Voluntown BOE Meeting 6/11/26

001Okay, welcome to the June 11th um board of education meeting. Welcome everyone. Um we can call the meeting to order at 7:04. And would you please rise to say the pledge of allegiance? >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Roll call. >> Okay, we have Kate Palant. >> Megan Wixs here, >> Kathy Grant here, >> Suzanne Miller, >> Rachel Ricard. >> Absent is Ara Kawwara and Valerie Musciano. Also present is Scott Feder, Amy Safalto, and Tom Okconor. our food service director. >> And hey, great. We'll kick it off with our board of education mission statement. Board of Education's mission is to provide our students with the skills essential to reach

002their highest potential in a safe environment for learning as they aspire to become responsible, respectful, and civic-minded members of society. Movements help educate, challenge, and inspire each child to excel as lifelong learners who can adapt constructively in ever changing multi multicultural and so our agenda looks pretty brief, which we um tell you about here today. Starting kicking off our summer season. We've had a very busy school year and lots to discuss and um celebrate with you, but at the same time it's um nice to see. Um thank you for joining us, Tom. We have a special guest to review our service update. Um but first we will go through our consent agenda. everyone to look at that. I object >> it cover allies. Once you cover allies less than it'll talk about what we want

003to do, we want to get this function to include balances because it doesn't do any good toclude. So we want to change that. The reason for something like that is because not ultimately 87.7%. I think if you land at the end of because this was a question after meeting if you land your budget around two to 3% that's what I would expect the question 2 to 3% very good if you start landing five six 7% that's a lot of go there could be reasons but if there's no outstanding extraordinary reason why then that would be All of a sudden there's 6% left at 75,000% that's $450,000. Why is there bless this? >> I just Pay attraction. It looks like >> Well, I notic that you don't have a 6 2023, so I was wondering. >>

004That's what I'm thinking. Yeah, I did notice that I just >> also want to take a look at like the 2023 year and see if that's hidden. Look at the look. If you look up your home, >> oh, it looks like that's >> although the numbers >> All right, we'll look at this report. >> Dublish. Yep. >> Elementary. >> Okay. If that do we have a motion to approve those edits and comments? >> All in favor passes to approve agenda as discussed for the administrative reports. We will begin with our guest not guest our agenda item guest Tom. Welcome. Thank you so much for joining us tonight and um some new board members. So just give a high level introduction to everyone again. So I've been since 2008 consulting director type program mostly guidance whether

005it's USDA or state training staff department basically comprehensive view monitoring of program Um this year biggest change would be that as we're trending less enrollment we move to just one employee we have one and a half and now we manage this year one additional support from other departments but for the most part reduction labor justify lack of so in that role for a few years now she's doing Great. We do have a little person who does do some subs in we're managing just wanted to talk about um meal prices for next year. Um maybe some of you heard legislation was signed by the governor that >> breakfast could be free. Um but we have he he signed signed legislation but we're we take our word from the state of department of ed when we can

006release that or talk about that. So that we're anticipating that could be true going back to co times when everybody universally would eat eat for free. Um and also in that legislation the families won't re um acrew the cost of the reduced breakfast and or lunch. So that 40 cents now will be picked up by the state. So we in this model we would have universal free breakfast for all and just paid lunch for those who qualify for just paid. Um so >> so it's p paid or free >> paid or free. >> There's no reduced. There's no more reduce which which should be okay. It would make total sense a long time ago. >> Does it help you administrative? I would assume >> it does. It does. Um it's just such a a weird

007little window, you know, 30 cents, 40 cents. It's it's you're you're cha if you're in theory chasing that debt when you're chasing spending dollars to chase pennies in a sense. Yeah. And most of those families pretty much if you're qualifying for reduce, you're in a tight spot. So it just seems like and when you look at the income guidelines, it's such a small window to qualify for reduce. It's only a couple thousand from free to pay. So that that uh window really is why there so few reduced kids. But um so we do still have to set a breakfast price even though we're anticipating it to be free. Currently we're at 250. And I would recommend that we stay at 250. Um, if this continues and we go universal free, I know a lot of

008the states around us are universally free all meals and that's the model that state would the state would like to go to and I do believe we're trending that way. Um, but I think you still need to establish that price practice. I'm going to recommend at this point we stay at 250. If this continues though, we may look to increase that price even if it stays free. So that when in theory if we ever do return it's not such this huge hit for families to acknowledge what the price would be even though they never pay it. So that would be my recommend recommendation for breakfast. Uh if I could share a document but I apologize I'm one short. So when we talk about lunches we need our guidance uh from the state department of ed

009who has the USDA mandated guidelines for it. So what that form you're getting is the last four years of what it's a paid lunch equity recommendation from what we should charge for lunch. So when co hit we we everybody was free. We uncovered quite a bit of money. We could ignore the paid lunch equity because it really came down to if you had excess funds you could get a waiver to not reduce your prices. So as the co money went away, we now have to use this paid lunch equity tool. And so in theory, if you use the tool and you you you're higher than what it what they recommend, then in theory, the board of ed supposed to subsidize the lunch program that difference. Okay. But when you're when you're at a deficit anyway,

010the board does finance it anyhow, honestly. But um we we did increase last year to 390, right? But if you look year over year um it's going up I think the first year like in in 20 23 24 we went from 356 recommended to 385 29 cents and then the next year it's 16 and this year it's a recommended 15. So prior to co with inflation and labor costs typically the increases were 6 to9 cents a year now you're seeing these huge drastic jumps. What they're telling you here though if you just raise the price 10 cents you don't have to stay with the equity tool but you have to show that and that's the last page if you look at it'll tell you that uh SFA school food authorities are not required to raise

011the paid price lunch by more than 10 cents per year. So, here's the point where I would recommend we go to $4, but we don't go to $416 cuz we're compliant by by increasing, but but we're not at what what they tell us to do. So, in theory, every year if this stays in effect, if these jumps continue to go, you could increase just 10 cents um and be compliant. And that's where I'm kind of like um would like a little input. What you think? Because the higher the lunch prices go for paid, the less possible customers you may have, right? People are like, "Man, lunch is just getting more inexpensive." So the the u the balance of this whole thing is the federal reimbursement rate typically mirrors this number. So we're getting this amount

012of money back from free and reduce less the state money for that. So, um, at this point it's a little bit complicated, but you're using this tool and the guidance you're saying, I'm recommending we go from 390 to $4. >> I understand what you said. I'm sorry. Um, we're going to get for free and everybody's like all the people that are free, we're going to get 416 back. >> We get actually a little bit more than that. A little bit more, but yes, typically the reimbursement rates are at least that. Yeah. And we're going to charge four for the people who are paid. >> Correct. >> And does the government give us anything back? >> They do give you uh I couldn't tell you that. It's it's around 40 something cents. >> Okay. >> Um

013and it depends. We get HFC money, which is additional 10 cents for being healthy school compliant, which we are. Um we also get a commodity allowance, which in theory is a preloaded debit card that allows you to buy government US commodities a year in advance. So those purchases um I made for the district back in May. So you do get some money to help in theory set offset your food cost by using your allowances to purchase USDA foods. >> I'm I'm really concerned that >> parents are struggling as it is and I >> really feel for people that to me that's a lot for a school lunch. Um, especially where people are struggling right now. >> I agree with you. People are struggling. I respectfully think $4 is when you consider what labor is now.

014You know, if minimum wage is is is 16 something now, you know. Um, so we we've seen the increase in our staff salary dollars an hour. Um and then sadly when we all do go to the grocery store to offer five components at each meal, fresh milk, fresh fruits a lot of times or fruit, fresh vegetables, proteins and grains. It's for this time it's a pretty good deal in my opinion. So do you think four will give us a number that where the board will not be in the whole food food service at the end of the year? >> Um a a big factor is enrollment right customers. Um the other thing is when we do purchase commodities it's um in good faith that we'll get an allowance and we try to we know what

015we need to offer each meal. Uh so five we offer five components of which the students have to take a fruit and vegetable. So I do always try to purchase as many fruits and vegetables knowing I have to do that in reverse meal but if something for whatever reason isn't available because it's forecasted out and a good example is telling you um broccoli won't be available. Now we did spend a little money on broccoli we'll lose that. So assuming the agricultural market stays stable, it it will help us. Um the thing that's really going to help us is this universal free breakfast because the revenues we're going to get from those additional breakfasts in theory will will help. >> When we had free before, how much did it increase breakfast? Do you remember about >>

016we were really aggressive by and we were able by letter of the law we could send breakfast home. So we were sending breakfast home. >> Um >> and that and that really helped out breakfast. We all got milk but >> I would I would I would say so there's some schools that are C which are me eligible. They all eat free. >> Typically those schools see about 60% of the students stay breakfast. Um, so I would say for us that would be >> I think more kids will take it if it's free because >> I mean to be honest I'm not paying 250 for my kid to go get breakfast if you're full pay but >> if I mean I think more full pay kids would take breakfast first. >> So I would anticipate uh

017increased sales. We're probably around 15% to realistically 60%. So, >> which would offset some of our increase of the paid work. We know we're in the house. We can't bank on it that they're going to do it, but it sounds pretty promising. Don't feel better not for >> What are the other districts that you serve? Are they at four? >> Are they what? >> Are they at $4? >> Been at four. Preston is at 375. I'll recommend the same. But at this point, I agree families are struggling. If we continue to increase because honestly in the in the grand scheme of things, the 10 cents isn't going to make or break us. having a question asked >> with the free breakfast. Let's assume yes >> that will have an increase in that food. >> Y

018said to offset the 10 cent we don't do. So in the end I would think the increase in breakfast should offset not basically. It could. The only issue is is when we do a pre administrative review, which we're due for uh this year or next, right? We're about on that site. >> They they once they're in district, they pretty much tell you. >> So if they want to tell us, >> they can tell us if I'm saying state wants to charge everybody, we will pay more for food. Let them vote for those people in that center. Yeah, I I was hoping you guys for sure. But but it is good for those families that are struggling at university. But then then you know how's it going to play out now if your kid does not

019have a big year and they need breakfast and they just don't buy lunch, you know what I mean? for you know you're free like a practice package. So that's where it's going to be like all those expenses pays for days. >> So you could see reduction in >> Yeah. So that was one of my questions was it ends up the 40 cents for the reduced lunch goes away. Do you have any idea the number of students that are eligible for the release fund that are not currently taking it that goes away that also >> right >> we have such a small reduced population I mean it's a very small percentage for us um and I would say probably 90% I would suggest recommendation. Let's see what happens. But let me tell you, we'll make sure

020they clear that. But you're not going to gain enough money. That's the sentiment. >> Are there any other ifications during that review. If they put you on, >> you would really have to be doing something lately to have physical. There is, you know, it could be an application that's processing. Kid is not eligible for three meals, right? They eat two meals a day, right? It could be say three and two. So, five bucks a day, 25 bucks a week, you know? We submit 100% of our kids having free breakfast. If you could just >> So, so if you did that, there's a window like, okay, it was good and error. It was 500 bucks. Fix it. Take a training course. Sign off and get it. In all my years of doing this, I've never seen

021a district. >> You still there's still some structure to it. um because everybody's eligible for just one meal, right? So there the beauty of universal free is one, you're not chasing money. >> It's it's it's sort of expectation that's there's no debt proof, but then you don't need the pin numbers. Then you can focus on food and service and not pin numbers and balances and notifications as you application like administratively so much better. >> No separate I agree with that person >> and we've I mean I think collectively every year you know it was I think maybe three or four years ago kind of level >> yeah we've gone up you know and and we have gotten feedback from the families that it is, you know, we just have shel on this and see where

022it goes. >> So, we have to put the >> y motion. Can we put on agenda? >> You can do a motion. He was on the agenda. >> Not topics. We had a motion. We'll make a motion to >> Yeah. Breakfast at 250 and lunch at 39. >> I think >> for this year we have All right. Um, >> other fun news, Tom. >> It's I had one more question. >> Well, if our breakfast picks up >> Yep. >> will we need a second person for like an hour or two in the morning? >> No. Yeah. No, we we should be pretty set with that. Um, a lot of the things are um >> done. It >> it's three components, right, of fruit, of milk, and grain grain item, two grain item. The milk is

023self-contained. The proof typically is in in a prepackaged cup. So, really the amount, if we get anything a two grain item, uh, curing would more than be able to handle that. We'll definitely make adjustments if we need to, but I'm pretty confident that she can do it. No additional labor. >> We did have some teacher that has the whole class. Mr. C always had his full class doing breakfast cuz he you know get breakfast itself and stuff at the beginning of the day. >> Thanks for sharing this. Is there any um looking forward for the year? Is there any other changes kind of from a a regulation standpoint on the food quality or anything? >> So, so we do these we have to certify our menus um every year, >> right? >> Um we continue

024to see reductions in sodium and and sugars. um that that's year it's it's a fivephase roll out over the multiple years um but nothing major I mean we just continue so basically the guidelines are set for grams of sugar or salt whatever and then the manufacturers then sort of on a lot of those items on the hook to be compliant for those items. So, um it it all sort of falls in place, but just we continue to lower the uh sugars and and the salts in our diets here. >> Anything locally sourced? >> We do local stuff here. There's a grant um and we did a little bit of it last year. The grant was really it was like a three-year pilot. It started three years ago and this is the first year. So, basically

025was it was to identify uh locally to be able to source local. um 100% of reimbursement three years ago and then last year went to 50% reimburseed from the far farmer and now in theory you spent spent two years developing a relationship and then in good faith then if we could afford those items then year three you're you're buying at at the street level. So, um, the hard part for for us here in New England is most of the stuff is available and when we're not in school, you know, so we do have a a relationship with an orchard and um, a local source meat which is Campbell's just over the line in Grisville and we did utilize some of those things. So, we're hoping for some more grant funded stuff because, you know, as

026as good as those products are, it's hard to justify. 10 bucks a pound for ground beef when you can you can get cheaper for what we're doing. So >> is Waves considered local? Wes is not the only local one is Mountain Dair and Mansfield Wes is not local but um it could be it's a cooperative right so they buy milk from everybody but since they can't quite prove where all the help come from um it's not quite considered Any questions for Tom? >> Thank you for your >> your time. >> Good to see you guys and nice to meet the new ones. So, thanks so much. >> Thank you. other administrative reports. We can move on to the principal report. I'm going to um share something, but I'll talk about my principal report. >> Is

027it coming up? It's okay. You can just talk. All right. So, June is definitely where we're starting to wind down. We had field day yesterday and then today was awards day. We had a very full house for awards day. Lots of um great things happening for students, our PTO, our trimester assembly, all those types of things. Um presidential awards, PTO awards, you know, they all get given today. We have been working on just our end of the year task. So we've been collecting a lot of data. We've helped data teams. So all those things happening while all this other stuff is happening simultaneously. Um we've sent 8th grade on their two trips to YSB. Very thankful for them. every year they sponsor the bowling trip. So they sponsor that and then um they went to

028Urban Air in Warwick today uh as their end of the year. So that was a lot of fun for them. And what's nice about Urban Air is that you're the only school. So we booked, you know, they had the whole facility so they could do all the stuff. They don't have to wait. Um so that was good. And tomorrow they'll practice for graduation. So graduation Monday night 6:00 rain or shine. Um hope it doesn't rain but you know part of the course around here. Um, I think that's it for my report, but I do want to just talk briefly and share something with you for programming for next year. So that way, um, you can see kind of the changes that we're making based on, um, staffing. So, I'm going to Oh, it's already there.

029Okay. Can that be made any better? All right, let me try a little smaller >> somewhat. >> Um, so we've been talking a lot about and obviously as all of you know and anybody who watches this that we have a combination of single grades and double grades, not double grades, home rooms. So let's go by home rooms. So we have single home rooms and double home rooms. And part of configuring yearly is who is moving where and what's happening with those singletons as they move through. We know that singles tend to struggle with developing relationships outside of their tiny little cohort. So when you have a lot of kids that you can mix with, even if they're in the other home room, you can play at recess together. You can do lots of things together.

030um when you are one group of 12 and you have nobody else in your same peer group, that makes it a struggle. So, two years ago, we ended up um starting combining our fifth and sixth grade specials and our seventh and eighth grade specials. So, we pull them out of their home rooms and we multi-age them in their specials groups. Those are the easiest places for us to start really mixing them. Um so, we've done that now. Now I believe this is our second year or third year and we found that this has just brought them out of their small cohort into other areas. Following year we mix them up again. Um and we've really done that as they've entered into middle school. One of the things this year was looking at our current fourth

031grade class who is a single and a very small single. So not even a single that's 17, a single that's closer to like 12, 13. So, how do you get those kids to um feel like they're part of another group because they do travel alone a lot of the time. So, our current model for next year for grade 5 would be a single classroom in grade 5. So, that means one teacher moves to where the next need is. one teacher stays and teaches all subjects all day with you know we have declining enrollment group peer size the instructional flexibility who's teaching what um that limits us also we talked about we talked with the team a lot about students you know spending the same as they move into middle school spending all day with the

032same teacher not being having that flexibility of being taught by someone else um and there's just fewer opportunities for instructional groupings and collaboration between dean members when you're a single. So, one of the or the proposed model of what we are anticipating is going to happen next year is we will take our fifth grade class and place them back into our elementary rank. So, there's a couple reasons why this is preferred. What will happen is our fifth grade students will move back to elementary. They will share two fourth grade teachers also. So they will rotate between two fourth grade teachers and a fifth grade teacher. So one person will teach ELA, one will teach math, one will teach science, and then they'll teach their own other content areas outside of that because they're all certified

033elementary teachers. So they can teach those things. >> Um it's a bit more departmentalized. Gives them variety throughout the day. They're traveling. They're moving to other teachers. they're getting the exposure of being, you know, a little bit more out of their room at that age. Um, and then they're getting to interact with that other peer group, albeit fourth graders, but very normal and natural age- wise together. Um, you know, there are a lot of benefits for that. Just, you know, we'll be able to address the impact of the declining enrollment amongst grade levels. you know, if kids leave from that grouping, you could be down to 11, you know, so you want them to be able to have that experience. Um, giving them the engagement in the day, the collaboration we talked about, being able

034to multi-age some of the enrichment and intervention between them. So, we share that same period at the end of the day. That makes it much more flexible then for that team to come together with their kids and be able to um enrich and intervene. And then we're preparing them for middle school expectations. Um, you know, we talked about benefits for instructions, focus on the content areas, those specific teachers, um, consistency in curriculum and expectations, collaboration, and targeted support for them. So, you know, looking at this, um, we always look at which teachers we feel is is the mo are the most strategic to move, who's been where, what have they taught. Um, you know, unfortunately in a building like this, if you're departmentalized and you've taught math for 20 years or you've taught ELA for

03520 years, it's hard to go to the other subject. It takes you a little bit of time to go back to that because things change. Um, so we're looking at moving um, one of our teachers down to the elementary wing. We'll be moving one of our special education classroom to a corner classroom in that same wing. So that way then they're rotating near each other. It takes our fifth graders out of the middle school, takes them out of the middle school bathroom. So, that's a big one for me. They out of the middle school bathroom into the elementary wing. They're still young. Um, we still want to move forward with all the same opportunities, right? They get to do sports, they get to do all those things that we still have in our handbook that

036they can participate and we let them do the news. We let them do all those like little dabbles of things. Um, but they're still young >> and putting them back into that area. Um we're hopeful that that's a better model for them especially then so projecting out. So there's a single in five next year a double in fourth per se a single in three a double in two. So you're looking at not just a one this isn't a one-year commitment. So we're looking at you know up to three years of this same type of rotation just depending on the eb and flow of enrollment. So, I don't like to do things for one year, move somebody and get it back and all this stuff, but um this makes sense to do this and those teachers

037just keep flip-flopping those singles as they're coming through um you know in those pieces. Does anybody have any questions about that? >> My question was going to be like if you got to a point where you had two classrooms for each grade, what your thoughts are on that? >> Right. So I would say we would have to look at enrollment class size, right? So is are is that one? Maybe they're in two, but there's there's 18. You know, they could be a one. You could still do the same model. You could, you know, Scott and I talked a lot about multi-age. So there's the opportunity for some multi-age stuff for those kids to then be in classrooms where, you know, you might be on an AB year for science, right? Because it doesn't really matter

038when you're teaching yet, right? So you could do that, multi-age them together. So you can, you know, do a lot of those types of things. Um, I think we have to see once some of these younger grades, what's the really the impact of some of the smaller grades and how they're coming up um, amountwise looking at >> Mhm. >> Yeah. So this model it would be just would still be like the fifth would just be in their same math class just with that one teacher. It's not going to be multi- age in you know >> not for math and science or ELA. Nope. They're all Yeah, just they just go to their own >> because that's that is something that takes time to then filter out and do and then you're looking at you would

039be rewriting curriculum, right? >> So you have like a fourth grader that can do fifth grade math then once they get to fifth grade, >> right? What are you doing? Like so you're you're really trying that. So that takes time in process. This is something that we can do and stay in our age, you know, grade level groups and and >> they're still fifth, right? >> Yep. >> Yeah. So that also makes it more natural. So once they go to six, it's they use the other program. So >> that makes it better also because they're still in the same program. >> Now, will they special with that fourth grade or special with the fifth grade? >> They actually special with 5'6. So they'll get the benefit of specials with 56, group cohort with four. Um,

040and that's just because of those big kid things like band, art club, those types of things that kids like. So 56 is its own little band. you know, seven and so they'll still do those portions um to get more exposure to other fifth grade or now sixth grade isn't like >> lacking either you know they have the exposure with the right >> um so you know because of that type of of snowball right so we need to you know figure out okay who's who's going where so remember second grade this year is a one needs to be a two so that means means we're moving somebody to two and then that means now three has nobody. So then we're taking that fifth grade other fifth grade teacher going back to three. So you try to

041it's like a a chess game of moving pieces where they best fit. Um >> but to your point that like professionally that's generally a good thing because it keeps them that >> it keeps people and so teaching different things >> that doesn't really move people a lot. Now you go to other schools I mean you could be moving every year. here. We don't tend to move a lot. Um, and you know, if you've only taught one subject, I only taught reading for how many years in first grade. I didn't ever really teach math until that's probably where my deficit comes from. So, um, but those are the things as a teacher or a younger teacher, you might want that experience teaching other things and not just be pigeonholed to one thing. So, hopefully it works

042out um, you know, for them. It's hard to move every year, but >> I think it's it's exciting to get people get like reinvigorated when they see move and meet team members. So, >> um so those are the pieces for fifth grade. So, with that snowball effect, um what'll end up happening. So, here's just some other programming things um that we can just talk about. We are looking at our special education models and really honing in on our resource room support and creating, you know, as our younger students come up who might need more self-contained programming, really developing more of a self-contained model for some of our students who struggle in the mainstream classroom and need specialized instruction in that smaller setting, more time of the day. So, those pieces um you know, we're looking

043at for grades six through eight. So, what will end up happening is, and I did break this news to Mr. C and Mr. Gallio, Mr. C is actually going to move his classroom down um where Mrs. Rogers classroom was. So, we're going to put sixth grade there, and those two home rooms will be together. So, Mr. C and Mrs. Richudi right now would be together right there. Sixth grade can stay there before they get to that double door and move on into 78. Then, we can spread them out a little bit. So, right now, we're kind of all in one. Um, so we're going to spread out. 106 has their little space. 78 has their space down there. Um, Mr. C has to move move again, but I told him to leave all Mrs. Valent's

044old stuff. You never know, he might be back there. But, um, so he'll still be teaching math just in the in a different classroom. >> Um, and so what we'll do is we'll continue to this year we started mixing home rooms. Um, which ended up being a logistical power school nightmare for us, but it works out. works out um for kids mixing home rooms and mixing those specials. So, because our current seventh grade is a single, again, they've only traveled with themselves, getting them exposure into other kids. We'll do the same thing next year. Um and what we'll do is we will look at our class compositions and determine so we have a five period day and I have an opportunity for five classes, right? So, I have a sixth, a seventh, and an eighth.

045So we're going to determine which of those classes need to be into two, which of those classes can be into one. So we look at behaviors, we look at needs, we look at um time of day when best support is happening. So the sixth grade, you know, coming into sixth grade might be a one or it might be a two. They're small enough where those things can happen. Um same for the seventh grade. It could be a one, it could be a two. and we're going to determine what that's going to look like um based on our schedule needs being able to fulfill that and same for seventh. Um so we'll you know do those things collectively in the building and be able to figure out how that works and what that looks like. Um

046preschool. So we've talked a lot about preschool. Preschool will be one class. It'll be 8:50 to 12:05. We will serve snack to preschoolers. Um and then come to and for as for staffing once they leave. So we take prep and we take lunch for teachers and then um cars get lunch and break then they'll be reassigned. So then they'll be reassigned to another part of the building that has a need to be filled. So strategically planning for that. Um and then we're just moving classrooms. So we do have a handful of classrooms that are actually empty. So, we have a little bit more space than we like because you want your building to be full on that, but we do have um a couple classrooms that'll be empty and then just moving people, which makes

047the most sense at least for 2 years. You know, I hate to move somebody and then have them move again. It doesn't make sense. But, um so we'll do those those pieces, too. We're looking at moving um our technology department, you know, so they're condensed a little bit more into two separate spaces um and putting them into one space. And then um we are looking at also we're also looking at moving um you know based on and what we're getting in our counseling department. So if we're utilizing a social worker, psychologist, counselor, where are we putting everybody to make it the most effective and make the most sense? So kind of just figuring that out also. So >> sounds like a scheduling nightmare. >> Yeah. >> It's actually my favorite part. The scheduling is my

048favorite part. >> Well, that's good. I mean, it's good opportunity, right, to really tailor it to what you guys need and what the students need. Yeah, we're going to we're going to try to do that and like let's see, you know, how the fifth works. I feel like fib um for 3 years at least with those singles like let's see how it it happens and hasn't been this way in a long time. So you see if it >> Yeah. Well, yeah, that's that's a big question mark of how it, you know, you you have some experience with having singleton classes, you know, and seeing, you know, and go through the whole cycle and be like, "All right, well, maybe this is a a a new vision of how it can be done." And I think

049>> I'm in full support, full support of of >> looking at all the options. So, that's great. Thank you for doing that work. >> Appreciate it. Um, yeah. look staffed properly and everything going forward into the new school year. And >> yeah, so we've done a lot of work. I've done a lot of work with um our special education teachers. So we have to sit down, we go through schedules, go through IEP needs, go through 504 needs, who needs what, and then we build our schedule, who's servicing um you know, the forefront is I I always try to fulfill with the special ed teachers first. I think that's greater impact for kids and then we support with the pair professionals when those needs can't be met. So really just zoning in on what do we

050actually need um based on support, you know, do we have too much support or is there enough of the staff that we have? So we've gone through those lists. Um so I think we should be okay. >> Would you support the circuses? What's BCBA? >> A BCBA is someone who does behavior. >> So yeah. Yeah, I was speaking >> on that. Yes, that's a staffing report. >> Yes, I was just looking. Yeah, we announced what we need. I'm very happy to see we really focus in on kids actual needs here more than I guess if we were in a big school be sitting down saying should they do this one's IEP should they be in this room or that room and we're able to do that and really deliver to the child what they need

051we try to get there yeah >> and also what the teachers need to be successful in their you know, and everything cuz that's important too doing well. >> Well, and I think we talked a little bit or a lot about this, but you know, the sixth graders now were the first students that were out of schools or in kindergarten because of co, right? So, you're probably seeing socialization and other types of things that you never dealt with as challenges before and you're like navigating through like how do we support that? Still I think anybody under six you see a lot of those you know struggles for kids and socialization because they were home right with the parents and things like that. So that um you do see that a little bit >> even during parent

052teacher conferences at high school the teachers were mentioning it. >> Yeah. >> You see those effects. Yeah. >> So true. And then in speaking cohorts, maybe you use that word and I guess you have a new word for that. I don't know, but it's, you know, those teachers had to learn other subjects just based on I mean that was the original like I think >> you know it probably was Mrs. Roger that had to learn like all day after that to to just keep those kids in one classroom which we appreciated you know like you know go back to your you know old training and things and that's that's I mean we've had very flexible teachers in that way and I appreciate their >> um their ability to adapt and and and see what's best

053for the kids for that. So um it's it's always always challenge but we're um looking ahead and obviously we'll we'll kind of strategic plan and things like that and a vision for the you know we did the vision of a graduate so I mean things like that like just keeping keeping that in mind of how they're going about 60 from little preschooler all the way to you know Monday Any questions? Additional questions or any other topics? >> Those are great. Those are great awards assembly um today. I know we kind of fit them into the students like the trimester awards of honors, you know, the honor role and students trimester and so forth. But the this particular one is just a very special one because there's a lot of additional awards being given and um

054it's it's a highlight to the school and it's lovely to see all the the the families that come and support the the kids and then seeing the kids whoop each other up for you know all their successes and things. It's just a really special time. So that was a great great celebration today. Um, okay. And me and you. >> Okay. >> All right. Just make an official announcement. The town approved the budget um of a 1.99% increase which is 7,527,16. That was at the annual meeting. Uh it was interesting. Um they moved away from a ballot and moved to a voice vote which received almost unanimous. We did have one naysayer there. Um, but that's impressive. Kudos to the board for putting the budget that was uh so well received by the community and it

055was quite different from last year change in the process. So it uh worked out well. Um I have a document I want to share with you right now. This is a signed document from Preston related to what we've talked about for sharing services for transportation coordination. So this document was created uh through um the superintendent president and myself outlining what the role and responsibilities of Brendan Merrill would be. Um, to be clear, Brandon would oversee our transportation from a global standpoint, not a daily operations standpoint. We still have work to do on that end for Argish. That's not part of it. That's our work, not to work with Preston on. Um, this is a one-year agreement. Let's see how it goes for both sides. So, we're not really committing to any futuristic um project, but

056this does save the district or $20,000 which has been budgeted accordingly. Um, and we believe it it helps um working with Preston uh on this one topic and then possibly as we've talked about before looking at what what's potentially next. But for right now, we're happy to do this. The main point of this is what what um Brendan would be responsible for. And just so you know, Brendan was a driver for Volunttown, lived in Volunttown, um knows us, knows our knows our drivers, knows Amy, knows Domina, knows the system, knows Ann, knows Chris, knows these people. And that that's a big deal for us. But he would be mostly responsible for routing, looking at all our routing. And a big part of that is our jointers. And that is creating joint routes where uh for

057example, if we have students going to Marine Magnet School, are we driving past other districts that also have kids going there and can we put them all on the same bus? That either can one um take revenue from that or reduce expenses from that. It's a very common practice to do joints when it makes sense. I think I did share from you a while back as soon as Sterling opted to now send kids to NFA that opened the door for potential jointer with Sterling and our students going on similar on the same bus route. I've not solidified that but that will be one of the things that Brendan will work with Sterling on. Where are the opportunities with Preston? Where are opportunities with other districts? Every dollar you can save in in operations goes directly

058to students. there's really no gain in spending more on transportation costs. >> I'd rather spend more on how we support our students. Um so that's a big deal. Um right now, as you know, we are looking to purchase two buses. So we we've called for a um committee meeting of the transportation committee to review specs and make sure we're we we are in good place. We hope to have that done and put out by next week so we can get those buses ordered. The two bus companies that Brendan has spoken to both have availability before the school even start. >> That'd be huge. Uh, but we want the buses to be the right buses. The four buses we received last time were missing key components that needed to be on those buses, which cost us

059a retrofit expense. We like to just get that out of the way first. I'll be working on financing with a a lease purchase agreement as we did with these last four buses. It should be relatively similar. And we are currently also working on which of the buses we'll be trading in and what how much money we think we'll get back on that on those trades to make it work or not. Having a spare bus is still a good idea. Not a spare bus to sit in the lot, but a spare bus that we could use. So we'll be looking at all that as well process goes. Um so this document looks at all of that. Um it'll be the scheduling, training, oversight of maintenance, but not the maintenance of course. um all it's it's anything

060that involves state statute requirements of drivers that would all fall under Brendan but doesn't I think the key difference is the daily operations so the the the daily operations the big deal that includes that there's someone out that day what happens who goes where who shifts you've all seen notices when we say we're combining these routes we want to solidify all of that work but be able to handle that on site so again that's something we're going to work on as the district, not invol Preston, but Brandon might be involved as oversight, but not not Preston in general. Um, that that's that's the nuts and bolts of it to be honest. There isn't really anything more tricky to it. Um, but that's kind of where where we are. >> And questions. >> Yeah, sure. >>

061It says routing primarily summer routing. >> Um, the the majority of the work happens in the summer. Any route that happens across the year. Okay. So, he would make the original. >> Yes. Right. >> It's just the >> most routing work happens >> now. >> Okay. >> Yeah. That's all that meant. It was just it was kind of a communication explaining to the boards. >> Okay. >> When that occurs. So, it doesn't interfere with the daily operations. >> Okay. >> But you want the routing to be solid and all that joint work would happen >> now. Okay. >> So, if like in October somebody were to like a student, Bless you. If a student were were to transfer in that required review of a route, would that still be presented or that would be >>

062100% revenue? >> Okay, sure. >> I just the question about the payment. It's saying June 30th. Yeah. >> But these are for services for next year. >> Yep. We up front multiple payments. So we would up front this payment of this year's 2%. >> So you don't even have money on 2% though. and the money left over this year that we still have, we could use the $30,000 out of that left over. The 2% money that we talked about before, the 98%. >> Yeah, >> that's where we get the 30,000. >> Yeah, but the 2% is based on audited numbers. >> Well, we we have where we are right now our expenditures, we would include the $30,000 expenditure in that. We're not going to be moving anything to a non-lapsing account at this time. >>

063Right. So it would just be mean you're saying less would go in. >> Correct. But but what it does it frees up money. >> We have it. >> Yeah. >> Yes. It frees up money next year because that money's budgeted out of next year's budget. >> So my only question is have you checked with the auditors about that like to make sure that because a lot of times there's matching. >> We have not. So I can do that. >> Yeah. We have not. >> Yeah. It seems so in looking at what we've done in the past, it seems this is a common practice of volunteer to upfront payments for the following year >> for services. >> Yeah, >> I can identify five to seven >> I'm sure you could >> different ones but we're paid

064out of last year's budget for this year. >> Yeah, we have we have done that like filled the gas tank filled the oil tank and like >> but I can see what you're saying where it's like the insurance company pay for power school attorney. >> I can literally I can wrap up a whole bunch. >> If this one is different than that, we can definitely look at that >> or maybe they all should be a certain way. Okay, >> this one's being done the same way the other ones are being done, >> right? >> Just it's a new thing but not differently handled >> like purchase services, right? So this is equivalent of a purchase service. So our legal retainer we pay now. >> Yeah. We've always done when I sign checks we always do

065these purchase things year ahead. >> Again for me I I guess I might assume so take what that means that because it's been done that way for years but that's the way we've operated. >> We had no trouble with the last audit. >> I guess I was looking to see if it was ever on the agenda. You haven't seen the last audit. >> I guess my question would be will he be will Brendan be doing any work in June? Will he be starting a rope planning? >> We have a meeting in June 18th. >> Yeah, I would say that the services start in June. >> I think I mean I'm not a financial or auditor expert. But if there are services that are going to be uninjured, I think you can probably pay we're going

066to be opening a very large can of worms to many years of this practice, >> which is fine. I don't mind opening that can. >> Just be prepared what happens when you open the can. >> I don't know what that'll mean, but it's going to definitely shape the leftover funds and how the leftover funds have been used year and year out. I have one question about the contract itself and maybe just for you to think about. Um do you feel like you know the section two here where it says the trust contract supervisor um gives you the ability to I I don't see anything referenced in here about like if you are disputing a decision that's made you know it references perform other related work as required by the super volunteer superintendent but like hypothetically

067say you know if they're responsible for the hiring of drivers and you have a driver that they're going to hire that you feel very advently is not >> their responsible to recommend to me a driver. >> Okay. >> That's how any hire Amy has no >> so it's not like they're going and signing like >> I just think that Amy has no ability to hire someone. >> Yeah. No, I just want >> to make a recommendation to me and I have no ability to hire someone. >> Yeah. I feel that I just want to make sure you feel like you have enough autonomy as this is >> I wrote that section. >> Okay. All right. >> No issue whatsoever. >> Perfect. >> But thank you for that. Yes. >> Yeah. I just don't want to

068get into a situation where it's like >> he reports directly to me. >> Okay. >> Just like anybody else. >> Okay. Perfect. That makes sense. >> Yeah. >> I mean, he reports >> President kind of is >> but when he's his decisions about us obviously Roy, superintendent of Preston is not going to make decisions for volunt. He's Preston's person >> overseeing our transportation. >> No. Tom works >> similar. Yeah. >> It's just there's no relationship with >> Griswald. But yes, it's not it's not all that dissimilar, >> but he works full time for Griswald and does this for us >> and others. >> Yeah. I think your question Rachel something did you want a motion to accept this or do we already do this? >> We can make a motion to accept it. Yeah. Okay.

069>> To um >> sign authoriz signing of the the agreement with >> shared service with the Preston >> Board of Education regarding transportation services and transportation shared services. motion second favor. >> Any opposed? >> Um, so that handled numbers two and bullets two and three. Um, critical infrastructure projects. I just want to give you a quick update. So, as you know, part of the budget being approved shifted $85,000 of the talents account that was dedicated solely to the generator. It's now no longer the generator project. It is now the critical infrastructure account that gives the building committee the ability to approve a critical infrastructure spend. the uh building committee has been involved in these discussions and right now we have um remember the drip grant we used already in the library and we have another

070about 10,000 and change to apply to the uh water tank. That's our next capital infrastructure project. So, we are going to be looking, again, this 2% is getting eaten up pretty fast, but we were looking at whether or not we could afford to take that this year and pay it down or if we could go to the building committee and ask for critical infrastructure funds to go to work. That would not be far and that kind of probably expecting that at this point. I think Kate was saying um um so that's where we're looking. That's the project. There is no other critical infrastructure project on the list. We are we have priced out the ramp out here and so far the price we have is a little bit not that it's a bad price. This

071is a more expensive project than we were hoping. So while the ramp is not in the best of condition is a serviceable ramp, it's not a hazard. So that could be something that is delayed and the water project being done. But we're still getting more quotes to see if we get a quote that is more workable for us. One of the issues with that area is we're also looking to put an awning over so people waiting because someone's there and they're ringing the bell and no one hears is just pouring rain on there's nowhere to go. So that's something that's not very expensive like that move we could almost make that would not be critical infrastructure of course. So critical infrastructure really defined as real clarity that the school can't operate without. That's critical infrastructure.

072It's probably the best way to to say >> fire panel. buyer panel is is high on the list, >> but Brian's getting right now um still waiting on quotes. >> So, we see if we're looking at a 50,000, 100,000, a $300,000 project. >> We have some We have some >> We can't get all of them. >> Probably will. >> We have some electrical needs that could be classified as critical infrastructure, but I think we'll probably be able to manage it without doing that fund. And that is tying all of our technology into the generator. So if you lose power and all of that goes down, that's problematic potentially. So a question of tying it into the generator so that things reboot immediately. That's looks to be about $7 to $8,000 project, which is obviously cheaper

073than I thought it was going to be, but that'll be a much more development. So that's something else that could happen in July or as we go through and remember the process going through the end of your money for the rest of the year. We're kind of in that process now. We'll make easy final decisions on that as we go. But that's where we are with current infrastructure. Non-lapsing account as you know it's open. We'll be bringing coming back to you in July with a dollar amount that we feel we can put into that account. That's not today. We're not there yet. And you wouldn't do it now. I know you do it. >> So there's there's rules on how to use that account. So we'll follow the rules with that. But just so you

074know, we do plan on putting something in there. hoping to put more than we might have. I was not put something in there. >> um, for the building committee, do they have a list that they can share of like what their projects are and stuff? >> Full list. Yeah. >> Okay. >> Yeah. >> And then are they the voting authority on the town's >> set aside money? They >> they are the way the way we crafted this new account where they'll go to the building committee to the board. So the board would be the building committee's kind of blessing >> that the board was still the board has to authorize. >> We propose the building committee committee gives us thumbs up then the board have to authorize the spend. >> Yeah. >> Um plan update

075real quick. Uh I actually met with um former secretary Cardona. Uh he took the meeting himself. Pretty interesting. Pretty surprised. I was like a little voluntary. And uh >> unfortunately however we are too little >> even for his uh like a partner of his or someone else other than him we're still too little for that unless we really want to spend that 40 to 60 to $75,000 which is not really on the table. So um he did give me the name of someone else. We're going to be speaking to that person as well as one of our other um biders of sorts and uh the screen is over. that's going to be a July project for me to come back to with a recommendation for you on on the street plan. So, I just wanted

076to tell you that that was a he was he was absolutely fantastic. Like I mean just so personable and >> took a call with us which was pretty cool. So felt important for >> um your kid. >> So uh Amy and I today interviewed a candidate for a school psychology. So, we posted it and we got a candidate within 24 hours and we're, you know, still leaving it open to to get the best we can. But that is a uh promising scenario. So, of course, we budgeted that already and um we're very happy moving forward with this idea does give Amy the ability to really look at how we support our struggling learners and not just our struggling learners after they're in referral, which is right now how we do it. And that's watch presentation.

077The only way we support those kids outside of the teachers doing anything they can do is after the referral until we get a professional of that caliber into the mix and those are outsourced people right now. So that's what we're looking at that. Um and just to reiterate the awards ceremony that Amy runs with her team is great. It was really a nice event and um just it's it's I tell you the thing the thing I almost jumped in and started talking Amy but I didn't is >> well first you mess up the bags because >> the kids knew they said she said you give them the bag I definitely was bag that was only kids were awesome I was a mess >> but when you see a handful >> but yeah I don't know

078walk the kids down so when you see these mostly the When they come, they have a hop, a step, a skip. They might jump, they might run. >> I was expecting a few cartwheels. There were no cartwheels. >> Yeah. >> No rolling. I was looking for something. >> Wings. Arm wings. >> And done on a day where it's like crazy dress. >> It was like wacky. I almost work on that maybe next year. Maybe not the day for wacky. Maybe it's the day for suit and tie day. It could be. Yeah, >> but um uh but great event. So I just want to come in and and thank Amy for all that work. So that is my report. Sorry questions. >> Shoot. A lot going on. So that's a good start. Thank you for that

079update. Um all right. So yeah, strategic plan. Yeah, we're that the strategic plan will I guess it flows well into our next discussion item of of where we are now point of time now versus what we're going to look at going forward when we start delving into more strategic plan. >> Great. So, um, moving into old business, that it segus well into our our first item, which is the, um, the board of ed and administrative goals, um, just for this upcoming year. Um, I know I shared with the board, um, kind of our latest update and got some wonderful feedback from from my peers that had the time to to give any feedback, which is great. Um but just to reiterate, this is very much um inspired by some of the items from CAVE that

080just seem to be more um structured and just straightforward in terms of philosophical principles that I I believe really are included in our our current goals. So we didn't stray too far from that, but it just kind of outlines them more, you know, succinctly. can't quite a better wording. Um and and then the second page we we cut into two pages, but um doing more of like goal objectives for our um our upcoming year. This is like our our working goals. So that um this included some of the the suggestions that Scott had and um and then broke it out by budget um faculty curriculum technology and professional development. So um did you are you okay? >> Yeah. >> I was making sure was good. Yeah. So, >> um if you have any suggest I

081think we can move forward with these as our goals for this upcoming year knowing that we're going to kind of really dive into them in the strategic plan and that's fine. Um are you feeling the same for the administrative goals? >> I I have talked to D about that too. Like I feel like we're having a strategic plan anyways to rewrite them now at this point. I'd rather just focus on once Once we go through that process, >> yeah, >> I I forget when we started. I think we started it this like February and then it kind of just >> I feel like it just snowballed since we wanted you wanted this like I just at this point you might as well just wait. >> Yeah, as long as you're comfortable I mean as long

082as you're comfortable with where they are at this point that's fine. I think we looked at those a while back but then I there was a from the last meeting till now there are a few updates but they were just kind of minor. Um, Rachel has a couple updates that needed to, um, >> just a quick question on administrative goals and not to reference changing, but is it typical that under the administrative goals is where um, your special education goals would be or is that typically carved out because it's different different like regulation related to that? that like you mean like like I I in this one here there's not a lot of like any sort of special education or IP stuff but I know that's very like heavily regulated so maybe that's separate. I'm

083just curious again not for changing but I'm just where something like that would fall. I mean I think it would have to be broader in sense right cuz where the goals >> are for all students that it's inclusive of all like top sections as a whole. >> Yeah, it could be under under that piece. I think what we need to see is some remember this isn't this is how we've done our goals. >> Well, that's I think is for going forward. >> I think we need to see like an example. Yeah, cuz I'm just wondering if if it would be typical that he would have like goals towards like striving to meet the goals in an IEP like but we've never seen that. But maybe a better question for when we're doing Mr. Teacher. >>

084Yeah. Okay. >> I think this is leaps and bounds better than what we've done. >> Yeah. In the past. So it's definitely much more focused. >> Yeah. Gives us something to work with and and we can review it. Um >> stand be fine. >> I think I think that's the work we'll do when we start. I think it'll be fall work that we're working on just the foundations of the strategic plan. And that's a great you know launch point is kind of where the goals of the or what are your what are your mission? What's your vision? What's all that stuff? So that'll be um probably top of mind. So um as long as we don't feel like there's anything that's limiting or or whatever, I think it's kind of goes with what we're we're

085focused on anyway. >> Okay. So um and we just have a motion to approve the board of ed and administrative goals for 2627 as presented. >> Motion second. >> All in favor? I I opposed unheard of passes to approve those road map. I always have fun. But um okay, the policy update moving into policy. Um the two outstanding ones R5142 school safety preparation response and after action. I know we've been lingering on this one for a bit. I This is the resolution. >> Yeah. Yeah. It's re rescending an old policy 3516 and adding that wording into this one. Again, they're just trying to >> consolidate anything relating to school safety into one policy and regulation and be done type of a thing. That's my understanding of what Ke is doing with this. >> So, it's

086more the Yeah, this feel like it's just glamoration of the things that we've reviewed. Was this the ones? Again, I I just approach this so different. Way too many words. Just an unusable document as it is. It's a waste of words. It's a waste of pages. It's not how you do things to actually accomplish a task. With that said, the regulations from the state are the regulations from the state and this is just a mirror of that. Okay? >> So, it's really just saying this is what the state says you need to do. So, this is what you do. And then if you want to build something around this, you build a p a one pager describing what our actual tasks are because you can't ask anyone to read this in whatever it was in

087this mish. Yeah, it's part of the school preparation plan and there's the the crisis intervention plan and four different plans that we have and have >> that was I think the question we were looking at was whether or not this was required right if not >> so no regulation is a regulation is not a requirement but with that >> we have to follow regulation regardless if we have a policy we have to follow regulation >> in this particular case because it's of the topic it is I usually just recommend approving the what comes from the governing the body unless they're asking you to make decisions about certain elements like do you want to go do you want to take this path or this path this doesn't really have those questions it's just kind of outlining

088the regulations you would do to meet these legal requirements so because of that I I generally don't ask boards to go back and start changing language in these documents because we might make a change that has a negative impact that we don't foresee The writers of this are the lawyers who've read through the regulations. They've read through the state mandates and they've said this is what you do to meet that. How we then implement our safety procedures here would be a different document altogether. >> Yeah. I just I think appendage A gets me because it's just it's just all about sporting events and you know um how you frame it from a like this is what you would do in a like a crisis at these specific you know events and I'm like we already

089have that in our plan and I don't need to have like these bullet points to tell us that it's you know this is the nice to have piece. So I mean I think that's the first you know the regulation of the students and this update I think is fine that actually relates to the regulation but the appendex is the part that I'm less comfortable >> I know something in this that talks about staff training and CPR. I don't think all of CPR are they? >> No. >> It depends. So like our preschool staff is trained cuz that's per our >> guidelines. Yeah. So and our PE teacher and he actually does the training and nurse obviously. So there's sporadically coaches within our building that are also trained. So there's probably about >> some pars that

090would get changed but yeah too. Y >> yeah there's I mean there's a handful of probably at least 10 people. >> Kind of how it's worded. It sounds like everybody has to be. >> Yeah, >> there's no requirement for everyone to see. >> Where is that one? On page whatever uh 5142B students of what I had seen the other day. It's what we have to be training for and regular practice of emergency procedures by students and staff. So, if we're required to have the policy, can we have the policy without the appendices? >> Oh, I was >> Yeah, I'm saying regulation, but just not really. I I'd rather not have the policy if we don't have to have it cuz like why >> you mean the regulation >> you got to have >> we have

091to have the regulation. Well, we have the regulation. It's a state regulation. >> You have so >> you have a policy. >> Yeah. This is >> correct. Right. So if the policy is required but the appendices are not. >> I I I would want to just make sure I don't have my normal mistakes I make. New Jersey and Connecticut in New Jersey >> policy we have we have a policy anyway for this I I I maybe you know DD but in in in my old universe there's no requirement no mandated regulation on any particular policy >> but maybe that's different in Connecticut because I keep finding things I don't >> I don't believe regulations are >> mandated I mean they're not on listed on Like there's a whole list of caves required policies, recommended ones,

092>> and then there's some that aren't even on that either of those lists, but they don't see regulations. >> Mandated regulations. >> Not that I'm familiar with. >> Policy could mandate that you have a regulation. >> So what that means is a policy. So you're the policy making body. You hire somebody to make sure that the policies are met and those are called the regulations. Sometimes boards adopt regulations, sometimes they don't. >> It's my experience, but again, maybe it's different here. >> She's wondering about appendixes. >> The regulation >> to me like the appendix gets into a lot of stuff that's not actually part of regulation. >> That part you definitely do not need to have appendixes in a >> Yeah. cuz I'm like okay, not the regulations. >> That's what she's asking. >> Okay.

093>> See, like to me, well, I mean, I'd rather not have the but like if we have to have a policy, we I don't think we have to have the appendix cuz it's like, you know, preschool to British to keep it concrete in common. Something scary happened like and then you find out that your first grade teacher didn't go in that and now you have a policy that they violated the policy. >> Just that the language is not that you have a policy. A regulation is is if someone did something different that was in a regulation. It's not a violation of a policy per se. >> Mhm. >> Unless it is, >> which doesn't mean it's probably a little gray, but if you remove this from it, you're not doing any harm. >> And if

094we are, I will bring it back to the group to put back in. >> Yeah, that's my >> I would agree to the stuff in this thing reading through this >> I I was turned off pretty quickly. >> Yeah. Yep. >> So, we'll just have those. >> So, we're amending by removing the appendences out of the regulation. >> I just don't put it in the motion. So, yeah. Okay. >> And to your points that you want teachers to handle a certain way, you give them a one beer of >> Yeah, that's standard operating procedure. Yeah. >> Create an SOP on what this looks like. >> And that that that's helpful for someone. Here's what this policy actually looks like in the classroom. That's helpful. >> I can say in the hospital we have huge fire

095policy, but each floor has a thing of what they got to do. >> Yeah. They have a little, >> you know, and what you do as the individual walking into an area with a fire, what they stepped off. >> Be a good AI. >> You prohibit anyone be a good AI test. >> Give me a one-page document on this. >> Yeah. No children need a phone. >> Call my formulate something we can discuss it. >> I was at Lawrence when the transformer blew up and they had 20 foot flames outside the window. >> So like >> so we just you know we need a motion. So we do need to resend one though. Yeah. So, we're rescending 3516, which was an existing one, safe and secure school facilities to adopt the this current reading of

096the regulation and policy >> um policy 5142 >> removing the appendex that's included in that regulation. I think there's um it's more than one >> the appendix C's dependencies >> any appendex and that regulation is not to be included >> appendicit school safety and approve >> it has motion second >> all in favor >> I opposed none heard motion passes thank you for spending a a little extra time on that one cuz it is every time I look at it I'm like oh my god it's I I know it's doing our thing and I feel I feel good because I know we do have a CIT group we do have all of all have this plan group they look at these documents it's just unfortunate that year over year they get changed all the time

097so you almost have to do that work to double back and make sure that it's all inclusive and that this inside plan mirrors kind of what the policy says. So it's just just it's good work but it's we have all these changes all the time. So um I know it's not getting lost on anyway. Thank you. Okay. So then there is the digital reporting and media of student staff. That's a second reading 1112 spot six. Um I think there was one edit we looked at discussion last meeting was related to personal media. >> Yeah. The justifying news cloud and then we removed that one that said that teacher could not use video recording to record >> student disciplinary. So, >> so I'll make a motion to approve that as amended. >> Second. >> It was

098amended. Y >> Okay. All in favor? >> I I opposed. >> Motion passes to adopt the second reading of >> digital recording of students. >> Yeah. >> 1112. 10126. Thank you. >> Too many numbers. >> I know. I know. >> Okay. So, we are back to the agenda. If I can find it through my call is we're going into new business. Yeah. >> These ones have to go to second meeting anyway. >> Correct. Okay. And then this is just the change for the transitional waiver and to change it from being five as of January to five of September. So five September one. And so what the leaders have >> they did was two years ago or three years ago instead of just doing the hard and fast they then scrambled all this nonsense about September

099first right so then left up to us and all these districts have to decide these waiverss all this stuff um but as I'm reading it is that they're no longer after this year >> it was >> allowing the waiver right so that's how I'm interpreting it >> intended to be transition >> which would make sense because we already done transitional labor. So we do have to adopt that piece of it through sunset of what that says, >> right? >> And then it would be September 1. >> So 27 285 September 55. >> Yeah. >> I mean other we're like one of the last seats to do this. >> Waivers waivers are horrible. >> They are horrible. >> Horrible. This this is the one number that is nonchangeable. >> Whatever the date is is the date.

100Exactly. >> One day they're one day too young, then they one day too young. >> Got to be a cut off. >> And so there will be a cut off 2027. That's it. And the state should have done that from the get- go and given people time to plan >> and said, you know, buy this, you know, and it was a horrible roll out in plan. So unfortunately left a lot of people with these little kids in this weird limbo. Um, but we followed suit with our counterparts. We did that for this year, the transitional and then we should we should set the date. Well, the date is set. We need to set the that the transitional labor and then it'll be over. There'll be no more waiverss >> otherwise we're pretty comfortable with the

101language though. >> I mean, we're not going to approve it, but just just as a first standard. >> Mhm. >> Okay. So we will move along with that one as the first reading and then um by this is the enrollment same thing. It's the early add a piece about residency just because >> because Amy and I had a conversation about it today. So just just the the operable the operable term in residency is actually doicile which means where you lay your head. >> So it's not where you own a house. It's not where someone resides. It's where this child not the adult child lays their head. 50% more than 50% of the time. So what we get into is you get you know uh maybe split families where someone has a child here and someone

102has a child here. Doicile is the legal precedent surrounding. So that could come up and you know there's a process for what happens if we find a child is not residing here residing again. And uh >> do you feel that this the way it's written it's it's hurting us or helping us? >> No, it it's just the law that you know it's just doesn't hurt or help us. It's just I'm just explaining just because it came up to between 8 and9 that that operable term of doicile not residency because people always use the term I have a residence there or I reside there. Reside means for this purpose where the child lays their head. Period. So what if you have um what custody >> 5050 custody and they spend a week here and they >>

103I'll explain that. >> So uh a court will also determine where the dollars are. So if you have a court situation >> where the court has already mandated that the primary resident even though split custody there's still going to be a primary as it pertains to school, >> right? A good lawyer will make sure the school issue is addressed >> and then at that point we follow the custody chain of paper. >> Okay. >> So that doesn't become for Amy or I to start >> Yeah. >> overruling the judge. >> Right. Okay. Thank you. >> But it's it's usually those situations where maybe I rent a house but I own a house >> or I'm trying to get my kid here because my child's in some kind of special ex. I want them to play

104basketball on that team. M >> it's when someone is purposely trying to do something >> that this comes to play. It's usually not related to a legitimate legal situation that usually is spelled out. >> There's a lot of non legitimately legal ones that exist all over the universe, right? That >> people do. So, it's just something that >> I think we've had in the past people who are building here wanting to move the kid in, but they're not living here yet. Well, that that that's that's that's funny because that that's an issue that comes up. I'd have to read your all your policy on that particular part to see if that is how it works. So, we stopped in my last session allowing building to be a residence until you move there because people were

105buying property sitting on it. >> Yeah. >> Takes three years, five years before they do anything. They've proved everything but doicile, >> which is why it's doicile. >> In the past, we bought people who are actually building. >> That's not you. A board can choose to allow. >> I may be able violation by choosing to allow. >> I feel you know when it came up >> cuz to your point it was they need to be here like not just >> the legal again legal is doicile. the legal but a board can still create policy that you know expands that right you're not you're not in violation of anything if you said that no someone buys property here and they're going to be moving here and they start to build you can outline that in a

106policy and that could become your policy that that's we allow that you can also say if they don't actually move in in >> this time occupancy >> that is that's your >> I think it's always just been really something that we we try to veer away from because of the high school tuition that's not absorb. You know, if we had a high school where it's one kid is going into a classroom with 19 kids and it's no additional versus >> it is the high school issue is yours is >> correct. Exactly. So, we've always been skittish because of that. >> If you get a if you get a parent that makes a claim >> Yeah. >> for their out of district placement. Yeah. Now you're on the hook for a non a non-resident. >> Yeah.

107until you then once you have to start fighting those battles of legal legal expenses. So best thing you can do is don't accept enrollment >> if you're not if they haven't pro proven what you need them to prove. Yeah. >> Okay. Fascinating. Thank you for that insight. >> Um okay. So those are handinhand policies. We will revisit that, but looks like fairly late up. >> Um, moving on to personnel, we have um a few updates. We'll need a motion to approve and accept the following. Um, Andrea Kelly as the athletic director for 2627, Amanda Bould as the music director for 2627, Ireland stands as the summer bus monitor this summer, and uh Nicole Guillo's resignation as a bus driver. So, um, that was a letter we received and I acknowledge Nicole's, um, here and the

108character that she gave our kids and always kept them safe and and help them go to sports games and cheer them on and it's not just driving a bus. It's it's a lifestyle. So, with regrets, we will um and appreciation will accept the resolution. But motion for those four items. >> I make the motion second. All in favor? >> I. Any opposed? None heard. Um motion passes. All right. Um summer board of ed meetings. Was July 11th a conflict for people? I think that's was discussed or the August Oh, August was I know. Yeah, I know. I'm going to be away during that. >> It's just to discuss that. >> Yeah, >> you can leave them on for now. You don't have to, right? I'm nervous. >> I think they do motions if they're going

109to change. That's all. >> I don't think I would go about changing the second board meeting because sometimes you actually cancel that board meeting. So, I would wait until you determine what you need. If you don't need the board meeting, you just make a motion. You can cancel the board meeting, right? It's easier to cancel it than stop trying to add it back in >> just July. I just if everyone looks at their calendar for July >> usually an issue >> the 9th. >> Yes. And then August is the 13th. >> Do you have any plans? >> The 9th. I will not be here. >> I will not be here. travel. Okay. >> We'll um it's good to collect the collective information. So, we'll we'll make a decision on those two meetings um based on

110feedback. Okay. And then the last item for new business is the end of year evaluations. Um, we've been busy forming forms and checkpoints and ratings, but um, they're included in in your packet. Um, I think we're we are pretty um I think we're aligned on form for both. So you have yours um for both the selfie bell and um superintendent. >> You see super any comments? Um, >> I've looked at these walls so many times that I can't even remember what >> I know this these were this one was >> so many words but so many less words. >> Yes, >> this one was this is like less than half of what we're >> on. This is three pages. you know, but I think when we originally made the draft and again this will go

111to a strategic plan, but um it was to take our current goals that we now approved but um of it make sure that those concepts were in these growth and student like tapes thing you want growth and student achievement education leadership core principles and then you plug in our actual philosophy in there and then how did we feel we did you know aligning to that. So um and obviously this is your first year and it's not going to be your first could be about beyond and then there's plenty of comments for extra comments for all the wonderful >> whatever you guys do more words >> all the words >> all words I don't care what format they've used for me for 16 years format's whatever format you like >> um if you'd like to send

112me feedback back personally the time or you want to write on that give it to me you know >> this is this is this is approving the form >> this is approving the form >> so you're not are you making a motion to approve the form tonight or not >> it's new business does it have to go to a second or no >> you you've already had it second >> already looked at if you're still looking for feedback we just remove it from the agenda Not feedback. >> I was going to say about >> about your superintendent. This is feedback >> about this is just you like this form. >> Correct. >> Yes. The motion that we're like motion that we approve the forms. >> It's June so I'm good with them. >> And if

113we want to revise them next year, I don't see why we couldn't. >> Correct. >> That's that's how we do it every year. And >> this is this is a more seismic change from our previous version. So you're welcome. >> It's fine. >> But it's um it's still a work in progress. So that's fine. I think for now this point in time when we're looking at the the year ahead going July 1, I think it's appropriate that we do something just by >> together motion for all three. >> So yeah. Oh, but even the um >> my question is why why is there a motion >> to approve an evaluation form for the attorney? Isn't that already approved thing? >> We don't have one yet. There's not there's one that needs to be generated. It's

114just in our policy that the board will evaluate the school attorney annually. Is that a Is that a I know it's a policy. >> Is that a policy? A mandated policy. >> I'd have to look at the list. >> Can you look at that? See if it's a mandated policy. >> Yeah, >> because that's right. >> If not a mandated policy, >> or you guys will need to amend the polic or something. Yeah. So, I think >> have you ever have you ever done it? >> No, but also I would think you would just attorney I I don't I I can't come up with a r why we have a policy form for >> I'm just saying we can research the policy off tonight and say if if it's mandated >> then fine I guess

115>> right >> if Connecticut is mandating that the board of education >> I know I'll look >> to attorney >> that's fine >> okay >> so the two forms to approve the revised board of ed evaluation form and the revised superintendent evaluation formula. >> Motion second. All in favor? >> I I opposed my motion passes >> and the we'll look into this for all right so that is it for the business. Um we will um just in terms of just what we need to do. So we're TVD on the next board meeting. Um, we did have just a it's just a kind of a point of business thing, but um, Rachel was asking about um, a list of kind of a calendar for the board. And I know we've done that in the past and

116it kind of was lost in it, but I think it it is helpful from for everybody kind of to be like, oh, we're in the June, you know, the May June time frame when we're doing board goals and like, oh, contracts again and blah blah blah. So, it's we're, you know, budget time starts here and >> 8. um November. >> Mhm. >> It a loose one is helpful. So, um I like the recommendation to bring that back. So, if we can we'll work on that for the next >> period. Um >> so, you want like an annual list of items per month. I do have that document already. Okay. >> Yeah. Just send it to me and I'll see, you know, I'll see if I recall that's kind of format we'd like and >> Yep.

117to see if it makes sense. Um, okay. Great. So, at this point, we need a motion to move into executive session inviting superintendent better discussion with personnel and the superintendent's evaluation for CT State statute-206A. Motion favor. >> I'm sorry. Second. Thank you. Okay. All right. No action expected after the meeting. All right. Close up shop.