Instruction & Support Services Committee Wed 9/24/2025

001We're live. >> Good evening, ladies and gentlemen. Uh this is the uh instruction and support services committee. My name is Rob Tre. I'm the chair. Next to me is Albert Benahales. It is 5:30. We are conven con convening this meeting. Um, we also have in attendance Mr. Willie Medina. I do not see Oh, yes. Mr. Andre Woodson has just joined us. Good evening, Mr. Woodson. Miss uh Marissa Estraa Himenez is also with us. Um, so on tonight's agenda, the first item is the approval of the minutes dated August 27th, 2025. I have a motion to approve those minutes. >> So moved by Mr. Benahan, seconded by Mr. Traver. Um, all in favor? >> I Mr. Woodson, are you voting? >> I post to move. All in favor, we pass. Uh, no abstensions, no opposed. The

002minutes are approved. Um, I'm beginning this meeting by letting everybody know that I'm on a fast track here to get done. I have to be out of here by 7:20. Anything we don't deal with on tonight's agenda, we'll table and move to the next meeting. If we have to, if there's something that has to be dealt with sooner, I'll move to it sooner, but I have personal commitments um starting at 7:30 tonight. So, just being with about this. Uh the next >> Yes. Apologize. Mr. Benah is asking for a point of personal privilege to start the meeting. Go ahead, please. >> Thank you, sir. Um, I know we are received a very sad email today and I'd like to get a minute silent because we lost a student from Bris Public School. So, please I'd

003like to have a minute to silent for and pray for the family. They're going through a very difficult situation. Peace. >> Thank you everyone. >> Very sad moment for our districts. Um so the next item on the agenda is the debate team grant update. I assume giving us that report, sir. >> Yes. Uh we put in paperwork for a field trip. Uh the debate team received a large grant uh courtesy of Senator Yadkar Wilcox uh this summer to support the debate team. And one of the things that u we wanted to do and want to do for the past 10 years is to get our students to travel tournaments so they can get a better competition and you know all the other benefits that go with traveling. So uh we sent in the packet we'll

004be going the weekend of uh the 7th. Uh it's Veterans Day weekend. We're actually leaving the 6th and we're coming back Sunday. We're taking eight students with us. It's the same thing as item three on the agenda. >> But he it's number three. She'll go first. It's a debate. We we did receive a grant. Mars is going to talk about that. >> Ah I Okay. I did not. >> So yeah. >> Okay. We received a grant for $75,000 uh for this year awarded by the uh the state. It's for it's to develop and uh fund the debate team doing as many debates around the country. It includes coaching u judges coaching and judges as well as supplies that they might need for their work. And the first the first uh debate is in Washington and

005that's item number four. >> Okay. Apologies. You should have me when I first started. I didn't mind it. >> My fault. I'm sorry. That this is still something that was worked out through Senator Gar. >> Yes. Absolutely. Um, as I said, they message she herself and her husband apparently met debating and uh uh I'm hoping she can make it to the regular board meeting when this item goes on to the regular board agenda and we can uh celebrate with her this grant. Um since she was so instrumental in getting it make it to us. That would be nice. Um so anything else on this item? You know, >> I I would just like to, if I could add, thank Mrs. Hoffman and the superintendent. They've been instrumental in really pushing this. A lot of paperwork,

006a lot of hills to climb, and they have a nice job for us. So, we really appreciate it. >> And and and Ron, we're very excited for you and the team, and uh this is a great pickme up for the debate community. And so, we want to see great things happen. uh they're really wanting to make sure we get more of our young people to be, you know, instrumental in understanding and learning how to advocate and do uh and this is a great start. And so we're very very excited and proud that they were able to uh provide this is a large amount of money. Uh and so it will give the kids and staff an opportunity to really showcase Bridgeport across the country. So looking forward to that. >> Absolutely. Thank you. >> Thank

007you. Um the only thing I can say I know when my son was eight years old he was he was his teacher now he's 25 years old and so so many years you always dedicate >> I'm trying to steward Rob >> why I'm saying this because you so many years you dedicate for Bris public school and you never give up for our students and I really appreciate that and thank you for everything you do for them you always there and you always find out to be sure our kids you know be successful and I appreciate that so many thank Okay. And so we're going to move to item three. >> Okay. Item three, referral to the full board for approval of the Bridgeport Public Schools Debate Chief Committee trip to Washington DC to participate in

008the Washington DC Urban Debate League Dragon November 6 through 9th, 2025. >> So move. >> Um, does anyone else want Mr. Woody, would you like to second that? >> Second. >> Thank you, sir. Um, under discussion, you all want to elaborate on this trip? >> All the paperwork in it work here because it's a out ofstate trip. Board has to approve it. Uh, so he's trying to get everything pushed forward to get reservations and things done. And so we got all that completed. Chevrons are connected and ready to go. I just need final approval for the board. I have the checklist check. I'm not going to go through item by item by item by item. >> So, any questions about that? Nope. I have a motion to refer it to the full board. >> So,

009moved by Mr. Van Gra second. Second. >> Thank you. Oh, right. We did. Sorry. Um, all in favor? I >> I unan passes unanimously. I thank you very much and it'll be moved to the full board at this next meeting and I appreciate all the work that you've done, Rob. >> We certainly appreciate you guys have given us some. We really do. Thank you so much. >> Thank you all, sir. Thank you, sir. >> Have a good evening. >> You too. Thanks. >> Take care. Next item on the agenda is an update from the athletic director. Um, this was mostly because in the spring when we discussed your position, we talked about expanding middle school. So, I asked this put on the agenda so that we can have a brief update at the beginning of

010the school year. Um, and hopefully throughout the school year, we'll keep monitoring it. But, >> absolutely. As far as your s. >> Thank you very much. Um, so this being the the start of the school year, my first start to the school year and currently actually engaging conversations with various groups in the community um regarding our middle school offerings including cross country, soccer, basketball, flag football, track, baseball, softball. Um there's there's various um programs at the high school level that require a a youth model to support them. Um, and actually as as most recent as today, I had a conversation with some of my high school coaches to talk about what I can do to support them and what they need from me at the youth level to to transfer and translate skills to the

011next level. And so, you know, through those conversations, you know, we're talking about clinics and camps in the fall, in the spring and the summer, um that we're looking to to get um specifically grades three through eight actually involved with um and and with that, you know, basketball being being a basketball being what basketball is in the city, you know, I've had conversations with various groups over the course of the summer, um more specifically Kurbe regarding um you know the past and and how we we lost cre for for women to basketball. So those conversations are actually ongoing and you know they offered some uh thoughts and insights as ways for them to offset any costs to the to the board. And so we are um they they're they're looking at options and are going

012to get back to me shortly regarding what they can potentially offer us um at a at a no cost um essentially saving the district, you know, a lot of money. And so these are these are very important programs that that we need to that we need to establish in these schools. Uh you know today I came here from Harding High School where Bridgeport Central was playing girl soccer and so seeing the number of girls out there was actually refreshing you know. So, Central actually um had a push to to try and recruit girls because their numbers were low. And so, today I count they have 25 girls on the side of them which is awesome. So, for them to be have the ability to offer some subarsity options for those girls is is huge. Hardy

013had a large number of girls as well. And so, these are only going to get better as we establish these middle school programs. Um, and again, I'm going to lean on our coaches at the high school level because they see what's needed from that youth level. Um, specifically skill specific. So, so what is happening at the youth level that can translate to the high school where we're not spending nth grade teaching the skills and drills where they have some background already to progress us more competitive. >> Okay. Um, I'll start here. You mentioned clinics and camps for grades three through eight. Then you went into basketball. Yes. >> Do you have any other sports that you're developing here? >> Yes. So we um I just met with another community partner who um is very involved

014with our spring programs including track and flag football. Um and again the one of one of the major obstacles that exists here is this space. It just it just does. And so from a middle school perspective, many of our schools don't have the space to run certain programs outside. So it defers to a weekend type of activity or even activity. So these conversations that I'm having with various people, we don't want to um just rehash the same old thing over and over again. So it it requires some specific things and actually so this this fall again we're having some conversation regarding soccer and cross country. I would like to try to really develop some sort of inter mural program or way to highlight some of our middle school soccer athletes in the midst of some

015of our high school soccer contests. So between games at Penny Stadium, you know, we have the varsity contest, middle school contest, varsity contest just to really highlight what the kids are doing. >> Um, Mr. Yes, I have a question for you. Um, do you have a a specific budget for using for the equipment or whatever? Any team that they need it or you have some people from outside helping just >> referring to middle school or referring to all athletics? >> So, yes, we do have a budget that that we utilize for um our athletic programs. Um but in conversations with u the SES you know we have talked about grant opportunities that may exist to offset some of those costs. Yeah, because I know sometime you guys are short and sometime you know especially the

016equipment they're very expensive >> and we have identified some the community is amazing in Bridgeport um and there are people who really want to invest um in Bridgeport and are willing to donate money to offset certain costs for various programs and so those conversations are ongoing as well. Thank you question Mr. Wilson. >> Uh, yes. Uh, thank you. Um, did did I did I hear that u Bridgeport um high school athletics was brought back to the FCA? >> Bridgeport Central is in the FCA and I believe they have been for the past several years. Harding and Bassik um have been accepted to the SWC conference starting next calendar year. So starting in the fall of 26, um Harding and Bassic will be embedded into that schedule. And and actually SWC has been um been great

017and have included the athletic directors um in the conversations this year, summer and throughout this year and have actually started already scheduling some out of league contests uh which has been great. >> Okay, great. I want to thank you and I want to congratulate you on that. you know, Bridgeport has in the past couple of years have had some scheduling problems because we weren't part of a conference. So, I just want to thank you for that and you know, I appreciate that. >> Um, thank you. >> Um, one question I Oh, I wanted to bring up I like I noticed um I heard you bring say something about flag football. You know, I know flag football is becoming real big. It's going to be an an Olympic sport, I think, in the ne next Olympics

018if it isn't already. So, >> it is >> I think I think that's a good a great idea, you know, to get get the kids into stuff that, you know, that that could help them actually, you know, move up to the next level. You know, it's going to it it it's probably going to be a college sport hopefully pretty soon. And maybe we could get some of these girls, you know, um extra opportunities if we uh start them young. So yeah, that's a that that that's a great idea. Yep. I just want to thank you. You're doing a great job. Thank good job. >> No, thank you. And to follow up, um you know, Girls Flag football has gained traction. Um we had a clinic this past June, which we had gosh 100 to 150

019girls out at Seaside Park, which was amazing. Um, I'm not sure if you all are aware, but one of our football coaches at Central High School was just recently honored as the coach of the week by the New York Giants, which comes with it some very exciting things. And that conversation that I had with New York Giants actually has then led to a meeting um I'm finalizing the dates um shortly midocctober where I will head to um New Jersey and meet the Giants about flag football in the future. Um Mr. Med, I'll get to you one second. In fact, yes, they've been pushing it big time, >> the NFL, um especially for girls and women. Um so that would not that doesn't surprise me. Um Mr. Woodson, is that it? >> That's it for me.

020Thank you, Mr. Traver. >> Mr. Medina. Mr. Medina, >> I'm sorry. Just trying to unmute here. So many buttons here. Thank you very much uh Mr. Traver. Um you had mentioned about uh the programs and like Mr. Traver said that you kind of like stopped the basketball and then you added soccer. So I wanted to know what are the programs that we're let's say trying to you know focus maybe step one if there's any other programs that we're doing like in a step two or phase two. I mean what are the programs that we're trying to bring to these kids? because I'm uh I don't know if you know a little bit about the history about these three gentlemen before you, the two in front of you and myself, but we we we we have

021a bad experience in soccer and and other sports and I just want to wonder what other programs are you're thinking for the three and eight. >> So, so to be perfectly honest with you, I think it's all-encompassing and we need to focus on all of them in some in some capacity. Uh but to be perfectly honest with you, there are certain sports in the city that you know we struggle to compete in more than others. Um and one of that is two of those baseball and softball. Um at the high school level is is is an area where we struggle. And so I really want to focus on trying to develop a program this spring um to bring the middle school kids together to to really develop those skills. I already have a plan actually

022to bring in a uh former Major League Baseball pitcher to work with our baseball athletes at the high school level this winter leading up to the spring season with the coaches and the athletes. Um and with that a a well-known um professional softball pitcher who's who's made a career out of it to work with our girls. Uh I think that that is actually going to be huge for for our development of of the high school kids. But again, there there's a need at the middle school level, a huge need at the most level, baseball and softball, so it can translate to the high school. >> I 100% agree. And I you had me at at softball right off the bat. I uh I started managing the Central High School softball team back when I was

023in eighth grade and my sister was playing at Central and then all throughout high school, I kind of like managed the team with uh M uh the coach uh Mr. coach Subano and them and um and even after. So that's a very dear and I coached women's over at uh Seesat Park also. I had a few teams there a couple years. So very interested in hear more about that and and just to be a uh a champion if you would or somebody that was standing in the crowd anytime every time that I could. Um but thank you for that. Now you were also discussing about partners. Um and I know it might be early but I'll just throw it out there. Who are we trying to partner up with right now that we're in talks

024with? >> So when I say partners, I'm referring to uh you know groups like as such as Kurbe um our Bridgeport Philos Foundation, Park Recreation, Bridgeport Youth Lacrosse, all groups that we have utilized and uh and have relied on and worked with. And so, you know, everybody's open to dialogue and, you know, I just want to make sure that we continue that dialogue and work together because we all have the common goal of the kids and and want to make sure we provide as much as possible. >> Thank you. Uh does this all encompass also uh I know we were speaking last year and Khadiva came over to us uh and um is this all encompassing also that those cheerleading squads that are out there right now in our in our sports for the middle

025school kids? >> Yes. That includes the chair of theirs as well. >> Sorry I didn't share that. >> Thank you. Thank you, Chair. >> Mr. Woodson. >> Um, one quick question. I I know in in our last meeting, Mr. um uh extra Mayor Jimenez had brought up um a little incident that happened that happened at Fairfield Ward with Bullet Havens. Are are we prepared? I know she said that we had games. Bridgeport Public High Schools had games scheduled with uh Fearful Ward. has everything been uh investigated and are we prepared for our games that we have with them? >> That was referred to the superintendent's office and it's not on this agenda or this report. So, I would ask that we wait until we get the full board gets a report back from the superintendent

026because as I said, >> I I I don't want to I don't want to report on an incident. I just want to know if we if if the games that we have with them are are we prepared? You know, >> I I understand and I'm simply saying as chair of this meeting that's not on our agenda and I said at the beginning I have a tight agenda. So I'm going to defer that to the superintendent responding to the full board as he was asked to do Monday night. >> So chair Mr. Woodson, I will have an update. I met with the superintendent from uh Fairfield this afternoon and I have an update and I haven't had a chance to talk to to the AD yet regarding our protocol when we play that team. Uh so

027I want to make sure that he has what I have in order to make a decision. So that's coming. >> Thank you. That's all I want to >> Yeah. And Mr. And I'm just saying that I don't that's not on that's a longer discussion than we have tonight and we have a full agenda. Um so anything else on middle school sports? So here's what I would like to follow up with this. Um I would like you to if there's a way to provide us a written report one because this came up uh of what the full paniply of what we're offering at the high school level going back to Mr. Woodson's original question of you know I heard you say something about uh Harding and Central playing girls soccer tonight. Um I am I'm probably

028three or four weeks ago I was told central Harding didn't have a girls soccer cheating. So it's news to me and that's my ignorance not your no no failure on your part. That just I didn't know that. Um and so it made me realize we need to report on what you're off what we're offering now um at each school. Um because you know UIU made a comment a moment ago Central was having trouble recruiting. You know Willie made a comment about what he had his experience had been. my daughter was co- captain of central soccer so soccer team and um you know we all have different backgrounds and experiences and sort of where things are at now um is important to understand what we're offering and what you do have out there now going on

029and in what leagues as Mr. Woodson asked, you know, that's all important to know what is what are we providing our children now. Um, so that would be useful to us, I believe. Um, and then what you have out there now for the middle school kids and you know that you know it's the basis for what you're exploring. I I think that would be useful for the next time we have a chance to talk. >> Does that make sense? Absolutely. Great. Any other questions from anybody? Great. I deeply appreciate you coming and starting this discussion because it's, you know, we're beginning to going down this road and it's an important road to go down. Um the idea is as we discussed last spring to provide these options to our kids in the middle school level

030and and develop them as you said is part of that. um I you know in different sports and different offerings that that I'm reminded with the earlier discussion with the debate team. I remember when they developed the fencing team at Central. >> Yes. >> Um and uh it was new and out of nowhere and they had to get equipment and coaches and everything. >> So I mean whatever we sort of had and develop, let's see what we got. And as Mr. Woodson commented um flag football is hugely grown. Um so it's a very exciting thing and then you know shown in the turnout you got this summer. >> Yes. I I want to make sure I can we can emphasize uh what uh Mr. Traver talked about. I think we need to get a whole

031comprehensive look at athletics. you know where we are, what we're feeling, budgetary things, needs, all those things need to be in a comprehensive report to the board because I think, you know, when we talked about eliminating that position, uh I think the overarching feel for the board and the district is that athletics play a value added opportunity for kids in this district. uh and we need to make sure that we we are aggressive in trying to find additional out out of district support to make that come to life. And so whatever that may be, we need to make sure that we're on the ground floor right in grabbing every opportunity of dollar that we can to make this program because that the kids need something to hold on to and I think this is the

032way it needs to happen. And I think athletics, cheerleading, all of those extracurricular things, we can't just cut those things from the kids. We have to enhance the things for the kids. And so we have to do our due diligence of the adults that governs this work to make sure that happens. And and you're you're going to be instrumental in making that come together. Uh and so I think that report is going to be important for them. So uh I think that will be I think really refreshing to see where we are and how we need to build from there. Any other questions, comments? >> Yes sir. Um I agree with that very said because letting help a lot of students save a lot of students from the street and some students sometime when they

033go home they don't have nothing to do and especially when they have dinner something like that you know I know sometimes some coach help I know so many coaches they from the pocket you know they buy food and they help a lot of students that's very important I always support that they saw 100% I know we can't have more I know it's not because the budget but but I always say is when it's about kids, I don't care how much they cost because we have to ensure our kids, you know, be sure they're healthy, do you not let they, you know, be champion, they represent their sport, you know, stuff like that. And that's what we trying to do, you know. So, please, if you think something wrong and you need help, just let them

034know that they, you know, do not um think like we're not going to help you. We're not going to support you because athletic for us for public school is very important. Thank you. When do you move? >> We meet on the fourth Wednesday of the month and barring the special meeting being set up which I at this point don't anticipate, it will be the fourth Wednesday of next month. Okay, great. Thank you. Thank you. Um the next item on our agenda is the staffing update. Miss you. Thank you. Uh we put together and I just want to begin this conversation saying as of right now we are working very diligently and trying to create an internal system where we can have this at a m a dashboard with a moment's notice between powers school and

035red rover. we are working on something but since it's not in place yet what we did was we took as part of our back to school checklist we asked every principal to submit the beginning of September their organization chart which includes their certified staff by name by grade and their par profofessionals and any other adults in the building and from that we captured and summarized this uh based on on our discussion for classroom teachers uh which would include specialists uh sped teachers and parros. The the items that are omitted from this list that I did not include are the school level psychologists and the counselors because they are shared between many of the schools. And when you look at total 13, we got about 1370 certified teachers that came back in our organization charts. So

036when you add back our school psych um social workers and social workers, counselors, and >> psychologists that get us up almost closer to 1500 in the district. The second column, it's entitled long-term subs or vacancies. These are the teacher vacancies in the district. We currently are at 40 plus another two speech and language and four school psychologists. If you're going to look at that the total number each that last part >> four we have 40 positions for teacher positions that are open. We have another two speech and language and four school psychologists. Okay. Each week, um, the HR team sends to Dr. Avery and the team a list of current vacancies broken out by content area, and we're going to start making sending you under a separate cover letter, start sending that to the board.

037So, you'll have those on a on a recurring basis. the paraprofessionals. These are primarily our our sped um profess par profofessionals and we are in process of beginning a um an audit if you will working in conjunction with our special ed department of confirming the paras one ons the teacher classrooms and getting a getting a handle on that which is an area that we we need we need to jump into. The par profofessional column >> primarily sped >> is primarily sped. But what we need to do is reconcile how much of this is actually the one to one paras versus classroom resource or I'm sorry uh self-contained classroom paris current model has two correct me if I'm wrong Michelle two paras or one teacher in a self-contained classroom. Use a board of a pairs, not

038substitute pairs like Delta and >> Kelly >> and Kelly. So like when you look at the kindergarten pairs, those kindergarten pairs are Delta or Kelly set of parents. These pairs on this list are board of ed employee parents different. Do we have any long-term sub pairs? >> Long-term sub pairs. >> When you said long-term long-term, what sense? That's >> in the sense that last year we used them for kindergarten. >> No, those are that's a separate group. >> No, that's a separate group. What you were talking is long-term ser used for kindergarten. No, what we have today are strictly onetoone parish through the agency. one to one through the with the education that those headcounts are not included here. Okay. Last year we used through an agency >> um errors for kindergarten. >> Yes, that's

039correct. >> We were just told this 288 number. We haven't reconciled which of these 288 are classroom bars >> for self-contained specialist >> for self-contained and which are one-on-one. You just said we're using oneonone. We're using a agencies for oneonone. >> Mainly we're using mainly onetoone para mainly we're using agencies. So I I find that I find those two comments confusing. >> Well, they could be a combination because this came from the principles. So if the principles consider the agency arrow as part of their roster, they may have included it on their organization chart. >> They may be including non board errors. That's correct. >> I don't know what the detail >> and that's we have to recite it here. And and remember, one of the things I've been stressing is that we do not

040have an autobased system in this district to provide some of the data points that the board is requesting. And so what they had to do for this report, they had to hand tally every single one to get you to report you. Sometimes when a request is made, sometimes it takes a little bit longer to do. But they did that with the additional data that was received by teachers at the beginning. I mean press was at the beginning of the year to work through. But when you talk about kindergarten paras, they're all done. I I would just use them because I knew they were they were >> and sometime it gets you know a non bargain in Paris. So that's the only reason I use them not for any other purpose but the easiest example like

041I do >> okay >> off the top of my head you you know obviously I poked the hornets nest because they they they prompted some other reactions and by getting that conflict of statements I got some more information >> because on the dou you poke the hornets nest the >> depends on the answer it's fine I learned something new uh and that's all I'm here for is to you know uh fuel my ignorance um So you know that's why we have these elected citizen members in the board of ed to you know educate our ourselves um but um okay so I understand that so that number is not and we need to we need to >> okay um that does not apply to the certified people >> certified >> the certified vacancies those >> well

042first let's start with the certified teaching >> yes >> the certified teaching are all board of ed certified bargaining unit teachers >> absolutely yes >> okay and the others that you added to that list that rounded out over a hundred other positions >> you said that with >> 40 not much. >> Oh, round up. Yes. >> Round it up to certified positions. When I add the the social workers, counselors, psychologists, and other personnel who don't work just at one school, you say it brings us up to almost 1500 positions. >> Those positions are all um certified bargaining unit. >> Yes. >> Okay. And then we have 40 vacancies which would also be certified bargaining unit with positions. >> However, they're currently filled by long-term sum. >> Right. Right. I get that. So, that one I'm

043just putting over there because that one's fairly solid information. >> So, it's in the area of Paris that we're we're we're shifting. >> Yes. Uh we're not solid. Yes. >> Okay. Um I I I am fine. Let me note for the record that uh Mr. Sakalavik has joined us at the meeting although he seems to have disappeared again. Sam, did he disappear on me? >> Yeah, he did. >> He he he appeared for a moment. He's in the ether again. And uh if he rejoins, I will still note that he rejoined, but in the time I took to note it, he disappeared again. But Sam and I will keep an eye out for him. Um, so um, okay. I I I think I have my question answered for now. Um, uh, Mr. Benahendra, you have

044a question on your question? >> Mr. Woodson, do you have a question on this? >> No, I'm all set. Thank you. >> Any other members of the board care question? Mr. Mr. Medina, you're on hold. Does that mean you're listening or you're just not even here either? Have this >> step away. >> Okay. Um I am comfortable with the information as it is now and waiting for you to help us with the shifting information on the virus. I recognize what Dr. Avery said about us trying to firm up our access to data. Um that's what we're trying to do with sort of like what we were talking about with the athletic, you know, information. We are at the beginning of the year. We're trying to firm up the data so that we can all be

045looking at the same information throughout the year. Uh and that's the stage we're at here in September. Yes, sir. >> At the beginning of the year. uh and that's what we want to be using as the basis for analysis that we do throughout the year on uh student progress and monitoring and things like that. Um I will probably be asking for other information that will prove to be uh a challenge to get initially but once we sort of get it down we'll you know use it as a foundation for what we do throughout the year. >> Absolutely. >> Which is what we're doing here. And just to emphasize again that pro, you know, moving forward every Friday, you will get the the vacancy list broken down throughout the district so that you can kind of

046help stay monitored. It's a report that I submit to the commissioner every week. So starting this week, you you guys will get it under separate cover. Uh and it'll be every Friday. you'll see in comparison where we're doing with the hiring, the vacancies, and the fill rate throughout, you know, moving forward. So, I think it's a good added addition to the staffing piece that would be beneficial for the way you see Mr. showed up for Mr. Medina. Last call on questions, gentlemen. And I'm going to move on because we have You're doing fine on time. We're doing good. Look at that. Feeling less worried. Um, my text monitor here. Oh, he's back. Mr. Medina, I see you're back. Did you have any questions on this data? >> No, thank you, sir. I The only question

047I had that not on the data per se. I'm just wondering um why wasn't this provided in the packet uh in the portal. I was just trying to find things as I was going along and I just had a business call. So, I apologize. That's the only question I have. I mean, it wasn't in the packet. I'm just wondering why wasn't this provided, you know, prior to the meeting that we can, you know, have a better dialogue, but I don't want to hold up the meeting whatsoever. Thank you, >> Chair. I can answer that. >> U Mr. BA that report had to be manually done uh because we don't have access to a database that that will calculate the exact data that the board is needing for that particular item. Uh my staff just finished,

048you know, the calculation of that. Uh and so they finished up prior to this meeting and that's why uh it was going to be an update discussion. Uh and that's what we brought to the table today to to make that discussion. Uh you will have a vacancy list submitted to the board every Friday uh with that information on it. >> I don't I don't know. Does that mean he can >> Yeah. No, I get it. >> Um and and No, he heard it. Okay, then I'm moving to the next item on the agenda, please. U update and possible referral for approval to the full board on kindergarten power professionals. Thank you, Mr. Chair. >> This would be the money item. >> This is the money item. Uh one of the things I think is very

049important uh to I'm going put some context to uh this particular item uh as part of the cost-saving measures that the district you know was that we performed prior to the end of the school year uh and brought to the full board for consideration and approval was the elimination of kindergarten paras. And we did that you know with the intent really understanding exactly what was needed in order to cut budget. So, we looked at all different aspects of opportunities across, you know, our current budget to look at, you know, cutting and and we ended up bringing to the board uh the 1.2.8 or 1.3 million cost savings to uh remove kindergarten pairs. Uh we did that. We um rolled out this particular new school year with no kindergarten parents at hand in support for the

050kindergarten teachers. Um I over as you may know on the last board meeting or two we had kindergarten paras come forth to the board concerned about the uh the conditions of their classrooms and the lack there of support for their classrooms. Uh and um uh and really at this point in the game uh we've heard that voice of the teachers and the concerns that they had. Um wanted to let the board know that my staff and I we we had boots on the ground Monday and Tuesday of this week uh this week or last week last week uh to get out into those kindergarten classrooms uh to experience what teachers were concerned about as well. And I can tell you um in my 30 plus years in the business, you know, in being able to

051experience what I experienced and what my staff experienced, I feel we had to do something different. We had to go back and look at the our current budget and figure out what we could do to support the teachers in the kindergarten classrooms. Uh I overall I can say to you that you know from just last year to this year there has been a change in the students that we're serving in our kindergarten classrooms. the kiddos that are coming into our system are are are are challenged with a lot of different challenges that we were not really, you know, um really ready for or even really acknowledge that they were that extreme. Uh again, being able to experience it myself and and having, you know, four or five of of of my cabinet there with me

052to experience in several different campuses, I was just amazed. And again, so what we've done over the last, you know, week or so is to figure out and look back at our current budget to figure out what we can do in order to bring this back. So, I'm I'm here to tell you this evening that I think we found the $1.3 million within our current budget, you know, in order to bring back all of the kindergarten pairs that we had in place this past school year in order to make sure that we can equip our, you know, teachers uh with the ability to manage the differences in um uh students groups from last year to this year. Uh, one of the things I that that I I will emphasize is that uh it's all about

053the sustainability of us being able to keep these positions. And so what I'm what I'm looking at now is uh one, I've already made a request to the commissioner to utilize some of those dollars that she had, the five million that she has in order to support this piece. uh we hadn't had I hadn't got a response back yet as to if we're going to be able to utilize those dollars for this cause. So, but what I did anyway is I I went through the our current budget again and found the money to be able to do it. Hopefully, as soon as the board passes this, we can move forward and bring in the next. So hopefully if we can get a special call board meeting for this particular item, I think we will be

054able to bring back kindergarten bears sooner than later. Sooner the better uh in order to get a little relief in the classroom. And I can emphasize I've had 20 year plus veteran teachers saying that we're going to have to do something because it's different uh different than what they've experienced. are no different than than what I in my step of experience. So, we really would like for the board to consider, you know, where we are in moving forward with this particular item to bring it to the full board uh for consideration and approval. And I'll take any question, Mr. Chair. Um yeah, I want to make a comment and a question. Um I believe completely in the sincerity of what you just laid out. Um, and I know because I sat here for three hours

055last week during the policy and personnel meeting and engaged in a discussion with you all about seriousness of the uh situation in our kindergartens. We heard the testimony uh from the union uh at the previous board meeting. Um, I've heard given my contacts with uh teachers in this community um numerous uh teachers uh speaking to me about the situation um and how serious it was. It was clear to me in my conversation with yourself and Miss Hughes and u Miss Angita um that you all were aware and growing more aware and I was pleased to hear um that you all were going out and seeing how bad it was. uh you were responding to those uh pleas um uh from the teachers and going to see for yourself how bad it was. Um I also

056heard from you as to how this perfect storm of uh situation of conditions uh um occurred this year um to create this um untenable situation in the kindergarten classrooms. Um, and I'm pleased that you uh have found um uh funds to uh remedy the problem. Um, the number one question that comes to my mind is where did you find the funds because we had to cut and everyone's going to want to know that because everyone's going to want to know why did we do this in the summer so that we never had to deal with this. So, I think that's the question that you're going to have to the answer to all of us. >> Um um so that we didn't have to go through this three or four weeks of a school year and

057lose teachers over the summer who weren't even going to bother to try. And what I know you ran into, what I'm hearing from teachers is there are teachers who are just about to step out the door and never come back. So, um it's important that we we get out there and do what you said. that I agree with you. Uh I support you completely on that. Um but I also want to be able to say why did we have to go through this? >> Well, remember >> and I and and and I'm sorry. I know, I know we're about to start, but I I do completely agree with you about why the heck haven't we gotten the answer on the $5 million that we're all waiting to hear from since the summer when the board

058voted that this was our priority and your priority where we could have fixed the problem over the summer if they had just given us a straight answer on this. We met them. So I I think one of the the biggest areas of being able to find money was we we we budgeted for substitute teachers in substitute paras within in our budget and that's a huge amount of money that we budget to get us through the the the full year. Those budget items are projected budget items. So, it's one of those things where, you know, you you have to guesstimate based on previous years and you forecast budgets. You have to figure out what you use from previous years and and that's how you and then you kind of uptake that those those projections every year.

059What we what we have to do is really look at what we're paying, you know, for our our delta delta pairs and our Kelly pairs and and substitutes that we're using. And we had to scale that back a little bit because this is more important, you know, and and one of the things I put forth to this board earlier is that we're really looking at chronic absenteeism, you know, because we pay so much money when teachers are not here, you know, so we have to be able to kind of stay focused on monitoring why why are teachers out, what are we doing, what are we supporting, are they getting support at the campus level. So we feel we and that's one of the big focus that we put out for the school year is how

060we're going to reduce chronic absent days not only with students but with staff right so we figure we will be able to have some cost savings there and still utilize this these dollars. Now, if we go over and we don't make an impact on how we affect chronic absenteeism for staff, then we're going to be overbudget. And so, I would rather see us be overbudgeted in May or June than not be able to make this impact work. So that's really the conversations that we've had, you know, and because you gotta you gotta, you know, rob Peter, pay Paul on a lot of things that we do in this district, but but remember budgets are done at the end of the school year for the following school year. So you have a little wiggle room, not

061a lot, but you still have to have a a way to be able to, you know, if I'm gonna save any money, where am I going to save it? Right? Because usually if you don't spend the money, it just pulls over to back to the general fund and then you it's almost like a savings, right? I don't want to do that. I would rather be right at the end and right on budget than not have this taken care of. So that is my rationale on how why we did what we did. Additionally, we approached the grant budgeting in a totally new new new methodology. We're going in uh we started with the alliance and with uh Nester and his team and the grants department and myself and Dr. Avery. We're going in and we we

062built we did a backwards design. We said, "Okay, what can go into this grant?" And through that, we went through every single line item of the prior year grant. And we did notice there may have been some duplicates that were in last year's grants that they inadvertently carried over. they were going to include in this year. So, no, we're not we're not doing that back in. So, we we we structured it so that the the funds that are put into each of the grant, the alliance, the the priority title 1 2 3 4 truly align. Not that the others didn't, but we we kind of started just scratch going through every single item. And there was some savings to be had with that as well. and and and moving forward, one of the things I'm

063going to be bringing back to the board is the organizational chart. Remember when this year's organization said I moved grants out of the finance department and I moved it to the academic department, I'm getting ready to propose another change to the organizational truck where grants is going to come under me. I have to be the steward of what and how funding is being spent. And those are those large, you know, you know, alliance and priority grants that really governs the the functioning of this district. And so I need to be a little bit more in tune with what's good. So So the grants department is coming back under me instead of the academic department. So it's just I, you know, based in this exercise, I felt I needed to be able to do that. So

064I'm going to bring that organization. You'll see that change where it's coming from academic back to me. And I think that's really where it needs to be, you know, and then I'll be working with with Mr. Nico and Mrs. Hughes because from the finance side to the academic side, there still need to be some direction and I want to be able to do that a little bit better. Uh, and so because we're even when I start forecasting to the end of this school year, we're still going to have a problem, you know, because we need an influx of funding for the for the children of this district. And that's what I'm getting ready to advocate for because and I want to be in tune to every penny that we have and what we're doing with

065it. So that's that was it was a good exercise for us as well. Uh and again it it it provided fruit to be able to do what we're doing here and a great uh great question. I think that is is what was I was going to get to that point, but you asked it before I got to it, which was right on point, and I appreciate the ask. >> Um, yes, sir. >> We're looking to have a special call board meeting in the next couple of days, uh, probably early next week. Uh, and it's going to be a one item special meeting agenda. We just need the boards to to have enough of you guys there to to get that approved and then we will we will kick it in action and we we already

066let uh Delta and and and Kelly know they're ready to go, but I could I couldn't approve that amount of money. So, I'm willing the board to be able to take it and take it to a special meeting, get it get an agenda, approve it, and then soon after that we will start implementing. I'm really glad you bring this because I want the parent they can understand everything you and your team they're trying to pass you know pass professional they think like are we not doing nothing they think like we don't need them and stuff like that so they can't understand it it's not easy it's a process it's a policy you know it's not like you said baby step to get it there but I'm very glad you know you say something because they

067really need it our teachers staff need some you know this kind of help so I hope you know the all colleagues and all the board members state. So, thank you. We appreciate that information. >> Uh, Mr. Winston. >> Oh, yes. Um, I'm just kind of really disappointed that had it come to this point where, you know, we got rid of the parents in the in the kindergarten classrooms, you know, we'd look to you guys, you know, the the, you know, the the administration to like give us information on what's a good idea, what's a bad idea. And you know, I you know, I I never, not that I I know I'm a I'm just a regular person. You know, I had kids that were in school and I remember having parents in their in their

068classroom. So, was this like for just thinking that we could remove the parents from a kindergarten classroom and think that it would be okay is just, you know, it's terrible. I I wish it never came to that. I wish, you know, we hopefully in the future, like you said, we this is we're able to sustain these these pairs. Next year, we won't be hopefully we won't be going through the same problem. And um you know, we just need to start being able to forecast these type of problems and and and and some, you know, somebody should have known that this was that this wasn't going to be a good idea. >> Thank you. >> If I may. Yes. Um and then you may one of the things that um Mr. Woodson uh you you'll recall

069because you and I have been here longer um than Dr. Avery um and some of the other administrators haven't just haven't been here as long. We eliminated all paras 10 to 15 years ago. We eliminated them all. I remember par kindergarten parents coming to me. I'm still a teacher saying, "What do you think? Should I stay as a kindergarten parent or should I transfer to a special ed parent for job security?" And my advice to them was switch, switch, switch because we're eliminating the district. The district, not me. I was a teacher. But my advice to you is is job security. Go with special ed because the district doesn't have any money. Um, and it it's a it's a disheartening situation. It's a horrible situation, and it's one that we continue to need to address

070because our district is underfunded. And you and I, it's one of the things that you and I agree on. The state needs to give us the money, not the five million that's sitting out there since last June, but a lot more money uh that's sitting in their surplus and elsewhere. But that notwithstanding, we are going to still have to to deal with this situation down the road. But what I am glad to hear is that the administration and and what I did learn last week and you know I I've heard the horror stories this year uh from teachers and and and um it it was horrible when we did it 10 to 15 years ago but it is worse this year than any other year I've heard of because of it just was a confluence

071of factors that came together to create this absolutely when I went to the open house at my granddaughter's school and talk to the kindergarten teachers there uh at other schools just the different things that that just contributed to making this absolutely unbearable and and what I saw was these administrators hearing the same things and not saying ah it's okay it's okay they went out and saw it for themselves >> and said oh no this is just unacceptable and we just got to figure out where to get some money to help And what I'm really glad to hear is what I first heard was, "Okay, we'll do a little something." And what I'm hearing tonight is we're going to do every we're going to do all the way something. And and it is it is music

072to my ears. It's it it's still not all the way back to where we were 10 or 15 years ago when we had one kindergarten one pair in every kindergarten class, but it is where we were um four or five years ago when we got the art master money and we put back one kindergarten pair for every other class. And that's a huge step forward. Um just a few days ago they were talking about maybe one kindergarten pair for every four or five classes. So, they're taking a huge step forward and I'm really happy to hear it. Um because it is going to make life a lot better in all those classes and the teachers will be relieved, the staff will be relieved and it it's really to their credit that they figured out a

073way to do this. And I I applaud them for it. Uh and I'm really glad to hear it. It is, as you said, Mr. Woodson, just a horrible situation for us to find ourselves in to begin with. And we still need we as a board and a community need to figure out a way to try and make sure this doesn't happen again. >> Absolutely. >> And through the chair. >> Yes. And and uh to to your uh question, Mr. Woodson, one of the things that I think um we're the largest school district in Connecticut. And when you look at systematically how we do business from the financial side to uh the hiring side, we don't have an automated system that should be able to help my team forecast. you know, in forecasting as you look

074forward to developing budgets, finalizing budgets, looking at staffing, you know, all those things that we should be doing and having access to by punching a button. We don't have that in this district. We do everything by paper and pencil, old school. And it's not the most accurate way of being able to do it. So what we've done, we've utilized those services that we have or don't have. And a lot of it is, you know, the forecasting is more of, you know, do we have the money to do this? You know, did we get a a requisition or a proposal for buying a a and purchasing certain things? Most districts have all that internal things that you can do by, you know, is what they call an internal system, software system that helps to make those

075those predictions. And so we're we're doing the best we can and and providing those predictions of what we can and can we can do away with or or reduce or eliminate all together. And so when we did those those forecasting for the budget reductions, uh we we I think we did our best job on that. Uh I was I was new to the superintendent role as well. I was trying to figure out and use my skill set based on what I already knew and how to do it. Uh and so and in in in reality, you know, $32 million, I think we did a pretty good job. And were we on spot on every single thing? Absolutely not. Uh in in in the future planning, we're looking at and you know clearing up and finalizing

076our systems to be able to do better jobs of this. This should be an easy projection. Those things that we're providing you guys. I mean if we had the system to do it, it would be easy to do. Uh but we just don't we just don't have that capability to be able to do it the way it really needs to be done. Uh, again, the largest school district in Connecticut, and we're probably the least resourced district in Connecticut. Uh, and to me, as a leader, that's a shame. And there's no there's no hardship from anybody in this district. It's just when you look at funding in this district, not only for services for children, but services for the adults in this district to do their jobs, it's we we're at a we had a at

077a loss. Uh, and it's very very unfortunate, but I'm not the one that's going to sit back and hey, I I don't have it to do it. We're doing it and and we intend to do it and keep doing it until we get it right. So, uh, and your job as board members is to question, ask questions, push us, you know, support us, praise us, you know, and get on us when we don't do it the right way. So, that's okay. That's what it's all about. We we're we're okay with that. Uh but uh it's been very very challenging uh very very challenging and it would be challenging for anybody sitting in this seat and sitting in their seats to do this work and so I want everybody to give us a little grace. Uh

078we are we're in it to win it and we're trying our hardest. So thank you Mr. Chair. >> Let let me tell you Dr. Ary I I'm sorry. I don't I don't expect any anybody to be perfect. I'm not I'm not perfect. And I I just expect that our response to the situation is is is what measure us and and and and tells us what what what what type of people we are and how good we are at our job. So I don't I I don't base anything on, you know, how you know the problems. Just how we deal with the problems is how is is how I base everything on. So don't don't don't don't you staff don't take any uh uh uh um you know uh and just don't take anything that I

079said that you know bad bad. I just like I said I I I base everything on on the response not not you know not the problem. So I want to thank you guys. You you you you do a wonderful job and you try and you and and and that's the most important thing. Thank you. >> That's thank you for that. I appreciate that very much and and and again I I I take that as a as a productive criticism to make sure that we do it right and I and and that's part of what we do and so again I think that's part of your job to be able to to put that forth and so I respect that and and thank you for that as well. Um any other questions? Okay, I want to

080make sure I have this right now. Um we are um going to approve the complete restoration of the funding that was cut for kindergarten parents. >> That's correct. >> And refer it to the full board for approval. >> That's correct. >> So I have a motion. I need mo I am making I am I am asking for a motion to restore the full funding that was cut for kindergarten pairs of 1.3 27 million >> moved by Mr. Benahen Graales. Would you like to second that Mr. Woodson? Thank you. I have that motion made and seconded by made by Mr. Benraales and seconded by Mr. Woodson. All in favor say I. >> It is passed unanimously and referred to the full board and through the chair. And what I'll what I'll do is I'll get with

081the board chair and see when she can collectively get enough board members together for a special meeting. And as a matter of uh I guess personal I would ask that we do it as a Zoom meeting as quickly as possible for the sake of the kindergarten classrooms in our city. >> Yes. >> Thank you sir. Um and the next item on the agenda is an update on special education. your items. >> You don't have to stay with the meeting. >> Just just to be clear, when you do your report, you're free to go. Worked enough for the day. >> Good evening. Thank you. And I apologize ahead of time for this not being in uh the portal, but I have shared the information with the two members that are present. Um currently in special education,

082uh some of this will be kind of a repeat of what Miss Hughes Hughes shared in special education vacancies. We have three teachers. They're in uh the resource classrooms. four psychologists, one sign language interpreter facilitated facilitator, but that position we're currently using contracted services, but we're continuing to keep it posted so that hopefully we would get a BOE uh employee and one certified occupational therapy uh assistance which is also being contracted. We have three uh special education complaints that state complaints um and each one of those have corrective actions. We have one pending systemic complaint that we are gathering the information to send uh back in but no current corrective actions. um corrective action plans. We have two one uh for it has it puts us in a state uh where we have the high

083risk with our grant which we've discussed uh and that addresses the timely response to uh compository services the chronic absenteeism and oh discipline and then we also have correct corrective action plan that we had to send in specifically for our discipline data. Uh mediation request zero, due process hearing request zero. Uh special education absenteeism for as a whole is 33.7%. And just some upcoming dates, September 30th, our special education advisory committee is meeting from 5:30 to 6:45 at uh aquaculture. And we are currently moving into the phase where we actually have parents that are leading these meetings now. And then on October 29th, we have trunk or treat from 4 to 5:30 at Skate. Yes, sir. Go back to the special ed corrective actions. >> Yes. >> You listed the three areas. >> Yes. >>

084Too fast for me. >> Okay. I'm sorry. So um on the corrective action plans there's one for the state where it is compensatory uh timely response to compensatory services and that's from a systemic complaint from acetism and discipline which is ISS, OSS and expulsion in ensuring that students receive their services when they receive the um the OSS and the expulsion >> and the the First one services was 2122 with the chronic absenteeism and the discipline services. >> So that is for 20 23 24 data. >> Both of them. Yes. And then the same thing there is a separate corrective action plan that we had to submit for discipline and that was for 2324 data. So that's a fourth one. >> No. So those three are combined into one which led to our uh level one

085needs of intervention which that's where we have to look at how can we address those three areas using IDA funds and that's when we came to you to request the two positions then separate plan uh where we do a se a self assessment and I would I guess I wouldn't call it a corrective action. We haven't received it yet, but we do a self assessment for discipline data and there are probably about 15 questions and out of those 15 questions there was one area and that where we selfidentified that uh students do not receive their services when they are suspended for 10 days. just 10 days. >> Well, a total of 10 days. >> Pardon me. It's a total of 10 days. >> There's a pattern of suspending students for 10 days. So, if I'm

086suspended today for 10 days, when I come back or while I'm out, there's no plan for me to get my services. So a month later, if I'm suspended again for another 10 days, we're kind of running into that same pattern. >> It's cumulative. >> Yes. But we also we also know we also know anecdotally at least that that's happening with lesser suspensions. >> True. So when you The way they look at it is the first 10 days and you can look at it both ways like the first 10 days um under federal law you're not required to provide the services but in the state of Connecticut their state standards you are so even one to three days students should be receiving their services >> right >> okay >> and when they're referring to >> absolutely

087>> is that we had discussions and we were concerned about the 1 to three, the 3 to 5, the 5 to 10, the now you you're highlighting a 10, but we're also have already in previous discussions highlighted the importance of 3 to five and five to 10 and all of so we know anecdotally at least this is a problem that we are trying to get a grasp on, get a handle on. >> Yeah. And I think that's one of the things it's it's it's it's all about professional development and understanding that you don't have to automatically spend the care for 10 days. You can go one day, two days, three days or you can come back. It's just >> options. This is a deja vu I'm having this is not >> No, we are we

088are >> Yep. Yeah. Is there um so I'm not I don't think we're at a point where we need to like initiate a discussion about what else can we do? um because it's too early in the school year to consider other corrective actions because we just begun, you know, at the end of August to start training people on. Yes, this is what you need to do. And now we're seeing, okay, there's some there's some uh cracks in the training that we need to patch up and, you know, get to these people and say, hey, hey, hey, because you can't like you can't, you know, lay all this new training on people and expect it all to take hold. So you got to go back and say, "Hey, I think you forgot about that thing we

089said in August, but we're in still in that phase." But we do got to do it. >> We got to go do we got to go back and say, "Hey, I think you missed that one." >> Um but that is what we need to do. >> Yeah. >> Um based on what we're beginning to hear and that is where we're at >> here in the third week in September, right? Of course we can submit. Um so but that is what we need to do and you know when we start hearing that people are saying thinking that 10 days is automatic that's another one >> because 10 days should never be automatic. Any any teacher that thinks 10 days is automatic just needs to have sit down right away. >> But it's not teachers that provides

090that administrative administr. Well, there are some teachers, but certainly if it's administrative, that's even more automatic. We need to sit down and have a talk because that's just and given our discussion about the new code of conduct book the other night, that's got to be the basis for having those discussions. >> Yeah. >> Because those are um >> what? Challenging challenging, right? >> Those are challenging behaviors on the other side of the coin. >> Correct. That's correct. >> Yeah. >> Who's back? Back. >> Ah, Mr. Scalovic. Let the record know that Mr. Skullik's back. Uh, just one second, please. Um, so I I I do I having said what I said Monday night about challenging behaviors and my concern about that new process, the challenging behavior coin has two sides. Um, it has the side

091of the staff and it has the side of the students. Um, and when we implement a difficult program like that, it is training both the students and the staff on how best to implement them. Um, and in this committee, we spent some time last spring discussing um, staff training to make sure they understood the process in the hopes that it would help with the students um, and and the parents understanding how it should work and from the parents point of view and and Mr. Resto has always been a firm advocate from the parents and the students point of view in making sure they were properly dealt with so that they understood why a student was disciplined, why how is how it was followed, making sure the staff understood how to deal with the parents and

092the students. We want to make sure that happens properly all across the board. And now we've got new rules that we're going to be training. And it does provide us with an opportunity to revisit that training um and reinforce these principles that we're raising here. That 10 days is not automatic and that everybody needs to know why something is happening. um and that your timely uh reinforcement of what what's going on and provision of services occurs. >> Okay. >> And thank you for that support. >> Well, it all it all has to be done right or else we all get in trouble. >> Um and it doesn't help the students and the parents. So, u Mr. Benham, you want to speak? >> Yes. for hours. >> I just want to know thank you Mr. Chair.

093I just want to know why the reason why the students suspended and they don't you know 10 days as you said they don't give you the word you know whatever the government papers if the staff they know that we all know that you know it's obviously why they failed that part why the parents had sort of gave a clause to the office myself and then why and this is not the first time it's not the first time you see what happy Monday. Uh we have parent this, they have this and they have that. We trying to avoid soup. The rest don't know that we trying, we trying to talk with this parent to avoid assume. We're not talking $10,000. We're not talking about $30,000. We're talking over $100,000. Just depending situation and it's the law

094why the staff fell that far when they have to follow the program. I know you got let them know by email workch training why they keep doing that so I feel that that whoever teacher they don't don't follow the protocol need to get a consequence so they can't understand it's like my son they don't do the job you have a consequence you're going to be you know patch sorry but you know it's not the first time it's not the first time that me and Mr. We avoid you an idea in one month we avoid six suit and I can tell you go the person all the parent and me m trying to help the parent the parents you know and you you would part you always help us in that to in his office to

095try and avoid that so what's going on with the staff is not follow the protocol policy the way it's supposed to be when they really know so they need to have a consequence when they don't follow because I know they know that's where they take your training that's why you talk to them that's why you have meeting with them so I'm like not low so one day you reach the rest of we going to stay back and we don't want that you're going to hurt but if you don't if if they don't see something bad happen we get a big su and then people going to open your eyes and we don't want that and we try we trying and you know that you always there to help us and I appreciate you always there

096for help our parenting you who have meeting with them, you call it I really appreciate it. But why we have to go through this? you have to go the situation when the staff supposed to be responsible to help their parents and be sure they follow the protocol and policy >> and I think some of it too is the understanding how and and that's a piece that we can work on that so you know what are what are the options and helping teachers and administrators to understand that you know it could be during that time period period that a student participates virtually while they're while they're out. Uh when they come back that we look at how can we provide the assignments that they missed or while they're out that we give them assignments so that

097they can work on it. It's just ensuring that they're getting that access in their services and that we're just not suspending at home and we got 10 days that we don't have to deal with them or you know 10 days that I can do this well that student is not there but that student has to have their services whether it's and I keep saying 10 but that sometimes it's a magic number or that you know on Monday an incident happens and they're suspended for the rest of the week but that student is losing out. >> I do the chair I think the other part of that is that you know building leaders need to understand it's not our job to take care of kids in their building. That's their jobs. That's what the district pays

098them to be able to do. So I think the ownership has to go back, you know, to the campus administrator with the training and the support from us to like Michelle said, what are the options? What are the alternatives? What could what could you do? And we have to sometimes set those things up for them in order for them to pull from. Uh and again, I think it's a lot of that that they they may not know, you know, but as a campus, you should know. That's your job, right? You should know every kid that that is going to be suspended be by the assistant principal or principal. If if it's assistant principal suspending kids, the principal should know and the principal should know if the kid is a special ed kid or not that

099needs the service. And then he needs to make sure his protocols and systems will counselor, social worker, you know, university classroom teacher can provide those services or link them to an outside agency that has services, whatever you may do. But I think it's just it's time to take a look at that. So as principal, I get, you know, you know, a kid. So I got I got a variety of one day to 10 days to suspend a kid. So maybe I'll take three days. So my obligation to that kid that's a special ed kid. I got to make sure that teacher is providing work for that kid for three days. I want to make sure someone is connecting with the family to know, hey, you've been suspended for three days. Here's here's your assignment for

100three days. That's the kind of work that has to get done. But when and when that's not happening, kids miss out. And that's what that corrective action is for. District, what are you doing to make sure your folks know when kids are suspended what's going to happen? But prior to the acknowledgement from the state saying, "You got a problem. You need to fix it, and we're going to give you a short period of time to fix it. If you don't fix it, we're gonna we're going to sanction you." And that that's that is part of the next step sanction. if we don't fix it. So, but it but it also talks about the money that they're gonna be pulling if they get if we get sanctioned. So, this is serious, >> you know, and we

101got to be able to acquit and make sure everybody understands that we got to get better at it. And that's what this corrective actions for. That's what, you know, we got kids crying absent because a lot of them been suspended and a lot of them may be sick. So you add suspension and sick days and they're out a hold up from there as well. So yeah, just to be clear, to me it was always a bigger pain in the neck to suspend to them. I to me that was a bigger pain in the neck. I I to work if I got a special ed kid, I work with a special ed teacher and figure out half the time she would say, "Hey, look, let me just take them and I'll work with them a little

102more and they'll come down. They'll work, you know, if they're being a discipline problem in my class, the special ed teacher could help me work that out with the kid and we work on a program that that child would calm down, be less of a problem, give a little more attention, a little more work. And that was nine times out of 10 a much better solution than discipline and suspension. That was just way out there in terms of a way to deal with the problem. And usually it was a matter of us figuring out alternative methods of dealing with the problem than just out that just it's such a it's such a bad way to deal with it. >> And Mr. Chair, let me emphasize that those corrective action plans are from back 2021, 2022,

103233, 2024. So they were way before a lot of us was even there. I think it's gotten better. I do want to give kudos to the administration. I think they understand what needs to happen and we we're going to be equipping equipping them more with the tools to use to address it, but it's going to be an ongoing challenge that we got to make sure we emphasize to think that you would suspend somebody without ever talking to the parent. It's like why on earth would you do that? >> That's one another. It's like, >> you know, you have to talk to the parent because the, you know, it's just you talk to the parent because the parent's part of it. So, all of this is so we just have to make sure people on board.

104Now, having said all of this, I'm going to take a little corrective action here. I really enjoyed the discussions on these agenda items tonight, but we have to have these materials before meetings. >> Yeah, please. I'm now going to take a little corrective action here. Committee meetings need materials in the portals before the meetings. Um, Mr. Benberg is taking pictures and sending them to the meeting members that are online so they can look at them. Um, and it really sort of crimps our style. They're buzzing us on their texts about it makes our life easier. I I know what you said. I heard you Dr. Avery about putting it together manually. Miss Hughes explained it to me when she handed them out. I believe it. I hear it. I I'm not. But I'm just saying

105this is two things now. Three to do it. You know, so in the future, I I I know we're getting jammed up with uh you know, Miss Gos having her medical uh surgery. So I I'm just going to ask because this has been a good discussion and I'm just going to throw that two bits in at the end that we want to just make sure that we try and get all our materials online so people who are online Mr. Woodson, Mr. Medina, and Mr. Sakalovic when he was here or Miss Mr. Mara Himenez when she was here can all see it as opposed to us having to send it to him as we get it handed out. It just makes our life easier. Um, so even if you're like Pope giving it to us, I

106know usually there's somebody here, not normally it's a Danielle who can like put it up there right away for them to see it at least. Um, it just makes our life easier. Um, so yes, sir. >> Going back um what I was I was saying and you said something very um true. They suspended the student don't like don't know the mom what happened what's going on and either they don't give a documents paper why the reason they don't get you know was suspended and you said going back to trying to figure out that problem that and letting know the staff we couldn't give a chance I would not give a chance because if I told my son don't do that and he really know and he keep doing it I'm not going to give a

107second chance because I already talked to you if I need splitting you not so you don't do it and you keep doing it. So it's for me is if your staff they know what they have to do to put up on the policy why you have to give it a chance. Why I'm saying this because then something happened you and your team had to stop whatever you're doing to fix that problem with the situation then you have when you have your agenda full you have a full job to do so. So you have think you have to push it back to fix that problem because your staff didn't follow the protocol policy. I'm sorry. We're here to educate our students and help each other, not babysitting no one. I have a suggestion >> um which

108is that having clearly established the policy which we talked about last spring that there has to be some understanding and I'm not quite sure how this works so I'm just throwing this out but um in the in the scheme of things you know there's um you know there's a one two three in discipline. There's progressive discipline. There's just cause. But at some point, if uh there are repeat offenders violating this rule within your administrators, um they may need to know that a suspension will be revoked if they don't follow procedure. >> And this discussion that's going to be had as well. um failure to follow procedure, >> we give it to you. >> Well, the suspension will be revoked >> and we can we can definitely do that. >> So that's that's we have the

109discretion to overturn. >> So >> we haven't done that, but I think that's that's a deeper discussion that needs to be right. >> That's fine. >> All right. And and it's like come on guys, we got the rules. When you suspend somebody, you have to send home paper with the student with the clones to know the why. Yeah. And if you fail to do that, then the suspension is is uh >> Yep. >> But because when the parents came back, we cannot we got to tell the parent you're right. >> And what we had to do that's >> supposed to call the parent for send kids going home. >> That's the point. They don't follow the law. >> They don't know. >> They don't follow the policy. So when the parents come angry, we have

110to say you're right. We'll we'll we'll make sure. >> Yeah. >> I I guess what I would say is that that I as chair of this committee would consider a policy to invoke something like that if we can't follow the existing policy on accountability. >> Right. And I say that as a former union president that we just need to all follow the rules. Um and so I think that you know there there may be circumstances under which it is not the employees fault but there are certainly 90% of the time the rules should be followed. Um so >> it's going to um apologize that um it's going to be like a parents come to us talk to us we don't like it we upset and then we come to you why the reason you're going

111to be oh my god why my staff is doing this so that's the go we can tell nothing to stop that's why we tell you so it's like a your agenda you f so many things you have to stop what you're doing to figure out and fix that problem so they don't make sense because they have to saying we all school you know we doing a lot of thing you know we try to do the best I can for the short time you here we try to do the best I can so for me it's not fair that staff is not part of open policy >> but having said that and let me be very clear I've been the president of the union there are times when a parent will come to us and they

112won't have the full picture >> so I know so we have to make sure that we are being fair and evenhanded both ways and that is you know you get a parent that comes to you and says blah blah blah blah blah and that's not the whole picture. >> Yeah. >> Um and so we have to make sure that we're being evenhanded and so it is his job to make sure or their job to make sure that they talk to the administrator and make sure they have both sides and then make a decision about who's been and also not be suspended for 10 days for something is not obvious suspended for 10 days. be sure it's something seriously >> terrible. >> I'm telling you, oh, I'm ready for the war because I know parents they

113come and Mr. Ben or Mr. Traver or whoever they suspend my kid because he said he don't want to go. We don't want to do it because he throw the patron because he throw the computer suspended for 10 days. That's not reason. So, has anybody following the news this week? Lancing the lancing machine uh um expelled as uh he was disarming a student and uh um he was expelled. he assigned another student and we took the gun apart um and he got expelled and they said they did a full investigation and the child was expelled. So look, it's not always clear and and I have don't know anything more than the headline in a quick article I read. that um these things are not always easy. And so we just have to make sure that

114we we we we try our best to be evenhanded and that's what we got to do. And we can't come in because one person comes to us and says they were wrong. Assume that that that's right. Whether it's a staff or a student or a parent, it is their job to make sure that we are being fair. And uh we have to all all of us who get approached by somebody make sure that we we try and be fair. Got it right. >> Okay. I got it right here. There's just it's sitting right here. Look at me in the eye. Okay. So, I have one other item on the agenda. Um and we are not going to get to it tonight. Um as I want to have a fuller discussion but let me just summarize

115and then I'm going to take a tape motion from the table. Uh but PJ is here and um Mr. Pastski I see you online. Uh the last item on the agenda was a discussion um on technology. Um the uh as I understand it um Mr. uh Sakalavik who has joined us again I think he's right there on the bottom right uh Mr. >> I got eyes Mr. I can see him look he's there Mr. Sakalik is back um but um he's not showing his face but his presence is known um and uh Mr. Sakalivit was made aware of a memo that was sent out about the possibility of us not having one-on-one uh laptops in the next year. Um I know that we have been made aware that our laptops are uh you know the

116state of our laptops are declining. Um so uh we had hoped to have a full discussion on that tonight. Uh Mr. Posalowski is here for that reason. Um and so I am going to ask Mr. Benahan to uh give me a motion to table this discussion till our next meeting um for a full discussion on where we're at on our laptops. Mr. Bosowski um because the memo that Mr. Kavik was made aware of said that we would have definitely one-on-one h high school laptops next year, but that may not be the case with uh kindergarten through 8ighth grade. Um, so, uh, can I have that motion to table >> till the next meeting? >> Uh, I'll second that motion. Um, and we will have that item on our agenda at the next meeting. All in

117favor of day one. >> Hi. Um and uh is there any other business that we need to deal with tonight? And I'll take a motion to adjourn. So >> seconded. All in favor? I >> I >> record show that we are adjourning at 7:13. >> Thank you very much. >> Mr. Oh, Mr. Woodson, I sorry I didn't see you were back. Thought you had left. >> All in favor? I Mr. Woodson, you're voting yes. Um I >> thank you very much. >> Good evening everyone.