Board of Education Meeting

001[Music] ready to become a Disney character at any moment we're good Wendy okay um good evening everybody since it's 7 o'clock I'll go ahead and call to order this regular meeting of the Brookfield Board of Education uh tonight is Wednesday March 6 uh March 6 yes my gosh time is flying and it is uh 7:01 so um please join me in standing for the Pledge of Allegiance I pledge allegiance to flag of the United States of America Republic for it stands one nation God indivisible liberty and justice for all okay so um for roll call we've got uh Ava Canton here we have halah harani Rob fetto Stephanie sakur Joy um Greenstein I'm Wendy Youngblood Rosa Fernandez and Sarah deine as well as the three members of our executive team welcome Casey Di Dr um

002John burill superintendent and Dr Anna man welcome everybody okay so let's go ahead and start with um public comment uh the Board of Ed welcomes public comment each speaker will have up to three minutes to provide input um at the end of the regular meeting time times allotted for comment on any item which is within the board's jurisdiction um but was not on the agenda so discussion of school Personnel individual students or of individual board members is prohibited and with that uh we'd like to uh welcome Mr Grimes to the podium please remember to state your name and address of course thank you good evening Board of Education members Matt Grimes 11 Orchard Street and as I've said every time I've addressed this board in the last 18 years recovering Board of Education member um

003couple of things I'd like to bring to the board's attention tonight and discuss uh first is uh legal bids uh just over two months ago rightly so the Board of Ed decided um to uh send the Legal Services out to RFP like our Board of Selectmen did and I think that uh I know that uh several in the public are interested in how this is going on and when this is going to be decided and I think that the Board of Ed needs to prioritize this now that the budget season um has moved on to the other boards next thing I want to uh address you is uh some constructive criticism uh the last meeting uh the last special meeting last week there were two areas that were not very desirable first was note passing

004by Board of Ed members one of the senior members was passing notes to another Board of Ed member during the meeting well when you do that that's subject to Freedom of Information Act whatever you passed in that note privately that you should have been saying in public is a public document and then anyone who destroys one of those notes is destroying a public document that's subject to foi not withstanding the legal issue it's unprofessional and Unbecoming to your fellow board members to be passing handwritten notes to other members during meetings that ties into another issue my second issue last Board of Ed meeting the special one was not run well at all I understand the sensitivity of the issue for some people on both sides of the issue that was discuss being discussed no barded

005is immune from sensitive issues they are one of the things that one of the many responsibilities that uh one signs up for when they choose to run and serve on the board of ed that said the interruptions out of the audience were very disruptive and out of control the chair did nothing meaningful to control them and the interactions between Board of bed members were less than civil and productive as well and the chair didn't readily control that either I respectfully suggest that the Board of Ed chair position is seldom if ever the place for a new board of ed member well I believe um current chair certainly makes a valuable popularly elected member uh of the board and is is advocating for children I don't think she's the right person to be the chairman of

006this board I strongly feel that the occupant of the chair should be a topic of your board of self-evaluation and I'll conclude by reiterating a couple of points I've heard made and made myself on previous occasions the selected board controls nearly two 2/3 of Brookfield taxpayers Money Two And every $3 that Brookfield taxpayers spend are entrusted here at this table it doesn't speak well to your priorities as a board that you spent more time in discussion on that book last week than you did on deliberating a $53 million budget that you basically rubber stamped and sent over to the first selectman now before the board of selectman was done over $300,000 of the 575,000 adjustment that he made has miraculously been found and absorbed enough with the feet dragging on the legal get those bids

007open interview the biders and make an informed decision as a board that's in the very best interest of the school district for the rest of this term thank you very much thank you for sharing your opinion Mr Grimes um I'm going to go ahead and say that we're we are already poised to take action on just about um all the points that you raised and so I uh hope that you and others who have similar comments we'll be pleased to know that the board is moving um in many of those directions so with that let's go to um item number five on the agenda that's for you Dr BR I believe yes so um thank you Dr Young I did want to take a moment to recognize the board it is board appreciation month today

008happens to actually be National Oreo cookie day too so I debated whether everybody's so healthy now I was going to bring Oreos for everyone but um thank you um for all you do on behalf of the children uh uh Brookfield uh this is um at as most of you know when you run for election of this board it is the most uh timeconsuming and demanding volunteer elected board in local communities at least here in Connecticut I can tell you that and um you jumped right into the arena and on the very first night exactly three months ago I presented a $53 million budget to you and you really wrestled with that for two full months um I think we have almost a 30 page question and answer document of uh I think all board members

009contributed questions to that and really dug in uh especially I thank the finance committee but there were some other board members who really asked some pointed questions really helped us vet the budget so thank you all for that and then of course uh as just mentioned in public comment um we've been dealing with uh the sensitive topic of uh of book challenges and things like that so you've had a lot on your plate in your first couple of months uh so I commend you for that I thank you for that and um let's have a great meeting tonight thank you okay so I what's turning into a highlight for everybody we're moving to uh the student report from Ava Canton hi I hope everyone's doing well tonight I have a bunch of Updates this week

010some events happening right now obviously it's a really busy time of the year for everyone and a lot of seniors have started to commit to college whether that's for athletics or just for academics um coming up we have the career fair on Tuesday March 26th and registration has started I'm going to talk more about that when I talk about the youth commission the BHS musical mam Mia is going to be taking place on March 14th through 17th and tickets are on sale for athletics I have a lot of updates and I met with Mr Baldwin to go over this yesterday at the boys basketball game all of the fall all state All State academic new all New England and All American athletes were recognized and they had their names put on the banners last night

011um the co-op ice hockey team with Brookfield bethl D and Immaculate the ice cats won their s swc Championship on February 29th and they just won their first round to States also on Monday they go to the second round tomorrow boys basketball won their states round yesterday and they're going on to the next round also tomorrow at vanel this past weekend she finished third place so second runner up at States and they're going to attend New England regionals for the first time ever in Brookfield High School history which is amazing on April 22nd is college signing day and we have a bunch of student athletes that are already committed to play their sport in College spring Sports just started up this month and the most current thing this past week is that the New England

012Association of schools and colleges the accredit accreditation committee um came to berkfield high school for an athletic evaluation just of the entire BHS Athletics program so part of part of that was that a student athlete focus group of 10 students including myself met with the officials from this board and we participated in this question and answer Forum type of meeting with them where they just learned all about the BHS athletics department from a students's perspective also this past week 70 of people attended the NCAA recruiting Workshop where they learned all about the college sports recruiting process from an official from Central Connecticut State University and they just learned all about how to commit to a sport if that's something they want to do last week Danny carosa and Olivia Walters competed in the New England

013regionals last last week for their Sports wrestling and track um currently the CIA is in discussion of allowing coaches to coach their teams also over the summer which that's something they currently can't do um so if that's approved then Mr baldom said that we should expect a busy summer here at Brookfield High School for all the athletes and finally there's currently a national official shortage um and so to show some apprec show some appreciation for our referees our officials Bal uh Mr Baldwin started printing out these thank you cards around 5 years ago um just with a bunch of pictures of BHS athletes as well as a nice message on the back I was supposed to bring the cards but I just realized that I forgot them and I'll bring them next time these really

014really nice cards um and over the summer Mr Baldwin was selected by the CIA for a summit in Indianapolis and at the summit he showed all of the other officials from schools all over the country these cards and kind of explained the import of showing appreciation for our officials um and the idea is caught on to a bunch of other schools over the country it's a great great way to show appreciation for the people that don't often get thanks but really do enable student athletes to pursue what they love and I'll have those cards next time they're really really nice um finally some of the clubs I'm in National Honor Society we've started our Mother's Day 5K planning with all of our different committees um that tutoring program still going on right now um currently

015the Jun candidates for NHS are in the process of applying and they'll be getting approved I think by next month finally youth commission we are deep into the planning of our career fair that's happening on March 26th like I said we have all of our presenters finalized and we've started with registration which we're doing in two waves we started with Juniors and seniors getting first priority because they're the first ones to be going into these careers so we wanted them to have the first choice because it is first come first serve and the sign up is is very a very very smooth process um where each ilt teacher signs up all of their kids to pick three presenters for each slot um also on the youth commission we've been working with Brookfield cares to discuss

016the public input and suggestions that they got from the community conversation that they held a little while ago um and this includes topics such as school safety what we can do to benefit youth in the town and overall Town development because at that conversation they re received a lot of input and suggestions so they wanted to just discuss that with students too to make sure that those align with this what the students think as well and that's it for tonight thank you all wonderful thanks very much oh Dr Young can I ask you a question please now this time of year we put all of our student Representatives on the spot do you have a sense of where you might be going to college or might you be sharing that with us soon yeah of

017course I have not committed yet but I think I'm leaning towards Clemson in South Carolina I already got accepted so the part over congratulations yeah I'm going to wait a little while but I think that's where I really want all right well we're going to keep tabs on you have to let us know when you commit yeah of course I will thanks AA and congratulations thank you have a a wonderful achievement okay with that um let's move to the next item on the agenda uh which is written correspondence okay the following people have sent emails to the Board of Education Irene Korea regarding District communication Deborah kakasi C case thank you uh for a foyer request and Kathleen bonello for uh regarding un the following people have sent emails in support of the book appeal

018asking that fun home be removed from the VHS Library since February 25th Melinda Lop Jennifer akerly Carolyn menini Beverly veronic the following people have sent emails against the book appeal and have asked that fun home remain in the BHS Library since February 21st Jessica hathorne Maryann gaffy Janice Beldon Jen leaden Alan walp Howard Lasser Joanne cafiero Raa Stefan Robin Montgomery Mike parin Lori Ambry Lynn parchinski the following people have sent emails to the board in regards to the special meeting that was on February 21st Joy Greenstein Debbie Brooks Jennifer Augusto Denise rice Aaron Scalera Trina cap own the Brookfield Children's Advocacy Council and Irene Korea great okay then um next item is you too we're going to um go to approval of board minutes I move that the board approve the minutes listed below as

019recommended the regular meeting on 22124 and the special meeting on 22724 do we have a second okay um so we have a motion before us that the board approved the minutes um from the regular and special meetings um all in favor hi hi any opposed okay so the um approval passes unanimously wonderful and with that let's move to um item number nine the superintendent's update Dr Brill all right thank you very much uh so not on the uh document that I shared I just there's two quick updates I'll give and then I'll get into the rest of the report um I did send the board an email today on the town's Economic Development um report and I think that's important as a reference point for all of us uh given the fact that um as

020I understand it 140 some OD uh units will be coming online within the next few months for occupancy and then in the next two years more um I haven't do Dove too deep into that but I was chatting with uh Greg dembowski earlier today at a Emergency Management response meeting that we were having with Town officials so thought that was important it just came out uh last month uh in addition to that I did want to let everybody know the RFP for Legal Services closes the middle of the next week I think it's March 13th so once we have uh all of the legal firms that have applied um I'll talk to Dr Youngblood about how the board wants to proceed uh certainly the board uh I think I've mentioned this to the board could

021um pursue this as a committee of the whole and have all the board members available in an evening where we interview uh potential firms or it could appoint a special committee uh to work uh you know with with myself and so forth and uh maybe Mr Roland as well cuz we're looking for special education services uh and sit through uh you know standardized interviews that we develop a protocol for so all of that is in the works and um our purchasing agent is uh managing all of the um rfps that come in uh getting to the document now just a really exciting celebration of of reading um and uh Candlewood Lake Elementary School read Across America a week essentially uh Dr man and I were um lucky enough to uh work with three of our

022fourth grade class classes on Friday to kind of kick things off and we had a blast reading all kinds of Dr Seuss material um and then this week at Candlewood Lake um all of the board itself was invited and uh as individuals to come in and read as well as all kinds of town officials and guests and parents and so forth to uh read to the kids throughout the week so we're excited about getting over there matter of fact is it tomorrow I you're going tomorrow I'm going Frid there you go all right so I'll be there tomorrow um uh school security just want to let everybody know that uh we do need to determine as a board uh we didn't determine when we first um uh got on the board about who is going

023to be on the security task force I think there was some conversation about uh certain folks who were interested um so that the board does need to make that determination of who's going to serve the meetings are typically um on a Thursday at 10: a.m. um and they're not held every month um there's usually more of a quarterly type meeting um there just isn't any more room on the dance card in the evening for meetings there just isn't any more time and all of our First Responders that we asked to join and our principles as well um it just was the best time we had given the busy schedules everybody has in the evening so just know that if you're interested um BHS Athletics program review you already heard a little bit from Ava um

024the visiting committee was here yesterday and today I do have to thank Stephanie and joy they were the board members who participated as being interviewed by the the team as board members so thank you both for that um making time in your schedules to do that during the daytime for us was greatly appreciated um the other part to that there was a self-study done last year and as part of the self-study and other work there was a a student athlete survey conducted we did uh Rec conduct that survey and had uh a more up-to-date this year survey uh conducted as well as with even more athletes participated so that was better more up-to-date information so we got that really important to thank Nas who really stepped in to support the CIA to really help us

025get this uh get this going this year CIA is has some limited capacity I think I mentioned that a couple of meetings ago so really appreciate that and of course Mr Baldwin and Mr Banda for really organizing things um the folks on those staff and then and then the kids and the parents that participated um along with the other staff that helped get things ready it just it's really takes a team effort you think a visiting team just comes in and there's a lot of scheduling a lot of logistics and I it's it's extra work for everyone so I have to thank them um I did want to ask Dr man just to jump in for a second because she was able to attend the early afternoon uh deep brief meeting as the site team

026finished uh up their visit sure so thank you um and we're excited for the formal report to be returned um they will have you know some processes that they'll go through they compile a bunch of notes kind of do a brain dump sort things out and then um the uh one of the members of the team actually George um who was the part of the observation team and I'll explain that in a minute I'm not sure that they explain that or not um he's going to go and kind of compile the whole report share it with the team and then then they will send it along to Mr Blanda um to share with the rest of us so Mr Blanda will be here um presenting to the board as soon as he has the you

027know the copy of the finalized report um and for those for um joy and Stephanie who went yesterday and for those of you who are um just curious this was a team of there was actually two teams there was a two teams of three one team kind of representing the actual so um two an athletic director from Connecticut a coach teer from Connecticut and then a principal from Massachusetts um was kind of the team coming in to do the review and then there were three additional people um uh George Edwards from the nas representing Nas he's the one of the executive directors of Nas New England Association of schools and colleges Bal Bal Bob Baldwin who is the um MIAA uh executive director which is the you know Massachusetts uh version of CAC and then

028Glenn larini Who was the Connecticut um inner Scholastic Association of um conference uh or Athletic Conference um they were here to observe kind of the process because this is um this as Dr bril has commented in the past uh this review process is something that c has done and has had on you know kind of as part of their uh function for about 15 years um actually two executive directors ago um but that executive director uh was also a member of the nas commission um of which I am apart now and have been since 2017 I think um and so he really liked that process and so we brought the concept to CIA and made it available as a you know kind of a volunteer um review and audit to go through for uh public

029high schools in Connecticut well since that time last year neas has been very interested in um offering this to as part of or as a you know kind of addendum to or compendium of the accreditation process so um the commission asked George actually asked for permission from the commission to kind of go and talk with c and see if there's ways to adopt the process um to extrapolate it to the New England uh States and so they were really here so I actually as a member of the commission for neas I served on a subcommittee to help kind of make it a little bit more ubiquitous and um you know to the whole New England uh area so it's a really exciting process uh and and opportunity for Brookfield because we are not only going

030to get a really good report back but we're also supporting you know kind of the future of Nas um I was actually at a commission meeting on Sunday and Monday this week and everybody's very excited to hear how it's going because they would love to figure out how this can become either um an additional part of the accreditation process the decennial process that happens every 10 years which is actually a little bit different now um or maybe an add-on for schools um you know depending on the capacity of the school they may or may not need um reflection but we talked a lot at the commission about how important um inter Scholastic Athletics and extracurriculars are to a comprehensive High School experience um it's a huge part of the educational experience kids learn so much

031more than just how to play their sport better as we all know so um it's something they're really excited about and we were really happy to be able to serve as kind of their you know Flagship pilot for them so um it was a good process and they were they were actually um very grateful that we were able to we started talking with George right before the um the winter holiday and we kind of brought all this together in a very short time and that was in large part to uh Mr Bland and Mr Baldwin's responsiveness getting them all the you know hotels and all that Logistics so thanks for your support in this and we're excited to share the results thank you for that thank you for my much appreciated and I I new

032news will will come down the road but I understand I missed the debrief meeting because I was scheduled with something else and apparently um he may have been volunteered for his own visit yeah there might there there might be be larger scale visits that Dr br will be a part of so we'll see how that works out so we're having some fun with that um excuse me before you move on can I ask a couple questions will this um will this yield um a neas like Report with recommendations and commendations yes um and they're exclusive to the high school they are yeah they only focused on the high school and it's not just to clarify this is not an accreditation right um so there's no there's accreditation on the line it's really just that kind

033of athletic review recommendations commendations um we'll get a full comprehensive report written report all typed up neat clean organized how and and the results of surveys and all that kind of stuff um what we won't have is they this is U they did this for us um and so you know this is a nonprofit organizations that are doing this so um they don't have anybody to come down and do a presentation okay so similar to a so we will work with Mr B to help him and support him and he can and uh we can put some slides together to kind of succinctly present what was in the report and then publish the report for everybody Mr Baldin as well will we be able to read the report absolutely this is a really big deal

034comprehensive it's it's exciting having done this as a high school principal you know go gone through this and invited CIA in for this it really and it really helped us frame just like the special education um program review you know when you have a third party come in and really look through the standards and so forth and then provide information recommendations commendations you know where you're doing well and you know where your future planning needs to go it helps you set goals and helps us prioritize those things we need to do that we may have to budget for so we could think through the longer term short and long-term plans we have and this also actually um offers the opportunity for it's not just New England Association of schools and colleges the national Federation has

035asked for feedback on this process and how it's going the former so Paul hoey was the executive director of cic who who kind of f founded this idea but Chris an neehoff who was the executive director for about eight years in between Paul hoey and Glenn larini really took it and kind of built it she um ended up leaving CIA to become the director of the national Federation for high school so she is the you know in Indiana the you know head honcho out there so she's very excited about working with Nas and CIA and consequently Brookfield to um kind of bring this to the National Federation so it's exciting Good Stuff Wendy do you feel like it's appropriate to share what we learned about athletic trainers in this process um can I I um

036actually I'm I'm unclear on whether that like can we can we um have a couple of uh board members share they want to comment on their visit today I just didn't know if you were like on a super questions were asked and things like that great pleas free to share that yeah it was just a point of interest that hadn't come up previously um one of the questions since Wendy couldn't be there was um that she put on my radar was asking about athletic trainers and sort of their importance their role you know how they see that Statewide being something that we need to adopt or um how how that will come to fruition because it has become a really key issue in schools um and they told us that legislation had just passed in

037the state of Connecticut that we weren't aware of where they are looking very closely across the state at not only the athletic trainers that are currently on staff but how it affects schools and athletic programs that do not have have athletic trainers available to them um that in a lot of cases they have to go out to contract to local therapy places starting between 90 and $100 an hour to have athletic trainers or um medical professionals on site for games just to meet requirements um and that's been very taxing and so they've gotten the state involved and the legislation is hopefully going to alleviate some of that the hope is in the future um what were some of the other things do you remember anything specific uh I think that they discussed like one of

038the main things that come out of the discussion was that it's not really sustainable to have a high functioning Athletic program and not have an athletic trainer um someone who knows the kids someone who has history with the kids someone who knows who to bring on locally when they can't be in you know multiple multiple places at one time and so that's kind of the growing Trend and um they had all spoken to their own personal experience having had an athletic trainer um brought on to their team and to their athletic department um and the value that that added and the safety feature uh sort of aspect of it um um did you have anything else yeah they were shocked to for us to not have any um litigation issues with um injuries and whatnot

039um they're like well I'm sure it'll happen at some point um they've seen it more they they're like we've seen this often yeah but the value of having a staff member like a teacher being also um a trainer and having being offered a stien so um yeah yeah having someone in house that's right work with all the and we have had if I if I may add we have had um and this is my ninth year here so I've got a got a a good lengthy history we've had um at various times an employee as a trainer as well as paying private services to have a trainer because we couldn't get an employee so um and looking at the budget so we've we've been very responsive as a district and the board has been very

040supportive of when we need to make one move or the other whatever works best for us given our context um but we've had the same trainer now for a couple of years and it's worked out really well I mean I've watched the trainer myself in action um I'm thinking of last year maybe it was two years ago now the time flies so much but you know one of our uh football players happened to literally I was down on the field and he happened to be in it just simple drill dislocated his kneecap and you know seeing the kneecap off to the side and and the the student in gruesome pain and um 911 was called and but that takes 10 to 15 minutes to get them down here to get our First Responders here the

041trainer was able to attend to that student you've got to have that medical professional here the other thing that came up with uh Anna myself and Casey when we were interviewed by the committee very similar they asked about a strength and conditioning coach that's something we um tried to budget for uh for all four seasons the three during the school year and the summer season Ava just talked about the new legislation allowing more Athletics in the summer um that can work with the weight room and and in other areas of strength and conditioning for kids to prevent injury in the first place so um there's a lot still to be done let's see what comes out in the uh the final report but thank you both for going appreciate yeah thank we appreciate it more

042oh sorry there's more so I I'll make this quick um School uh school security talked about that we talked about Athletics uh budget I just really this part of I know we'll talk about budget under old business but uh and the finance report but I just wanted to mention it's really important not only you know in terms of my comments at the beginning of my report in terms of uh how much time uh over the 8we period the board spent vetting the budget and really digging in and again if anybody wants to go online it's almost a 30 page question and answer document I mean that is demonstrative of the of that and that's one document that has to do with how much work we've done with the budget but in terms of um kind

043of uh formal and uh organic collaboration that goes on around the budget it's important for everybody to know that we continue that um we have a standing uh Casey and I have a standing weekly meeting with Mr Dunn and Miss Mar and our town controller um and and this is an annual it was with Mrs car last year Mr Dunn before that um where we're always uh collaborating on most mostly budget issues or facility issues it's kind of what the town shares you know those kind of issues but that's ramped up it's almost daily now um over the last few months that we're talking chatting Mara stops down Steve stops down we go down to see and there's a lot of uh good collaboration going on there um the board of finance and board of

044Selectmen have submitted a lot of questions through the finance committee that have been forwarded to us and we've responded to those um actually this week one of uh Mr Hoffman one of the new uh Board of Finance Representatives was interested in learning more about the budget asking some questions so Mara Mr hoffen Casey and myself we spent a couple hours together this week or earlier this week one morning so really working together there um I think uh what was it uh just the other night Wendy you were at the board of Selectmen meeting providing an update to the board of selectman regarding the January finances monthly we try to get um Rosa typically goes to the board of Finance meetings to do the monthly updates um and uh what was the other one I think

045tomorrow night Ros and Wendy will be at board Board of Finance talking more about the budget um and we've also um really worked uh hard with all of our new information and we I shared an email with you and we'll talk about that in a little while uh about how we're progressing to meet the $575,000 reduction so far a lot of new information on health insurance and things like that that have gone positively thus far so um that's it on budget for now and then the last thing uh bef has supported us with the France trip so Dr man can you add a little to that for us sure so bef had their um uh monthly meeting last night of which I wasn't able to attend but I was excited that uh our um director

046of World Language and multi- language learning Katherine abgo and our French Middle School teacher Keith Johnston had submitted uh to bef for a grant to help support the trip that is upcoming um that this board has so generously supported in terms of your um you know giving your permission for it last year um so part of their 10day tour is uh two days is One Night in Paris so they're and actually they were able to move some things around so they're going to be flying directly into Paris and that's going to be the start of their trip um and so part of that is an educational tour you know company taking them around to various places um which costs uh $52 $55 per person and they have um 52 students going in the chaperon so

047they asked bef to sponsor this portion of their trip and uh to the tune of $2,585 and bef has very generously supported that so we are really excited that um you know we continue to be able to partner with and our students are continue to be the beneficiaries of um the generous donations from the public and from Brookfield I think it's an awesome you know kind of community entity that uh Brookfield has um and when Once the students get back they will be putting together presentations 7th 8th and nth graders because these were the sixth seventh and eighth graders from last year who hosted um and so they'll be putting together uh presentations and hopefully we can have some come present to the board they were also be sharing um in their classes through social

048studies and French when they return so we're excited for that so thank you to the bef and for everyone who supports the bef I know that a lot of you do and hopefully the M uh hopefully the first of many trips for our students to get out there in the world Yep they're planning them they're already planning they're excited so that's it thank you all thank you Dr BR and thank you Dr man appreciate that um let's move now to uh item 10 on the agenda the subcommittee reports um let's kick off with uh Finance Roso what do you have for us uh so we last met on Tuesday the 21st um our regular meeting would have been the 13th um but that was canceled due to snow so we met on the 21st which

049is a week later to go over the January um financial report um so um we had uh one public comment um regarding um the budget freeze which hasn't been kind of talked about too openly so I'll touch on that um tonight um we went over check registers so we take a look at all checks over $1,000 written in that month um and the committee members asked a few clarifying questions and then we went over the January financial report where um it's it's a pretty familiar um report um it summarized an approximate $493,000 uh budget shortfall and in particular we have now moved into a more less than a frost but more of a freeze but um to sort of clarify what that means um you know to my knowledge nothing has been denied um in

050terms of purchases but it's sort of like a hey if you can hold off on purchasing it don't purchase it if that textbook can get one more year out of it let's do that so it's freezes in terms of that so we can take money from sort of Supply accounts for the most part um okay okay so yeah so that was it for the financial report um we also were given um for the first time um a a very long budget transfer list um we as a board typically see large transfers um if you know large sums need to be moved from you know one account to say the salary line to cover a new position or something that we've added mid budget year um but we took a look a look at all the

051budget transfers and Casey had this idea to to bring this forward to the finance subcommittee maybe once or twice a year just to kind of see the ins and outs of of every account and um and I thought that was pretty helpful so I think that's going to be a good tool for us to to look at just a couple times a year um and then miscellaneous discussion I um Casey you had mentioned this during our uh joint meeting with the board of selectman and board of Finance um talking about that teacher turnover term and we we have that as a line item in our budget but it's kind of um it's a little bit misleading because it's not ju the it's a it's not just related to teacher turnover right so we have a

052bunch of you know sort of um budgetary shortfalls um and savings right and we're talking about long-term Subs um in being sort of like a liability that we don't budget for at all and then we usually see some teacher turnover savings but we also see Savings in leaves and vacancies so it's kind of all muddled together even though we call it all teacher turnover savings so um we kind of toyed around with the idea of maybe making it or just calling it something different like maybe just salary savings because it really kind of relates to the savings that we would see from leaves and vacancies as well so um that's something that might come about maybe not for this budget um but for the next maybe budget cycle um and that was that was pretty

053much it so unless anybody has any questions Rose if I could I just want to make sure I clarify that the point you made about leaves and vacancies because when you when you say we we don't budget for that I don't want anybody who might be listening to think that we're derel in our duty um you really can't budget for that um one the board doesn't hold contingency anywhere that's not appropriate that's for the town to do and we work together with our friends on the board of Finance uh and and work those uh issues out um but with leaves and V acies we don't know who's going to be on a maternity leave we don't know who is going to have a very serious illness and need be out for a long time with

054lots of treatment what happens with these different leaves is for a time uh the staff members not just teachers right so all of our staff members and all six bargaining units and are unaffiliated um may use sick days but there may be a point where they need to actually take a formal leave where sick days are not applied well once they take that leave where sick days aren't applied that that's where we would start to save money because they're not being paid most of the time there is a sub brought in for somebody like that but many times there's not whether the sub is brought in or there's there's no one there to replace that person for a month or so whatever the case may be a sub is usually less expensive than the the

055actual employee so there's savings there if it's um uh an area where we aren't able to have someone replace that person for the the the leave that they're on then there's a real serious significant excuse me savings there so it but you just don't know that's the the that's why a budget all the time is an estimate of what you need for the year because you just don't know things come up and that's why it's so important for us to work with other Town officials as well as the Board of Ed and be so transparent about our budget and Report monthly on what's going on so everyone knows exactly what's happening so I just want to be really clear on that for every no thank you thank you and I think that's going to be

056another it's an important topic for us to continue at our fin finance committee meeting next week think as well y thank you um then let's move to uh a report on policy and Communications please okay so the uh policy and Communications subcommittee also met on Wednesday February 21st and we had uh been discussing the school uh the I'm sorry the um student survey policy which has been ongoing since the last board um um and we had been discussing some of the language uh maybe making some modifications and we uh are now in a position to um bring this to the board on our next meeting so March 20th for the first read for the full board so that's where we are there we also had a couple of other policies uh that we wanted to

057take a look at one of them was a school library media policy 6563 specifically with the selection criteria and the um the weeding out of material in the collection and we had a you know a discussion about that we were looking at possibly changing some of the language uh we looked at the New Town School District's paragraph which I think had also been um looked at previously by the former board and we decided to um come back to the next meeting with some suggestions on that language the policy number 514 5.5 which is a sexual harassment policy we tabled because we ran out of time so that is another um that's another policy that's coming up for discussion next time around and that's it holl can ask a clarifying question um do you think it

058would be beneficial for um all board members to review um 6162 51 about the survey of students before we meet next time sure that would be helpful okay so uh please put that into your calendar to uh yeah to to read um before our next meeting thank you so you're all set then all set thank you very much okay let's move then to um let's move then to the consent agenda Stephanie take it away I move that the board approve the items listed below on the consent agenda as recommended new hires resignations and financials from January 2024 do we have a second on this thank you very much Sarah um all in favor of approving the consent agenda I hi any opposed I just a quick question um for the OT position is that we're

059still in um you know doing our mandated IEP we're not out of compliance with anything by not there hasn't been a concern presented from Mr Roland on that at all okay is that something that we're looking to fill oh yeah as soon as possible absolutely all these positions are posted okay yeah she does she doesn't actually leave until a couple weeks and so we posted yesterday I think okay okay um I think I jumped the gun then um I did I called the vote before um you were able to ask your question so can we just do the vote again please thank you is there are there any other questions all right all in favor of approving the consent agenda say I I I any opposed okay so the consent agenda is approved awesome um

060let's move now to item 12 new business um we're going to receive an update on instructional coaches from um Dr man and from um director of instruction Deb Fus on The Daily roles and responsibilities of instructional coaches I believe this is part two in the series continuing roll roll out right our series Wendy if I may before they start I just want to provide a a little bit of Conta context we spend a lot of time appropriately on the budget on facilities on finances on um uh policy um we just talked about all of that tonight Athletics uh but at the the end of the day all of that is in service to Student Learning that's why we are here that is the backbone of why you have school in the first place is the

061sole reason for our purpose is the students in their learning and what I'm excited about with this presentation tonight I think they've done a heck of a job and the instructional coaches were a part of developing some of this with with Deb and Anna is I hope beyond the details of information you pull out and although this is this is still high level for you know everything that goes on on a daily basis that you see the alignment and the coherence of the board approved strategic plan from one literally one year ago I think you know this month um and all of the work for the last year that's gone into this and then that will continue to go into this so I'll leave it there but thank you for your thank you in advance

062for your attention please okay so similar to Ava no it's on okay thanks um I also didn't neglected to print out copies for all of you so I'm going to invite you all to actually move to a better position so that you can actually see the presentation you don't have to move if you can see it that's great and we will be providing you um a copy of this we'll uh PDF it in email um and then uh and we'll also be posting it online for everyone to see so we were here when January I think with our you know the introduction of our series and our first episode that was focused really you know on the concept of the uh you know the Continuum of curriculum instruction and assessment um and so we really

063dug into the concept of curriculum and the review process and what is what does curriculum do for uh for a school district um and that was what the first episode was about the second episode is really focused around um sure thanks the instructional core um so this is episode number two highly anticipated um so as you saw you know this is just a review of the purpose of the series series um the first part was concretizing the curriculum process tonight we're really excited to share with you um kind of the conect Highlight the connection of the Continuum um between curriculum and instruction and assessment but really bringing out that instructional core we spoke I spoke uh at the last Cape meeting about the kind of GES gave an update on the instructional core um and

064this was actually a phrase that uh uh Mr Roney from the board of Finance had asked about you know the instructional Corey asked to get information on the on the whole instruction core from you know class I don't not so much classroom teachers but from instructional coaches all the way up through um Administration and so I really liked that kind of you know kind of visual of this is the core of everything we do so tonight we're going to be talking with you sharing with you you know kind of what is the instructional core and how does it relate to the Continuum of curriculum instruction and assessment where do the instructional coaches fit into the instructional core along with uh the administrative UH responsibilities and then the roles and responsibilities of all of those members

065and then we'll get into what the last episode for the spring will be in terms of the evaluation piece a sneak preview thanks yeah little sneak preview and obviously this has helped everybody including the public um understand the intended outcomes of our critical work so the first is who is the instructional Corp so this is the who of the instructional Corp so first our instructional coaching team there are seven members of our instructional coaching team and um they are all veteran in uh teachers um most of whom have done had served for a long time in the in Brookfield Public Schools so our K5 Ela and some of these were adjustments this this year because of the uh clees um you know the um right sizing the school the school district so Julie vaugh is

066the K5 Ela uh instructional coach Jim Jim Fitzpatrick K5 math uh Jen shoot is K8 social studies so this is her first year serving as an instructional coach she had been a seventh grade social social studies teacher um but she's now in that role of K8 social studies instructional coach Rachel Cohen um is the K8 science uh instructional coach Aggie Burns is 68 Ela she had been 5'8 but when we right-sized the middle school they went to 68 Mark JW is 68 math and then Jackie Whiting is our K12 technology integration coach um so she serves all the whole District uh uh many of these and I'll talk about this at a later slide many of these uh people served in roles of content leaders prior to being instructional coaches um and so we'll talk

067about kind of how we're getting you know a little bit we expanded the role and getting a little more bang for our buck but the instructional core is not just the instructional coaches um it really you know it kind of spans the whole gamut uh so the district administrators and building administrators who are part of that direct instructional core are Miss Debbie FAS our director of instruction um and then at the high school level 9912 humanities Dr Spencer Dr Liz Spencer 912 stem is uh Mr Andrew Hill and then Katherine orgo who I mentioned earlier is K12 so she is a district level uh administrator for World Language and multilanguage Learners and then as we also spoke about earlier uh Mr Steve Baldwin is not only our athletic director overseeing middle school and high school

068sports he also oversees the um curriculum instruction assessment K12 for physical education and health um and so that's our kind of our core team we also don't want to leave out all of the people who do um you know are working with students directly every day and are the beneficiaries of this instructional core team so our classroom teachers our interventionists our par Educators school and District administrators all of whom I feel like we kind of like rotate around this instructional core team so this should look familiar Debbie's going to review it again yes so first of all thank you for the opportunity to present episode two of our three-part miniseries um this slide should look familiar um it really we spoke to this last time when we introduced the concept of you know the curriculum

069instruction and assessment and the Precision of alignment with relations in relation to curriculum instruction and assessment so um as mentioned last time we start with the standards they're kind of like the building codes to use the analogy of let's say construction right um standards are really the foundational building blocks they represent really the minimum foundational um building block basically of uh of what we are required to include in our curriculum right so the we bundle those required standards or put them you know group them together in a way that's meaningful developmentally appropriate and we span it across we Pace it across the context of the 10-month school year we then use those standards to build out grade level Maps which is to build the curriculum which goes above and beyond standards um which represents kind

070of like the blueprints if you will with um in that analogy of construction and the curriculum map basically has the standards that are unpacked or basically um you know um you take apart if you will the content and the skills from the language of the standards right so what do students have to know and what do students have to be able to do in relation to the required um foundational building blocks of the standards and from that we then um identify resources and the pacing is outlined within the curriculum apps and as I mentioned last time that's when you have the big Ideas which are the the teacher facing why why and you know why are we teaching this why do students have to learn this and then the student facing essential questions why am

071I as a learner learning this and again the content and the skills and then um we get to the instructional piece but before we do that I'll talk about assessment which is then kind of like the building inspection right um where it's like okay how are you doing relative to the building codes and the standards and also in terms of the content and the skills so that's where you're able to measure evidence of success relative to the standards and the curriculum and as we mentioned last time that Precision of alignment is through the way that we do the development the curriculum development process is through alpha numeric coding to be able to precisely align the standards to the assessments and then to the instruction so the constru the instruction is basically the construction right you're

072constructing learning so you're taking the standards in the curriculum the assessment and now it's the how how are students going to learn this and that's really through um uh uh instruction so the other part of the curriculum is taking the instructional components which is basically built from the standards we call them learning targets so what is it that students have to be able to know and be able to do and that's in the form of learning targets and activities and those are also alphabetically um we use the alphab numeric coding to be able to align precisely from the skills that are derived from the language of the standards to the assessments and to the learning targets activities and resources so there's that real Precision of alignment directly related from curriculum standards curriculum assessment and instruction

073so that's little arrow is that's what we're here to talk to you about today so with that um we know who are part of the instructional core um and we refer to the folks in the instructional Corp as the leaders of of the Learners right so this is just a a a list some bullet points of some of the responsibilities and duties of the folks myself included um in the instructional core so uh as instructional uh leaders of Learners we certainly support the learning of all students um through effective instructional um approaches we work in collaboration with individual teachers or teams of teachers to address an area of identified need to improve student learning outcomes and we do this again in collaboration with teachers who are obviously also an essential part of the instructional core

074uh we work on implementing processes and procedures for assessments um Universal screeners diagnostic assessments summi of Assessments formative assessments all of these are different types of Assessments that are used for different purposes in order to inform instruction some of these assessments are assessments of learning and some of them are assessments for learning um we collect share and analyze data with teachers attend pre uh professional learning um training uh research in O often outside of school hours to really help lead professional learning in the district with teachers and educational leaders um so while teachers are in the classroom delivering instructional core um you know uh instructional leaders are also looking to gain uh and develop their own knowledge space and um professional learning in order to them be able to TurnKey that with um other members

075of the instructional Corp our teachers um and other folks um review CC and also actually create curriculum documents and align those with instructional approaches and research curricular tools to align with the curriculum instruction and assessment practices um in the district so these are just a few of the responsibilities um and duties of folks that are leaders of Learners in the instructional core and I just want to clarify here that the concept of Learners um is everywhere from our students to our teachers to our administrators right all the way up um through the entire organization um because we are a learning organization and that's one of the things that we're interested in showing you the alignment to um the Strategic plan um but you know that the idea that the um instructional coaches and the administrators

076in charge of curriculum instruction and assessment have the opportunity to help uh kind of bring together help coales all of the concept of the conri curriculum instruction and assessment Continuum um and they do that through embedded ongoing professional learning right and we thought instead of talking about let's say a day in the life of you know an instructional coach or an instructional leader um because no day is necessarily the same and it's so the responsibilities and the duties can change but they really do Encompass many of these um you know responsibilities and duties um certainly on a daily basis so um we have some professional anchor texts and some tools to talk about out today um while these are four anchor texts um here that we're sharing with you there were certainly more than four

077texts that the coaches and myself and folks in the instructional core have um you know engaged with but these are four I guess key or anchor texts that we've actually are using um have used and are continuing to use um with our instructional um model Co instructional coaching model so um we have the impact cycle which is a book by Jim kn and that actually really helped us when we first U brought on the instructional coaches to develop really what would an instructional coaching model or cycle um look like and I'll talk a little bit about that um as I share some of these tools and the next slide with you um you can see the instructional Playbook and I'll talk a little bit about that and give you an example of such a tool

078and then the other two books leading student- centered coaching and student centered coaching the moves are two books that we're doing a book study with um our facilitators from Ed Advance as um I think we have what 10 sessions um for the year about once a month uh that we get together um and engage in this professional learning so as you can see there there's a lot of structure and systems in place to support the instructional coach coaches um it's not just kind of you know Fly by Night and yeah go into some classrooms and do some coaching there really is um a lot of structure a lot of thought and it's really a whole a model approach that we're working with probably have to click here oh thank you um and I want to

079just give a nod to a couple years ago um to Dr Ruby and uh Mrs FAS um and to the board for the foresight of looking at the um opportunity to use the the actually to leverage um you know covid and the impact of covid through the arser grants as well as looking at the cons the current model which was to have content leaders um and kind of M morph those into the role of the instructional coaches which as I see it as really an extension of um a lot of the work that is done um you know to support the specific instruction in the classroom but it kind of is that be created a Lynch pin it created a bridge from classroom teaching and the administration um to really hone in and focus in

080on uh the concept of you know enhancing instruction for and so it can enhance the experience of all students so um after the board approved the concept of these seven instructional coaches in the 20 the spring of 2021 the um first year of the instructional coaching model was 2122 and um that was when Mrs ferious and Dr Ruby first you know kind of led a book study around Jim Knight's work um with the instructional coaching team some there have been some changes in the actual Personnel on that team um but over the last couple years we have continued that work last year we all were kind of just figuring everything out so we didn't have a formal uh professional learning cycle with them but this year we wanted to bring it back and really hone

081in on the concept of student- centered coaching and learning targets and really helping um you know focus in on the experience of the student which aligns directly for to our strategic plan which we'll show in a little while um and also just help structure uh you know the concept for everybody and again as I've mentioned before and I'm you know preluding to our last episode um it's fortuitous because of what is coming down the pike with that embedded ongoing learning for teachers as they set their own professional learning plans and their goals going into next year so we're probably out yes okay so I'm going to show you this results-based coaching tool so you can really see how it's a very um thoughtful and structured process so with this and again we'll share all of

082this so you folks have it yeah so this is a sample of what the results-based coaching tool looks like and our coaches are currently using the this tool and it really reflects like in the you know in those shaded in um boxes um part of really the coaching cycle so you'll see that it begins with a standards-based goal and this is where the coach with the teacher in Partnership um establish a goal for student learning so it's student centered and it's based on a learning Target and learning targets are built into our curriculum as I shared before when we talked about instruction all of our learning targets are directly aligned through our alpha numeric coding to the standards and which are derived from oh excuse me to the skills which are derived from the standards

083so you can still see that connection to standards curriculum instruction and and how the coaching tool itself is really connected to the student learning um and the curriculum obviously um as well so in that you the teacher and the uh coach partner they um focus on a student learning Target and targets often times and it's um based on a stent learn student centered goal and you can see what what we are the students now so there's Baseline data that's considered um so they use formative assessment which is an assessment type that's really for learning um it's kind of like a pre-assessment if you will um prior to going into a unit most of the coaching Cycles are around you know six to eight weeks give or take and that usually aligns with the length of

084a um of a unit a grade level unit um so you can see the Baseline data is um is taken um and then the what instructional practices will help students reach the goal so that's the part now where the coach and the teacher are identifying an effective instructional practice or instructional strategy a high impact High effect size instructional strategy to be able to um use to be able to impact students in a positive way so this is really kind of like the learn aspect so with a coach is really helping the teacher to learn a highly effective instructional strategy and I'll show you with the instructional Playbook how that also informs the coaching tool Etc did you have a question now H just a quick question my thing keeps going on um are these uh

085voluntary or is this across the board it's voluntary it is voluntary um and it really also happens organically through our professional Learning Community meetings our plc's um because the coaches um are at at Candlewood Lake Elementary School are running um or facilitating I should say professional Learning Community meetings with teacher um it's not whole grade levels but part you know communities part of um grade levels and where they uh will be looking at a unit of instruction let's say it's a you know a reading unit of instruction um where teachers are then going to be um as a as a teaching team using this form well the coaches using this form as they're guiding and facilitating um teacher um teacher meetings uh whether it's individual teachers or whether it's groups of teachers so a lot

086of times it comes organically where during a PLC meeting um you could be reviewing you know for of assessment data for example the other day we were looking at iabs which are interim assessment blocks from uh from the state from the the espa assessment and smarter balanced and looking at that data then uh teachers just organically will say hey can you help me you know with X Y and Z and looking at the data and then that starts to form a relationship between teacher and Coach so long-winded way to answer your question is it is voluntary uh no teacher is forced into a coaching partnership a coaching situation um but we do there's coaching that's happening also in a less formal way through the professional learning uh you know facil the plc's facilitations um of

087the instructional coaches and myself I'm at those meetings as well so if I could just also add um so right now yeah and this is the you know kind of second and a half third year of professional um of instructional coaches um and this is just I don't want to get too far into the weeds of going through every single piece of this because you know again we were going to be sharing this with you and you can kind of get a sense of this essentially is making the coaching visible right it's a kind of like an opportunity for the teacher and the coach or the teachers and the coach because coaching can happen with groups of teachers as well as uh Debbie was mentioning um this uh format just really kind of helps outline

088and concretize for the whole group to decide what are what's almost like a you know kind of like what are we agreeing to on this and um where are the spec how are we always looking back to the students as far as it being voluntary um as Debbie said that it is the formal coaching Cycles are however we are at the point where we're building capacity with our te with our within our schools particularly K8 um so that as we go into next year this will be built can be built in as an opportunity for a way for a teacher to achieve a goal right so it might be that a teacher is saying I really need to learn I want based on my experience I want to learn about how to be better at

089responding to the needs of my students more immediately so I'm going to use I want to understand formative assessments the use of formative assessments as an instructional tool I'm going to as part of my goal bless you um enter into a coaching cycle with one of the coaches specifically on math and um work on this as you know as as my own learning so while it is voluntary now I anticipate it becoming um an opportunity for teachers to really demonstrate use of or uh you know actualizing of their goals in the future as we change on the previous slide um it was identifying areas of weakness through analysis of data so I would imagine that that that's probably triggered by uh um by assessments of some sort um you know maybe yeah right so that

090would be something that would be more across the board than individual teachers so in that is there any kind of a structure or a uh format through which that data is um or those areas of weakness that have been identified are then um talked about with teachers and then and how do you address them like across the board right so that's why um that's where the PLC piece we're kind of like walking backwards here but that's um the instruct that instructional coaching tool is one part of an instructional coach's kind of position right um they do a lot of working directly with students and directly in classrooms in terms of looking at you know administering data especially or administering assessments especially if um a teacher needs to have a particular assessment done kind of more

091individually um but then also taking helping uh kind of harvest that data and looking at it um systematically and then making helping make it uh meaningful for teachers so not only looking at it from the bird's eye view but also then having you know a particular uh classroom teacher dig into that classroom's data and then come up with ideas based around that information which also might be in relation to the whole cohort of this of the grade for example um or compared to previous years or that kind of thing so I hope that answers yeah okay so and again we're going to share these Resources with you so you'll be able to take a look at them and one of the other things that just to share on the um the last thing on the

092um the coaching tool the results based coaching tool one of the things is because I know that um one of the questions we were asked is how do you measure the impact of the coaching so this tool really does reflect all of the um the components that are in the the coaching cycle in addition you can see that teacher learning student learning right as a result of the coaching what instructional practices are being used on a consistent basis so as I said in Tern of on the in the learn part of the three parts of the coaching cycle so to speak there identify learn and improve so all of those pieces are in this tool and the teacher learning and the student learning um is really part of that improved part it's like okay so

093what did what did the teacher learn and how did that change you know their practice so if in in the example of a formative assessment um if that was a goal um or if that was an instructional practice excuse me relative to the goal so for example if the learning Target was something like um students will ask and answer questions about key details in a text right and I think that's like a first grade um standard um the teacher may elect to learn about formative assessment how can I use formative assessment to inform my teaching and to inform students on their um evidence of success or lack thereof yet relative to that learning Target then the teacher and the coach engage in that learning and um practices then changed right and then in the end

094there the student learning now again you're using an assessment to be able to see how did the students do relative to um you know their their learning right so you did the pre-assessment Baseline data at the end you're getting student data on you know on the learning um and then you followup plan for the students who didn't yet meet reach the goals so and this um this tool is a tool that our coaches have been um exposed to and been learning about this year and so it's something that is not necessarily you know embedded into their everyday work right now but it is something that uh we have asked them to work with uh this this spring um however another thing that they're working on um oh boy y well this is the instructional Playbook

095sample um this is not an example of one that our coaches have um started this is actually from the book a sample from the book the coaches are actually working together right now to create um the uh Playbook and just like in coaching right if you're a basketball coach or whatever it is whatever the sport is um coaches have playbooks right and the purpose for that is so that there are um plays that are highly impactful and successful in helping the players who are ex you know experts in what they're doing but have to learn how to you know certain plays that are going to help them to win the game right so that when the coach calls out you con everybody knows what that play is they know where they're supposed to be what

096the play looks like who's getting the ball who's shooting right so the same thing with our instructional Playbook is what high impact instructional strategies do we want in our playbook for our Educators our teachers the people that are in the instructional core to know so that when we talk about formative assessment there's calibration on that language of what is formative assessment what's the purpose what does it look like how is it used so then formative assessment becomes part of our district you know Playbook and this calibration of language of what that's going to look like so this is a sample part The Playbook actually has the um on each one of the strategies there's like a one pager this is kind of like the one pager and the components of it um you can see

097there like for example I won't get into into details on this but the hatti check like what's the research you know why is this a high impact strategy um and then as you scroll down you can see um you know how is it used by teachers how was it used by students and then the other part of it is a checklist so the checklist is kind of like a look for so that um and it's this part here is create Co I don't want to say created but it's revised if you will with the teacher um and the coach so when the teacher and the coach are working together to learn about the instructional strategy and this example would be formative assessment they look at this checklist and you know does this meet with you

098know what you're thinking about or what it what it looks like so there could be some you know revisions done to the checklist that are individualized for the students and for the teacher but what the instructional strategy is the instructional approach that's not revised because that's you know that's the Playbook right and therefore you then have a short experiences across the district as to what does this practice look like what does formative assessment look like how is it used and what is its purpose you can have like effective questioning um you know feedback other instructional practices um as well so while there is a published instructional Playbook we are also asking our instructional coaching team to come up with the a Brookfield Playbook and so that it can become a more shared um not only

099uh you know shared universal language but also the opportunity for teachers will know okay like eventually the goal would be that teachers are going to say hey Julie vau can you come in and help me with and you know formative assessments or small grouping based on you know the my middle of the Year data because I know that there's something there I just don't quite have I can't quite see it so the idea is to again build that capacity over time but not just take something that is already created and adapt it or adopt it it's to actually kind of create our own resource modeled after those resources and one of the benefits of also doing that is because it really deepens the learning for the instructional coaches as well because as they're creating it

100and getting you know collaborating and having that conversation it really deepens their understanding of the instructional practices as well and again that calibration of language so these are just um some we mentioned some of these some of the components of what student- centered instructional coaching looks like I don't have to read through all of this but as you can see right it's setting goals that a student centered it's got the identify the learn and the improve as part of the cycle and really as you can see here um the using student evidence again to c-plan instruction that's part of the learning phase um and measuring the impact of coaching on student and teacher learning and the seventh um number there is obviously it's it's imperative to partner with the school instructional leaders who really have

101to communicate and sustain the vision of instructional coaches um and really support that as well and this really um just continues on what the impact of coaching um has on student learning um and as you can see really here it it talks mostly I mean I'm not going to read them all but um coaches are really the critical drivers in improving student outcomes through building capacity and building capacity is kind of a little bit of an edge of jargon term but B really what building capacity means is to really deepen the understanding the knowledge and the skills of curriculum instruction basically teaching and learning so that um you know teachers can have the most effective curriculum as well as effective um teaching so that we can really um make sure that our student learning um

102is at the highest level as possible and I think what's important to kind of highlight from this slide is that this is not any one particular demographic of teacher it's not new teachers it's not you know very veteran teachers it's any teacher um can benefit from from this because it's not only the the you know our constant learning but it's also you adjust and grow based on your cohort of students that you have that year or based on your team you know if you move from fourth grade to fifth grade you have a whole different relationship with that team of teachers with whom you are working and so um it's really like uh Debbie had said before that partnership among all of the um Educators that are a part of the instructional core to to

103create that strong sense of capacity so that we know we can take a teacher can go to any level can kind of you know not necessarily to any um content area because of certifications but can be put in a situation where that teacher is going to be strong and also the kids are going to have that assured experience of um the high leverage instruction and just lastly on this slide I think it's really important to point out and we'll talk a little bit about it on the I don't know if it's the next slide or the next one but in one of these upcoming slides really on how the coaches again as those critical drivers really support the school Improvement efforts so that that deep levels of implementation can occur they really take the research

104and the best practice and help the implementation in the classroom so that it's sustainable and there's really deep levels versus a oneandone kind of PD where then um you know the teacher doesn't have that you know sustainable um support but coaches are really that um the sustainable support so that the implementation can actually be um deep so um last year I uh kind of gave an update in January of the instructional coaching model so some of these that's yeah sure that'd be great some of these are um you know this this is a reflection back to that um but the principles of instructional coaching in Brookfield specific are um you know yours going have to go through because she the idea yeah that uh oh oops sorry got a little happy um it's really that

105partnership focused on uh student learning that can continuous embedded professional growth and again that's going to be very important as we move forward to next year um in our new guidelines for Teacher um support and growth and that um creating that real ecosystem of professional learning you know that it's not just as Debbie said those you know that one day of PD in the very beginning of the school year and good luck for the rest of the year it is um that ongoing embedded uh ecosystem but also that continuous connection of the curriculum instruction and assessment um model um and so the idea that it does it has that it also um allows for a POS a positionality of curriculum being important on a regular basis um we all know as many of you are

106Educators that things get really hectic in a school and throughout the year and it's hard to kind of refocus and reframe everything that you're going you know you're focusing on with your instruction being informed by your curriculum and really using that assessment to inform that continuous instruction all right so um another kind of this is just a brief history of uh you know kind of hearkening back to last year and also thinking back to that that slide where I mentioned these veteran uh Educators so um out of the you know with still focusing on the instructional coaches as part of the core um the seven instructional coaches um are uh you know in those various areas um they are Ela and math positions no worries um that were already in the operating budget prior to

1072021 um and so they were just reappropriated from those content areas to uh instructional coaches which actually in fact kind of broadened the impact um of the content and curriculum area folks um the three positions that were brought in at that point were funded through resser but um you know with the board's uh feedback and um with uh um the you know central office focus of making sure it was built in over time there was a phase in that was planned for so that those three there was no budget Cliff which is I have to say pretty masterful given what we're seeing around the state at this point um it's really focused on those highly impactful instructional approaches and the authentic assessment strategies we talk a lot about tier one instruction um so just the

108idea that every student benefits from this right this is not a specialized thing this is not a pull out it's not an intervention it is something that happens across the the Continuum of the classroom um and really kind of creates that embedded PD it focuses um not not only on the curriculum and the instruction but that data piece or that assessment piece to use student data um as a way to really leverage um getting into instructional uh reflection and then um again that like thinking back to that tier one entire class so that all students benefit um from these this you know expertise all right so again you know I like to love to align back to that one pager you're going to see this for a while um but thinking about what we really

109wanted to do is just just kind of highlight how impactful the instructional core and um the work of the instructional coaches and the uh District administrators and and building administrators is with um realizing our goal of the fiveyear Strategic plan um you know so again you can kind of look through all of this but it's important to note that every single goal of each one of the four goals there is something that the instructional Corp if not a lot of things um really has a a hand in um in order to realize and so just as a reminder those Brook field SE seas and the Strategic actions those are our larger overarching five-year um focus the bottom um part is the actual is this year right so explicitly in the port of ports of The

110Graduate explicitly integrated into curriculum at all grade levels well once we finalize that Port of the graduate which is also forthcoming that's going to be um the instructional coaches and the uh department leaders and content leaders um from the administration are going to be integral to making that come alive um we're going to have to set learning targets next year with the portrait of The Graduate that's going to be really important in terms of linking the in the curriculum instruction and the assessment um and we can go through a lot of other things but um one thing that Debbie mentioned earlier is that assured experience so right down here you know you you see this that is a written in um to our strategic plan for this year and going forward creating those assured experiences

111it doesn't mean that everything is lock step it means there are certain aspects whether it is regular use of formative assessments or you know really reflecting on using small group instruction based on middle or or beginning of the year data um those kinds of short assured instructional practices will then create assured experiences for our students so that we know that our students are me are meeting with those standards in the curriculum um at each of the grade levels um we talked about that that third uh area of of Technology um integration that is uh super important with our technology integration coach um she is really focusing a lot this year on embedding professional learning um with the use of Technology at the high school at the middle school and um at the at for the

112fifth grade teachers in particular at the elementary school and then also that concept of you know is this a good investment and is this good bang for our buck um and we believe that it is so that kind of brings us toward the end of our instructional core presentation but we didn't want to let you go without uh you know giving a little more of a review um with kind of what's coming up next I'm hoping for May it might be June based on how our professional development and evaluation committee um is able to how quickly they're able to work but um we are really going to be kind of finalizing and summing this whole presentation series up with the uh ultimate presentation we'll talk a little bit about assessment and how that relates back

113to uh the instructional core and the Continuum but then really use it as an opportunity to present to you um the tenets of our new teacher value valuation system um for lack of a better word um that is really all about support and growth and it's not just for teachers but for educational leaders as well so that's what's coming up next and we are happy to take questions and again we will share this with you so that you're all right well we may we may have some things that we want to go back to I just have a couple I think they're all related I'm not sure first question I know that at whiskin there's a math teacher who's out a um from what I understand there's a math teacher math teacher who's out fifth

114grade uh well whis has Lake yes L I forgot my schools again um was is that a PO to in looking for a long-term sub is taking one of the coaches a possibility for some for something so significant like covering content when we don't necessarily have a teacher or a sub who can do that yeah go ahead so I can speak that a little bit um Jim Fitzpatrick our amazing uh math instructional coach has been supporting um the person who is um subbing in that um in that role um so the coach is involved in supporting the the teacher um but he is not teaching all of the classes he's done some modeling and some teaching um and some co- teaching so he's working closely with the teacher but he's not subbing in right so

115just to kind of answer that kind of more generally um it we would not take a teacher out of one position necessarily like an instructional coaching position and put them in as a long-term sub um because that based on our model but also kind of based on our our general approach to filling long-term sub positions we probably wouldn't reappropriate that way necessarily um and we have been able to find a long-term sub for that position um and so that that's not happening explicitly but as Debbie said he's doing a lot of he's doing a lot of support and some coaching and certainly if he were to be in that position we would be taking him from you know all of the other classrooms that he is supporting um with you know the illustrative math um

116adoption that we have this year um as well so he's he's very busy and in high demand but um please know that he is supporting um that teacher who's doing very well by the way and I think the other piece um Sarah to answer that question is that at the elementary school when at any school when we get a long-term sub we're always looking for someone certified in that particular area at elementary school it's a general Elementary certification it's not a math certification so that's something just as a for those who might be watching at home than I know you know that and then in terms of um do are teachers able to give the coaches feedback yes in any like especially teachers who maybe you know three four years ago who before the instructional

117coaches to kind of see the value added is that something that well as far as um kind of like a General survey and like we we don't do we don't survey um teachers for other teachers um that's not part of our uh our like an evaluative piece but as far as giving feedback of how effective was this coaching cycle how um you know did I feel like this you know based on the um data that I'm gathering and based on the way that I'm seeing my classroom uh function absolutely there's a kind of a that partnership piece is really integral to the coaching model so they don't um again te it's not part of the evaluation or that kind of like you know we give our survey to no I didn't mean like formally I

118just meant more of like that feedback back back and forth absolutely because again this is about this is about helping everybody grow this is you know and if if a a coach is um working with one teacher in one classroom on formative assessment but working on differentiated instruction in another classroom it might be a place where the coach would say hey I really think that you know this teacher might be able to learn from from um another teacher so I'm going to be that kind of conduit back and forth so they'll be asking for feedback on a particular instructional approach or even you know just solving an issue that's in one classroom that they're seeing in another and the other part of the results based coaching tool that we didn't show you um here also

119is the EV the self-reflection form so there's a teacher self-reflection form and a coaching self-reflection form so they engage in that in that conversation as well so it's a a very good question and the coaches are always looking for feedback because as you know lifelong Learners themselves they obviously want to want to improve their practice as well and similarly they offer feedback to the administration just like you know other teachers do so they'll be that's been part of our ongoing professional learning this year is inviting the administration in not just the content leaders um because they have also been brought in um as part of the for their own professional learning but a couple times throughout this series we have invited the principles in so that they can be because they have to be the

120champions of um you know really kind of embedding this not only from what they're saying at their faculty meetings into their faculty but also through uh the mindful creation of plc's and you know the scheduling and that kind of thing so they are part of that feedback loop and that partnership um I think when we first started this we got to see some metrics in terms of of like how many teachers were engaging with coaches and things like that is that something that we can sort of have refreshed data on is I know it was like it was like in the first year of implementation I don't even think all of these coaches were a part of the district at the time um but if possible I'd like to see sort of how that's grown

121and how teachers have if if they have embraced sort of this model sure we can um have a comeback next time in terms of actual like you know in terms of Psych coaching Cycles but also how many teachers have they worked with in a variety we'll kind of put together a almost like a chart of you know coaching Cycles versus um data review teams plc's mtss those kinds of things we could do that thanks definitely I'm wondering just based on the timing of when the coaches uh this whole you know these positions were implemented am I am I right in saying that they were possibly in implemented at the same time time that we were starting to see learning gaps because of the pandemic so H so thinking about that were these meant to be

122like permanent positions or were these thought of as the planning for these positions were they considered to be well let's let's get this in and let's see if we can close these gaps and learning and these might might be sort of temporary things until we can move forward or were these meant to be permanent positions I'm going to defer to my colleagues who have been here longer but I can tell you that um my understanding and what I I see the value in the permanency of this of these positions um and I I especially because there was a reappropriation of kind of assignment from the content leaders which have been in the curriculum leaders at TH those four at the elementary and middle Ela and math um the idea of kind of baking in the

123concept of instructional coaching along with that content and curriculum uh expert um is definitely a sustainable model that would be that benefits the entire District um you know we've talked a lot about uh the pathways the professional development Pathways this year and um the coaches are part A really a major part of that because they are able to help teachers um across the building at Cs and then also across the district K8 and K12 when they work with their content leaders at uh Partners at the high school um with that kind of uh that concept of vertical articulation and vertical alignment and so having a tool like that having something an infrastructure like that built in is really important for the success of uh you know rolling out the Strategic plan and realizing all of

124the aspects of that so I would say it's definitely something that I think was created under the opes of this is a permanent model um that you know is not just about addressing learning gaps but also about making the district continuously making the district better so the the ad there so Anna nice job on that I know you've been here a year and a half got history on it there for us so they always were meant to be permanent holla and the the part in terms of learning recovery Summer School uh emotional support tutors uh math interventionists those were some of the other pieces that were either brought in right around that time or um with some arester funds to help us with that in terms of the actual uh goals and and like we

125shared in I think it was December um we really had some incredible gains um last year through last spring in terms of our uh Smarter Balance assessment we look forward that that continued growth but this is a continuous Improvement model and it's a culture of learning as they discussed tonight Joy did you have something no okay um anybody else thank you very much ladies that was very informative you Debbie thanks Anna so you'll be sending you'll be sharing that out with us we will thank you very much P send it out and we'll put it up it's back wonderful so um I think it's good that Lisa here that she's missed she's oh she's always missed when she's not here she's right she allowed to get sick too so yes yes inde it's okay okay

126then with that uh let's move to Old business and um we are going to uh continue our discussion on the uh 2024 2025 adopted budget um if needed I understand Casey you have some exciting updates for us that um I I just wanted to sort of just preface this because it's more of like an overarching sort of comment but um just to kind of refresh the Public's um understanding of our budget process um and I wish uh the public speaker had stayed maybe to hear this um but it's it's far from a rubber stamp process and I know all of you guys know that because um either you served on the finance committee or were at some point a part of it um and so you know the amount of hours that went into it

127um and that are still going into it um and you know a lot of the reductions and the adjustments that I think Casey will talk about tonight um were not we far from magically found I think we we were very clear about um keeping an eye on health insurance how that was going to vastly affect the budget and as you'll see did um and also you know special education tuition Transportation those are all very big items that we always keep an eye on and that always affect the budget in very big ways um and then lastly I think and maybe to a point like we didn't talk a whole lot about the Investments as a board but I think that was just maybe taken for granted by us because they were Investments that were planned

128years ago um and so we kind of had already talked about publicized them um so they were not um sort of glossed over in any way but I think that we had just we sort of understood what they were and maybe the public needed a bit more sort of reminder about that sort of plan um that were in the last year of of a three-year roll out so um so I think that that's um but we still have a very big chunk of that um Board of selectman reduction to go um but I and I think Rose if I could I could jump in just a little bit about process it's important for people to understand as well um the the in in Brookfield um and and comparatively in Connecticut the budget process is is

129an eight-month process eight of the 12 months we are working on the budget we always we are living in the current budget and managing that um and uh we are planning for next year's budget and as all of you know um because I I shared this with you in December even our new board members October 1st KC and I send out the first memo to the administration of how they're going to go about developing the budget for this particular year and and while there's some pruner things that are typical but there are different year-to-year things that we have to do um we look at the Strategic plan we look at our goals we look at board priorities for the coming year we talk in October about board priorities and assumptions um that is a two-month

130development process and then not typically uh like other districts in Connecticut um we present and it's by Charter um the budget Board of bed budget has to be to the first elction by the end of January which backs up the calendar where I have been asked to present the budget at the very beginning of December and I've done that eight of the nine years that I've been here at the very first meeting in December it's a very early time to present the budget because we don't know all of the numbers we're making a lot of estimates and to use one of Wendy's terms they see a lot of how we make the sausage um it's a new term for me this year I've never used that before but I like it because the public sees

131all of this now my colleague uh in in Orange presented his budget this week to the to the board if I presented the budget this week to our board here this $470,000 in reductions we're talking about likely would have occurred and you wouldn't have seen uh in in the an an anxiety causing hand ringing that goes on of oh my gosh this is such a large budget um and then have all this hope and plan and careful uh monitoring of what's going on we've been doing this for three months three months and other districts in Connecticut and just the design of their Charter are just presenting this week some haven't even presented their budgets yet so we have a very drawn out process we just need to think that through and not punish ourselves for

132that and this is the whole Community I'm talking about so and it is I and I said this we want to be careful about not getting too emotional early in December because we got a long way to go and we're finding some very favorable news here that I shared with you just the other day um so that's a big piece of this the other piece that's really important um is to mention uh health insurance it was very early we've had incredibly in the last two years favorable news from what we originally put out there as the number uh and this is the same as the town to where it's going to land and I'll let Casey talk about that in just a second the other piece is we have to um give credit to our

133special education department our supervisors um our director uh and frankly all of us that are working with students at at the schools um our correct report um from the program reviews really asked us especially the one that I originally was was saying that we should do which was about analyzing out placements in our special programs is our working with our out placements and the one of the recommendations was really take a look at how kids are developing uh in the special programs that we placed them in years ago with the families and see how they're progressing because maybe they can start to come back and Bill has shared news with us on several occasions where we have situations like that now where the families are comfortable with the progress of their child and are confident

134in the school system to be able to meet the student where they're at now in their development and what they learned in the specialized program because we don't want kids to be outplaced forever we certainly don't want students to have one-on-one pair of professionals forever if they don't have to we want students to be independent and so we're seeing some of that and that's the favorable financial news that's a result of that so those are some cont EXT that I really thought is important to share tonight um if I may I turn it over to uh if you could talk a little bit about the email we sent yesterday to the bo okay with some of the new news to meet the $575,000 reduction from the board of Select so the news the news as

135of yesterday Wy you're right is exciting news which is um that we did get the final number for um our health insurance increase um and if you recall we started back in December presenting a 7% increase to our health insurance and that has landed now at 2% um so um when we got that news yesterday I I uh updated our census as well because our our original estimate was um was uh developed based on the census of employees and staff um that uh were currently taking our insurance in November as you said we been working on on this for a long time so um I updated the census to make sure we had exactly the you know the most upto-date accurate information for the health health insurance and uh so the 2% increase actually will

136adjust down our budget request by $278,100 um electricity so as of yesterday um our electricity rate our supply rate originally in our budget was uh for for January through July of 2025 um we were estimating at 11 cents um good news um our purchasing agent has been in touch with his um energy um consultant um that he that he uh works with and he said safely we can assume 9.88 cents per kilowatt hour so that savings was just under $47,000 um and as Dr bril mentioned um uh Board of Finance member Brian Hoffman came in on Monday and um we spent a lot of good time had some really good conversations about a couple of areas um teacher turnover salary savings shwing up Subs like that was one conversation um and then we went into

137depth um on electricity I shared with him my my SK my modeling schedule and how we did and he's he he sent feedback after looking at it himself um which did prompt me to look at not not our supply and not even necessarily our usage but um how how we were figuring our delivery rate and so I'm comfortable um reducing our electricity um estimate by roughly another $38,000 um sorry $33,000 so um on top of on top on top of the 46 so a total reduction electricity of 8,869 is what I'm comfortable with there and that's new information that Casey and Marshall worked on today not only on the town side but on on the board side but also on the town side so I did I did share that with Marsha the sort of

138my thinking and and the process I went through to to redo this model um not not huge impact but but we'll take every every dollar that we can and um and so Marsha is is understands how I did that and I think she um she uh she was aligned in and sort of how I I modeled that out um they she has a many more electricity accounts than we do so I don't know if using that same me the same rate um and I'm I'm not sure about exactly the same methodology but um but she certainly understood what I did and and and supported that so that was reassuring um and I do want to thank um Mr hoffen for his time on Monday that was very very well well spent um on my end

139at least I hope it was for him um before you move on could I ask a clarifying question please so let's say that my husband says wait what's this $33,000 reduction for when I get home if I say uh it's a remodeling of the electricity delivery schedule so the delivery so the there's two charges I I know way too much about electricity bills now um but there's two we had essentially two charges on our electricity bills we have a supply Supply charge and a delivery charge and the delivery um isn't it it it is calculated based on usage but there's also reductions in that and it's not straight kilowatt hours sometimes there's a portion of it that's the Max uh usage rate and the short so it's it's much more complicated than just like take

140your kilowatt hours and and apply a rate um so originally in my first modeling I was using um I was configuring delivery as a percentage of the total bill because it's it's fluctuates anywhere from 46 to 52% of the total bill so if I know my Supply rate char charges I got took an average of What the the delivery percentage was and backed it backed into it that way when I remodeled it um based on you know some feedback and from uh Mr hoffen which was which was helpful sort of trying to get that delivery rate a little bit more consistent um I essentially took an average of our total um delivery rate per kilowatt hour and appli that factor and that that did bring the charges down um I think it's I think it's

141sound I'm I'm comfortable reducing it um by that amount um we do have we have had a very mild winter um and so um you know I don't I don't know you know there's so many what ifs but we we have to we have to just go with our our um best estimate based on the information and data we have CES obviously is still um um somewhat unknown we only have now five months of electric bills there and the kilowatt you know the the usage is sort of all over the map um anywhere from 990,000 kilowatt hours a month and I think um September was 2 38,000 Kil you know so so that's still um a bit of a question mark but um but based on the data we have I'm I'm very comfortable with

142that with that projection there so all of that said um the total adjustments to the budget uh right now we're looking at just just over $58,000 um so we're still looking for $67,000 and so and it is really important to note that these are adjustments to the budget we are not changing how we are educating kids with these changes it's still a really it's still the the best budget that we can that we can offer um and these are just straight adjustments based on um the timing of when information has come in um and and really sort of trying to fine-tune um these estimates as we as we do have time to do that so know what the overall percentage increase is now yes uh 5.42 okay with that additional 33,000 correct thank you Casey

143yep I was just reaching the limits of my mental math I was like uh um and then and then the other know that look everywhere and then the other important piece that I think we will um continue to look at and I think it's going to be a really important conversation for us to have at the finance committee next week is um is there any um is there any uh any room to reduce further um a salary line uh based on you know historical leaves and vacancies and what we may see for next year um again that's really just um a question of your comfortability with risk and budgeting and and unknown um because these things are certainly not known um so that's that's that's going to be a really important conversation for us to

144have next week I think um and there may be some opportunity there as well Casey can you share a little bit I know you had some conversations today you were going to go through an exercise and put some uh charts together um from early December and then different reductions over the course of time so it's very uh concrete for everybody to see yes yeah so so um at the board of Finance last night um they they have they've requested that they see sort of our starting point the budget that was presented by Dr bril on December 6th and then any changes um after that that brought us to the um 2024 Board of at adopted Budget on January 17th and then any changes after that that brought us to um the uh adjusted budget as

145of 227 like before before it went to the board of Selectmen but again they still got this the full 6.43 but we already went into that meeting knowing we had some some reductions um and then again since um the board of Selectmen has now sent it to the board of Finance what do we know now so like the electricity changes the additional changes to health insurance and sort of just that timeline of where these changes came and um and what the the final adjusted sort of natural budget looks like as of today so I I have worked on putting that together um I think we're going to connect tomorrow Rosa is that right um so I want to share that with you before I I you know send it down the hall of course um

146and um so that's what we'll great yeah thank you we'll have that ready my mic wasn't on this whole time um the for the special education tuition and transportation those adjustments is that for maybe a student coming back into the district that's exactly what that is we and student um so it's one student coming back in and then another uh change in placement for another student and what I asked uh Mr Roland to do was to update the outplacement chart that we have great um which is as saying it anybody hears me speaking right now is absolutely not student identifiable at all doesn't have schools on there and it doesn't have student names anything like that um so we could you could actually see those moves um I know that there is some information uh

147two different students um one maybe a new out placement that is happening and we um have a strong case that may um there may be some really nice agreement of a student coming back so it's a constant e and flow and and recently things have been working in our favor uh in in a financial term they may not with the next bit of news and that is but it's you know at some point you have to make your decision and move forward and so that's where we're at and then we communicate the adjustments like we always do great thank you are there other questions or comments on this part thanks that's really wonderful um I really like how you explained it so anybody who's still watching at home will see that this is isn't just

148like we weren't serious at first it's as new information is being acquired we're weaving it into um the budget absolutely great so um we can move forward now uh there's no one here for public comment which makes that pretty uh easy can we talk then please about the three main points Stephanie um what are your thoughts on that and then we'll get some input from everybody else uh I think the first um main point would be the budget update both including um Dr brell's update the finance committee and what we just discussed um the second I was figuring could be the um NEC and C visit sort of overview and the third the instructional coaches update any objections I would agree um Are there specific points from any of those that you guys would want

149to see um communicated to the public maybe just including the uh instructional report from the first time like attaching both oh we could do that yeah yeah good idea absolutely have the whole series of T and would you just want to um I'm sure you were going to think about this Stephanie but just highlight the fact that the report from it will be forthcoming so people aren't like searching around for a finalized report from nas C visit yes I did not that okay perfect Dr man what's the timeline on that approximately do you know um they're hoping by beginning of April um we'll see how best laid plans and Stephanie I think you know one one thing the video and the presentation speak for themselves and they're long so don't feel you have to explain

150everything to people they can that's the whole point they can click on it and see that's it's a lot of extra work so I don't don't want to see having to do that great and in terms of upcoming events um that people need to know about Ava covered a bunch bunch of them uh yes I have nothing new from the previous meeting list because it was all the April uh May and beginning of April dates that had been shared with me but I did want to highlight again that mam Mia is next week tickets are on sale this week what is the date today next week right 14th through 17th Thursday night that's next week yeah so everybody go and recent Productions have been selling out right so get your tickets okay um awesome that's

151wonderful then then with that um we will uh for people watching at home thank you very much for spending this time with us um we are going to um I think vote to enter into executive session we do need a motion yeah um so uh I move that we enter into executive session um to discuss uh self-evaluation of the board did you second okay um can we get get a vote on that please all in favor I I any opposed okay great then with that thanks everyone um have a wonderful evening and we'll see you next [Music] time [Music]