lot of verbiage, but I try to explain that the grants out is to so that you understand what the grants do and where they're coming from and how much I think and to me to me the walkway for the communities to recognize that there's a lot of investments that we make that's not on the taxpayers back here in town. We

127look for every opportunity where grants can help offset and invest in the growth of the district without it all being in the tax space. And this all started because I keep getting confused on which grants are which grants because I can't get them straight and came on one page color and the rest and give an explanation of what each one does. So and now I have it and now we have it. Yes. Transparency the next page 20 page 30. Um I just wanted to uh because our best three which is the the engineering covid um again we wanted to lay out exactly what what's available to us um you'll see there were salaries there was uh the options are salaries purchase professional services purchase property services other purchase services supplies and property um currently the

128way we have it allocated out is $64,735 is for salaries those were salaries that we had to move from SR2 into SR3 um to get through the year with so we didn't impact the um the operating budget. Um SR 2 ended 9:30 of the past 9:3023. Um the state had informed us at that time that we would be able to extend or initially they informed us that we were going to be able to extend SR 2 out to January of 2025. But then they came back after we had already done this in the budget. They they came back and said, "Oh, we're sorry. You can't put salaries into that elite contracts." So we had to find a way for the 60 to end up being $64,700 was either we had two options. We could move

129it to SR3. So it did impact the operating budget move to the operating budget. The decision was made to put it in SR3. So it did not impact this year's operating. Um the next line down purchase property services. One of the options that you're allowed to utilize uh ESR funds for is for healthy air in uh in the school system. So basically HRA, anything related to HRAC or healthy schools or safety. Um so what we've done is a lot of the a lot of the upgrades that we've had to do this year, the expenses that were middle school. I'm sure the facilities um committee has heard about this. We've been putting into ESSER. Um what's what has happened is we have $200,000 in that line which we can then utilize for um uh there's the

130uh we have school security um $100,000 that we Yes. So, we're going to ask the board tonight to have a motion to allow up to $200 the remaining SER funds to contribute to some security upgrades that we want to do um and um for the upgrades to pull back to help the town fund the important work that needs to be done. My husband was just saying how hot it was in there. It's really really light. Yep. And again, um just to continue on real quickly uh to get through other purchase services, we're we're purchasing software already for that. It's covering three years. 22 23 23 24 and next year 24 25. Um and then property you purchase. So third uh third and eighth grade, third grade and eighth grade are all going to get new

131Chromebooks that they're going to carry through their career. Um, and so that that we purchased for $81,790. Again, technology is one of the items that we can utilize. And then desktops for uh Quaker Farms uh for 45,000. It's going to be a administrator's analysis page 32. So, um I know we talking I think was the last meeting was discussed when we were talking about adding a new administrator. um or were we becoming too topheavy from an administrative point of view? I decided that let's do the best way to do that is to get the data and do the analysis. So what I did was I went out to the state department of education for the bureau of fiscal services. I looked back to 22 23 and I picked every district that had um the same

132number of students but 300 less than us, 300 more than us. Um I then was able that's the list you see there. Um, I then went and went to each website, determined how many schools they have to see make sure it was comparable. Uh, and at that point I also got their budget numbers. Um, got their per student spend. Um, did the students per admin, then how many total admins. As you can see across the top, Oxford, we have 13 total admins. Um, the average total admins is 15. So there's two, we have two less than the average for the districts that are similar to us. We actually spend less $873,9001 less than these districts do on average, which equates to $1,436 per student less. Um, and all schools are on average are pretty much

133even. So I think what they're saying is we are basically what this analysis shows is that we are definitely not too topheavy. We're actually under the average. So at the end of the day, I think even if we were to administrator, we'd still be lower than the average. Any questions regarding this? I just have a comment. So I I went back through and I looked at this some of the schools that we have on the list. So Safford their budget request for Sier is 4.81. Clinton is 5.25. East Hampton is 6.2 and then adjusted to 7.23 because they had three special ed placements. Stonington was 6.3 just for comparison. What was the last one? Stonington was 6.3. And do we know what their actual group was like the previous year? Um I probably have it

134at home, but I was just doing what they've requested this year. Yeah. So I just thought it was it was the percent increase from last year. Uh, no. No. I wonder what they asked last what a lot of the school districts, I think Monroe and New Town are having an issue because they're requesting over seven because they they used grant money to fund positions, which is one thing that we we haven't done. So, we've done a good job of, you know, keeping that our staff within our our operating budget. I can get you those numbers. like cats. We actually have there's actually a track. I will get that number and I'll provide a support. Thanks. And then we have the next page is just just a backup data showing you the titles that each of

135the districts have. And I just highlighted the areas that the ones that did have deans of students. I also highlighted those are the green the dark highlighted green. I also highlighted in blue and red where they have assistant principles that are in addition to what we have. We have one assistant principal at the high school, one at the middle school and none at the elementary school to make these these districts had those. So I just want to show that to you very thorough. A lot of them seem to have assistant principles at the elementary level. Correct. And that's very common. Elementary school sizes as you get larger number of students will have an elementary school assistant principal. But if these are schools are similar in size, it's going to have the same size. Yeah. If

136you look just next door and see more the codes and then the final section is just I just included this the minimum budget requirement. So again as along with special education there is a state law that requires that you spend more money each year in education and this is the document that summarizes this. Um there are exceptions if you have fewer students and stuff like that. So it's um but I just wanted to so that you're aware that there is actually a law that that u says you have to spend more money each year on education. The repercussions is if we were to go less the town would be subject to fines and would get less um education costs. Um yeah the cost sharing that the town gets that the board does not see that

137goes directly to the town that would actually be reduced by the amount that you under spend on education. Anybody else have any questions? I just want to say this is an amazing book. I'm loving I love the book. I It has a lot of the data. I Any question we could possibly throw at you, we've thrown. Absolutely. And we have I I'm meeting many meetings. But we've always had good books. At least since I've been on the board, the books have always been good. This is at another level. So, I'm very happy. I don't feel like I'm missing a lot of data. And I think for people who haven't lived with the the budget book, they should be able to pick it up and have better understanding. So that's the goal. Again, I get numbers

138sometimes people feel afraid of numbers or whatever like that. They shouldn't be frightening and they should be very clear as to what you're trying the message you're trying to get across. And again, at the end of the day, how do we move the district forward? And we believe this is the budget. Okay. We have a motion. I can make a motion. Motion to approve the superintendent's recommended 2023 24 budget as the board of education adopted budget for 2024% 5.45 for 5.45% increase. Is there a second? Yeah. 24 25. Is there a second? Do we need to read the motion? Nobody seconded. So you don't have Okay. Motion to approve the superintendent's recommended 2024 2025 budget as the board of education's adopted budget for 2024 2025 for the amount of 5.45% increase. Is there a second?

139Steve, any further discussion on the budget? And what's the total dollar value? You know, percentages are like chips. It's on page four. It's 1.8. Excuse me. 1,852,744. I thought, you mean the total or the total increase? The total amount increase on pageion. Yeah. This one. Yeah. 1.8's the the change from last year's about page four. increase $1,852,774. Any other discussion? Okay. All in favor? I opposed. Abstain. I'm gonna just They had a few more questions. Anyway, the discussion over. I'm just going to motion carries. Thank you very much. Second motion. Um, you want to talk about it a little bit more? Discussion time. No. Yeah, do that. It's fine. Okay. We can talk about it. I'm just going to put the motion out there and then we can have a discussion. Motion to approve up

140to 200,000 in ESSER funds for security upgrades and contribution to town resources for pool upgrades related to the replacement of the pool pack. Do I have a second? Second discussion. Anybody have any questions on that issue? No. Okay. All in favor? Opposed? Abstain. Motion carries. Thank you everyone. And then the next student's approval of the school and board of education calendars. Um so we've presented to you um two different documents on the agenda. The first is the um school calendar for the 4425 school year. It's a two-page document um per month that indicates the early release date which we've always had um every month um except for um a couple during the year have a early release. on a Wednesday afternoon when students go home early and staff um stay for professional learning. Um typically

141pair professionals, teachers, secretaries, they all stop what they're doing. Um they continue to learn. Um we typically have two days before the start of the school year with professority for teachers and professors come in for convocation. Um we typically start before Labor Day that's in here as well. There's always two full um full two full day professional learning um sessions. one is um always in November that's on election day you shut down the schools because the schools are open for voting so that across the state of Connecticut is always used professional learning and then we allocate um one day within our school district when we want to have a second learning day um that's also in the calendar um I can answer any questions you might have this calendar was put together um by um

142putting a proposal out to the district leadership set council where they brought proposals back to their schools to get feedback back from the teachers and staff and came back some ideas made some changes and that's what you see before you tonight. So I have a question we're having professional development during the week on Wednesdays. How why do we change because it's been on Fridays and that's one day. I love it as a parent on Fridays because it's like having a long weekend. Yeah. I don't understand why. The the feedback that we had from a lot of staff members was to to move it to to Wednesdays so more will attend. We do have we do have a dip in attendance from staff perspective from not necessarily they take Friday's hall. So the thinking is when

143but the week with some more credits in um but we I'm open to the conversation but that we did have it on Fridays and because it seemed like we got to staff we ended up moving it over to Wednesday. So this was a staff request. This was a staff request. Um the only other thing I I mention it's not related to us but I know my daughter doesn't go on a walk and every Wednesday it's not a half day but every they get out I think an hour early every Wednesday and the teachers get together a Wednesday discussing strategies like that right so I don't teach so how what do you guys think I mean do you want to have them have further discussion with the staff Um, we could also take a look at

144doing a mix and doing some Fridays and some Wednesdays. Um, the calendar does not need to be approved tonight. I can take feedback and come back to you at the next meeting with um, a new draft of it. Would you be able to put some data that would show attendance on Friday? I'm just thinking because if if it's truly because we're, you know, we're not getting attendance and this is what staff's requesting. I know it's got to be hard on parents to to schedule that. So, or or maybe we could kind of split the difference. So, like can we do the Friday before Columbus Day? So, then that's kind of like the long weekend because you have Columbus Day off and then the same with February break. Yeah. February break. And then so that way

145the parents kind of get their way and the teachers. That's a good solution. How about if we table this for the the next meeting and we'll come back at it. Are you guys okay with that? Fine. We don't need to make a motion. So we'll just bring it back to me. You want to put the board of education calendar? We could do the board of ed calendar. Um so by town charter which is to provide to the town the schedule of board of education meetings the following year. I would always make sure that we're not doing it during theification. I don't think the qualification is in question for this and there's no impact. It's what we're having to press the 30 days. So this is a schedule um with two meetings per month which keeps

146consistent with the second Tuesday and the fourth Tuesday of the month as we've been doing historically here except for the month of December where we typically don't have a second meeting because of the holidays. I'll make a motion to approve the Oxford Board of Education regular meeting calendar for the 2024 2025 school year. Is there a second? I'll second. I did one already. You got it. Um discussion have any discussion? Okay. Um all in favor opposed abstain. Motion carries. Uh Dr. Miller your report. Okay. Um I keep saying this latest hour. I'm going to keep my remarks as brief as possible. But that I am going to spend a couple minutes and talk about full time. Something they might come up during the facilities committee but I'm going to address them after my report. Um

147I know that we've had a number of parents that have gone to the board of selective meetings to advocate for the pullback and I'm thankful that parents are advocating for the needs of schools. Um this is certainly something that we desperately need. Um you can see evidence of the pool deterioration um impacting the um conditions in the the pool area. Um metal surfaces um the diving board, the doors. you're seeing um damage to um the pool itself um in the in the fact that the humidity levels um are continue to rise in that. Um the question is um is it in need of replacement? Um as a reminder, two years ago we had an emergency repair um in April um that cost the district approximately $10,000 to repair the book in order to keep it

148functioning. The vendor at the time um it's on the invoice to us cited that the pool pack was deteriorating and then they were urging us to urgently replace it as fast as possible that they could not guarantee how long it was going to stay in operation. Um over the last couple years the cost of pull pack the estimate has gone up. Um last year we were estimating around $550,000 $500,000 as replacement. the vendor now telling us it could be as much as $800,000 or more. We are currently actively working with three different vendors that we brought on site to give us a hard estimate now on in writing as to what it would cost today. Um we're learning through that process that there is one distributor in the state of Connecticut. So all three vendors

149are working with the one distributor to get the pricing. However, the cost of labor what it what it would take to actually pull the old one out and put the new one in. That's where some of the cost differences might be. So, right now we're working getting that. We keep time we need it as soon as possible. Every day I come into Mark Mike's office and ask, "Do you have it yet?" And he's probably sick of me asking that question. Um, but as soon as we have it, then our plan is I have it a one-page infographic which talks about the need to replace the pull pack. There are images from right now as of today of the damage that have taken place what the pullback does. I want that hard estimate number onto that

150document. I'm going to release that document so far have access to it and it's up on our website and newsletter so everybody knows what we're talking about. We will then share that information with George Temple so he knows what the hard spots are. At the same time, we know that if when funding does become available at the ticket price that's going to be, we're going to have to go out to bid. So, we're not going to wait. We are today drafting RFP that we're going to float um with um a window of 6 to 10 to 12 months lock in the price so that as soon as the funding becomes available level we're able to say okay here is the RFP that we're ready to um approve we don't need to wait to go out

151to bid we can just start the process at the same time we just completed some need and maintenance on it um there was some work that the company the vendor that brought out that does a lot of our other HVAC work so that it needs to be done today. Um that work has been completed. Um so the pool is operating as efficiently as it could be. Um we did press a third vendor to look at it again to um let us know the condition of it. Um and that report um I just got email from the vendor yesterday um did urge us that this um full pack functioning today um is end of life and we do not know how long it's going to last. It could go tomorrow. It could go five years from

152now. We don't know. It's it is where it's a gamble how long it's going to last. And if and when it does break down, there's no guarantee that they'll be able to get parts for us, which means it's the same condition that the Hback is in this building and farms. It breaks, we might not be able to fix it, and then it's offline. So, there is dire importance to get this work done. Um there's a lot of conversation who as we talked about what with the bonding and getting that the fund for that. Um the board tonight voted for the use of some funds. The hope is from the art estimate, the RFP, the contributions of the SER funds able to tone up and make up the difference and get this important work done for

153the qualities if it is to be shut down. We're looking for it to shut down probably a year or more which would have a tremendous impact in place athletics and community parks and rack otterers and open swim. there's an impact townwide um if the pool was to fail the the pool would not be in operation during the period of time. Um I'm going to shift all facilities for for a moment. Um kindergarten there's been a lot of conversation statewide about um the entry um level for kindergarters coming in September and that each school district needs to develop their own assessment. Um we attended a session in advance. Um Megan and Eric attended a session on kindergarten readiness um and got information on assessment that we use here. Eric has also been in contact with the

154local preschool. So we are um gearing up for what we need to do. That will also include a visit where preschool students will be coming into our Quaker Park School um in April so that teachers can also observe students and part of that is the assessment. Part of that is to determine what students should go into what classes from a schedule perspective. Um there was an email that I sent to the board on late Friday about hot water at the high school. Late Friday afternoon the hot water failed at high school. Um we were able to get the vendor out um Friday afternoon. They assessed that the valve to hot water system had gone. Um the soonest that they were able to get that valve was on Wednesday um with the hope that they might

155be able to um during the system together on Monday which meant that we would have been without hot water for three days of high school which would have in fact did a number of things including food prep. Um through our relationship or primarily through Mike's relationship with the vendor um he was able to work with them. The vendor um ended his vacation early um went to New Hampshire where he already was got the part came on Sunday fixed the hot water with system with the valve that we needed and we're in operation by Sunday afternoon able to open the school on Monday. So thanks to our chief operations officer for his smooth relationship with our vendors and for our vendor for stepping up to get that done over the weekend cutting his vacation short to

156do so. his family vacation. His family vacation. Yes. I know it's early, but I do encourage you to put in your calendars for April 26, 27th, 28th. Um those are the days of the baseball musical. Um they're doing the Little Mermaid this year. It's a going to be a huge event. Um the 26 um is going to be an evening show at 7 o'clock, but they're going to be doing two mana this year at the Saturday and Sunday. Um there'll be a two o'clock show on Saturday, 2 o'clock on Sunday. Um and then Saturday is also be 7 o'clock. So they're trying to do a mix and they'll be doing a range of activities and a lunch with the cats for for kids. So they're trying to make it a whole family event as well

157as trying to get um seniors from the community um senior center over to see it as well. So it's they're making a huge event. So just mark your calendar and um see if you can make it to that. And finally, I was going to address the high school the middle school Spanish um situation. Um, we did have um a maternity leave um for our Spanish um program and um we did send an email out to every single Spanish teacher in the state of Connecticut that was not working. It's about 100 emails that went out. We didn't get a single person that applied. Um there's just it's a pool of applicants that were just not interested. Um and we found this a couple years ago in high school for language positions as well. So through Sylvia's

158hard work, she was able to find a long-term sub that um is a Spanish speaker that was able to provide coverage. Um thankful to Alli from the high school who was able to come down to the middle school to help with the crypt and writing. Um and Sylvia did address that we were looking at using Rosetta Stone um as an online tool to get the students continue to learn Spanish um in conjunct and supplemental with instruction in the classroom. So there's that learning plus there. So we'll do the second audience of citizens. If anybody has any questions or any concerns, please let us know. Can I not stand? Thank you for staying with us so long. Like coffee. My only question is for the SR4 funds that you just allocated to the pool pack. If

159the town does not pony up their portion or we figure that out, what happens to Well, have to at one point um we allocate those funds to other purposes before it expires. Okay. So, we're not we're not we'll be using it one way or another. The hope is with full pack, but at some point if it's not going to be used, we'd have to then reallocate it together. I think we have to encumber it by September. It has to be uncovered by September 30th and utilized by January 25th. I think it's next year. So, it's just a way of trying to say we're trying to help out. We understand it's expensive, but you know, we have this err fund that we can contribute to the project. The question keeps coming on from town officials. Can

160we be using funds to do that? Well, here's some fun to do it or was more fun. No, you got to do different for the two different ones, but for us as anybody else have any questions or feedback here? I don't have a question. I just wanted to thank everybody for listening to my discussion about the volleyball. Um, and I think that it is important that we look at bringing in the middle school kids to bring this program back to life. It was an award-winning team, so we want to keep that up. Um, as far as the inter mural team that he was talking about, I guess my question would have been if we only had five kids and they were willing to take us, whether they would be willing to co-op with us, which

161unfortunately he left. So, I can't ask him. Um but I want to make sure that we're addressed at the last meeting. He had reached out other schools when you find co-op and there wasn't any CIC also has a cut off point when you can request this would be a this is they were talking like the inter mural team and the clubs join those clubs. Yeah if that would be possible. Um and then just looking at the co-op earlier in the year for next year so that we can see if that's a possibility. or you know Antonio Derby Seymour with Woodland somebody you know there might be a chance that somebody would do it looking at it earlier rather than when the deadline's already passed anybody else um I just wanted to I noticed the the

162Wednesday thing as a parent with a schedule that's that's maybe poll parents see what works for them too maybe say you know this is what works for our teachers really well this is what will work for you as a larger community so that way there's some partnership like I know for me that that's not that's going to be really hard a middle of the week taking time off to come home and be with the kids that's harder to do than a Friday Friday a little early on Friday you know there's a little more wiggle but maybe pull parents ask them what they want hey can we do maybe one Wednesday and then one Friday or just just a little bit of that for everybody good feedback anybody else Okay, on to my report. Um, March

16311th is the capital meeting for the town. So, um, if people are around to attend that, that would be great. Um, I'll let you know what time. I haven't seen a posting for the time, but that's supposedly the date. Um, and um, I'd like to try and reschedu our training session. Um, our board of attorney has March 27th and you guys let me know if you want to do it during the meeting or before the have the special meeting. March 27th. March 27th. So, just let me know what works best for everybody. Um, and we can schedule it with insurance. And that's all I got. March 27th. It's a Wednesday. Oh, wait. 20 26. Sorry. 26. It's a Tuesday. It's a regular board meeting, but we either do it at 5:30. He said it would

164take about an hour. So, if we did that night, I would move that it's meeting up to figure something out. We'll go to Yeah. Or we could do it during the regular meeting. It just it's He said it would be max an hour, but our meetings are taking so long. I don't want to didn't necessarily want to. Can you give me that date one more time? Tuesday, 26th of March. The second meeting in March. Yep. So, he's, you know, said it would be about an hour. So, That's all I got. Facilities, Mike. Well, Dr. Miller, thank you for using a good chunk of what I was going to talk about. I was looking forward to talking about the vendor that we pulled back from vacation. Sorry to be with his wife and kids and uh

165he came back to make sure our kids had hot water for school. Um I believe the vendor is M and they've been a great partner for us. We've been using them for the last few years. and they keep coming through for us in big way. And I I think even Gary Franco came out and he helped find the part, but I don't think he was capable of dropping everything and going to another state, right, to go collect the part. But this vendor was in New Hampshire, so um it works out for us for the HVAC in go just to give an update on that. That's the one piece you didn't touch on that I get to sneak in here. Uh, we're not only on track, we're ahead of schedule and they're moving to the next

166phase. And based on what I'm hearing, I don't have an exact timetable, but based on what I'm hearing, by the time we need air conditioning in this building, classrooms should have it. I can't guarantee all, but it's rolling out act. They're here in the building right now. So, they're they're working and uh we started with classrooms first. Yeah. So, we're we're excited for for the path this is on and it's on track and we're looking forward to the next grant to get us more HVAC improvements in this district. So, oh, just forgot. Um, tomorrow Mike and I are meeting with Mr. Temple to talk to him about to share that on the agenda. So, yeah. Um, so we're just going to talk about um the security upgrade um request and hopefully a full pull. So

167that's it. That's all I have. Um curriculum, our next meeting is March 11. Um I'd like to try and start it at 5 because of the um capital meeting which I think will probably be seven. So um policy report. Right. We got four policies and a bylaw down for a second read for tonight. Um the policy committee had invited Megan and Eric to come so that we can get a sped and a curriculum perspective when we were going over these policies. Um the first one we've already touched upon a little bit. Dr. Miller talked about um changing the school age for admission to kindergarten to um at or before age five. We also have recess and play-based learning which Eric gave his perspective on. Um we have student attendance, truency and chronic absenteeism. And then

168um the bylaw is construction and posting of the agenda which we largely are already doing. And then the last one is 504 policy which is pretty structured and we can't really tinker with. So I hope that we got all intents. So, does anybody have any questions or concerns or anything you'd like us to explain? All right, then. Um, guess we'll go one by one. The first one is admission to public schools at before age five. I'd make a motion that we adopt the policy as read. Second. All in favor? Oh, wait. Discussion. That's right. Okay. Any discussion? All in favor? I opposed. Abstain. Motion carries. Next one is recess and playbased learning. I need to um approve the policy as written. Is there a second? Second. Discussion. All in favor? Opposed? Abstain. Motion carries. Next

169one is student attendance, truency, and chronic absentism. I move to adopt the policy as written. Second. Second. Um, any discussion? Where do we end up on this? If there's a 504 written that says student has a health condition, could be out of school. How does this play into like turning this calculation or eating a doctor's note for every absence or or does it at all? Is it is it four cover and supersede a policy? That's my question or 504 supersede policy. Very good question. Um it would be obviously be excused absences. Um but I do still believe it filters into the chronic absence but I think but not subject to other discipline action. Correct. Right. Right. You said you're option your option. You can't take that away. But we went in to say discipline over

170and then we I assumption we have a 504 or an IEP place that would put the supports in place in order to obviously achieve completion of the class, you know, accommodations put in so that even if that absence is building up, we're still able to support each. All in favor? I opposed. Abstain. Motion carries. Um the motion to approve section 504 is written. Second. Second discussion. All in favor. Opposed. Sustain. I mean yes I was all morning. Um motion carried. And then lastly the bylaw construction and posting of the agenda. Motion to approve as written. Second. Any discussion? Um, all in favor? I opposed. Same. Motion carried. That's it for me. Thank you very much. I remember finance. Finance. Yeah. So, I mean, we covered a lot tonight. Uh, so thanks to everybody that's supporting

171the budget. We'll continue to meet in preparation for the town meeting. Um for the board members, there was a draft document. Under the budget area, it talks about the circles from last year. We're committed to messaging that um how it happened, where it came from, what the money was spent on. There's a lot of rumblings in different places in the town. So, I think it's the utmost imperative that we continue to message it and and just like this budget with explanation, we're transparent. Um and we'll continue to provide updates each month to this board how we're progressing um on actuals versus this year's budget as well. So there's not many surprises. We have a date for when we're meeting with board of finance. I called you on Friday this morning. He did not return my

172call. So I don't I didn't hear back from that. My question but it's coming up. It typically is within the first couple weeks of tomorrow that we typically need. So we are handing out a sheet of paperwork to you. It's two documents. money goes over. It's an infographic kind of explaining the the talking point for the numbers behind the budget that solving it right now. The second is a document on the surplus that we're looking for feedback at our next meeting. Yep. So that is a draft for you know it's got busy numbers on it but it's for you to consume now and look at it and we're probably going to put a summarized bulletpointed document over it as well. And again, back to the theme of all our documents should be able to stand

173on their own public, be able to be read and understood to some degree. So, we're going to continue that trend. Any questions for Steve? Thank you. Oh, leison report. um kit meeting. They did very very well with the um it was fun to watch the administrator line. I have to admit I watched that the video of one of them. Um and um I think that was pretty much it. They were going to pick their new date for that for next year. Um did a couple Yeah, they did a couple of um fundraising approvals. Um that was pretty much it to be with you on this. Um our next the booster club next meeting is Wednesday, March 6th and um the bingo is you can apply now if you want to or register if you want

174to play March 14th going to be at the firehouse the Riverside Firehouse 13. The link is up on the Booster Club Facebook page. What day of the week is right? Usually Thursday. Should be a lot of fun. It's always fun. Any questions? No. Okay. I'd like to make a motion to enter into executive session for discussion and possible action regarding consideration of written attorney client privilege communication relating to Freedom of Information Act concerns. An executive session conduct. Uh, executive session anticipated. Um, is there a second? Second. Second. Pardon me. Dr. Um, all in favor? I oppose abstain. Yep. Motion carries. Everybody else. Yep.