001601 geez okay okay thank you so um first of all I just want to say welcome back everybody to kind of part two and I apologize for uh that we ran out of time I think we tried to squeeze this in before a live board meeting and it just you know we were getting the curtain call pretty pretty early and it was it was tough to do it it's justice so I do appreciate everybody was able to come back um all of our of our chair members but also uh our three folks that we have on again tonight our guest speakers uh Mark poliquin who's our srbi uh intervention uh administrator for K5 Laura Mead who's our stem administrator for K5 and Tammy Swift who's our ESL uh coordinator for an administrator for K5 as
002well so um they've been part and parcel to this entire process of helping to select um and really do a lot of research and homework um in the programs we've got a lot of people involved but um these these folks have really taken the helm uh Mark and Laura especially um with just the time time commitment and just just to re-kind a cap a little bit you know we don't have a literacy supervisor right now um we do have uh interviews tomorrow so I'm I'm praying for a great outcome um but in the in the meantime uh enough thanks cannot be given to the folks who are on this call tonight again there's so much leg work has been done and and really lifting a lot of carrying a lot of weight this year in
003addition to their own responsibilities um so I do appreciate that and appreciate your time tonight so what we did um was try to kind of capture some of the um the information that was presented the last time uh you know by our our program uh specialist who who you know came into our meeting to share um and also some of the information that we received on some of our visits um so tonight we're just gonna do the literacy program overview kind of just walk you through the condensed version and written down so that you have like an anchor to look at um because I know taking notes during those the last presentation was probably a little bit tricky um we'll talk a little bit about the costs and components and I'll explain sort of the
004vast difference in the prices um and then Laura between the last time that we um that we met um we did have a survey go out to some of our teacher groups who we also invited in to um get the overview and understand the programs a little bit better and we solicited their feedback as well and uh Laura Mead will talk talk us through that a little bit um that information came in since the last time that we that we met to talk about it and then we're happy to field um questions and answers we're not going to talk so much this time because I know we kind of left uh not enough time the last time so I want to make sure that um any any questions that have been on your mind you're
005able to ask tonight and we'll do our best to answer those and if we can't don't have the information we'll certainly uh find it for you and and return back any information that you that you need so if you remember and feel free to ask questions at any time because this is you know this is a small group we can we can certainly go back and forth and dialogue um just as a reminder um when you click on um the two icons here are core and amplify ckla they are hot linked so it'll take you right to the website with all of the resources all of the research white papers materials that you might want to take a deeper look at um and peruse it on your own time uh if you will but in
006general remember that both of these programs satisfy the Connecticut reading legislation the parameters around those with that they're evidence-based and that they focus on competencies with oral language phonemic awareness phonics fluency vocabulary rapid automatic name or letter name fluency and reading comprehension so both programs will satisfy the letter of the law in terms of um being a part of the the legislation making the list for the legislation if you will and so our due diligence was really to take a look at all of those programs and say what is the best fit for Danbury what were some areas that our deficit in our in our you know programming that we've that we've wanted to bolster and do these programs um you know their strengths uh you know satisfy those components um especially with um having
007so many second language Learners um growing population and uh now at this point uh kind of Learners that are stratified all over the proficiency kind of map in terms of of where they are from really proficient to students who who are really several grade levels behind so the first program is Art four and um you can see the the cost at the top and a little sticker shock when you see some of the prices of these programs uh but just a reminder that you know we do have 13 large elementary schools mostly large um and that the cost of materials to outfit um and this is I'm gonna say not atypical um texts are very expensive and so um you know you see the price tag at the top and I can talk a little
008bit about what's in those so one of the things with art core um that that we found was that they include an incredible amount of materials that come with the program uh as compared to the other program that we'll talk about in a second but I do want to kind of put that out there because there is quite a difference in price um but it's important that you know that um no no two programs are the same and what they come with uh in terms of the the materials and the resources are are very different so the cost basis of a ballpark range for Danbury um it was between uh three million one hundred thousand and thirty three million three point five with recurring costs of 470 and what that means is that the recurring
009cost piece is that how much it costs to replace the workbooks and certain materials that are consumable over the course of of the year um some of the things that can fluctuate price tag on a program such as this is are things like um workbooks that that we may or may not decide to purchase um the lab books or certain notebooks that could that could be easily replica replicated with a composition notebook so we'll go through on a deeper level um probably within a week or so to get a better sense of pieces that we don't need that could bring those costs down on the much lower side as compared to the high end costs of of adopting all of the all of the pieces that go with it some are more important than others
010and we'll we'll do due diligence in both programs to take a look at those pieces we've also received feedback we will be receiving feedback from the site visits um schools that we went to that um you know were in their first and second year of implementation to find out what components that they would reorder again for the next year and what they could kind of live without maybe run off on the copy machine so uh in general um art core has a variety of print resources very rich resources inclusive of hundreds of titles and I can't stress that enough for wide reading and research units so there's tons of text collections that align with the units of study and there's a real heavy non-fiction component to um that that is found in our core which
011we actually really love um because there's a strong uh connection in alignment with our ngss which is next-gen next Generation science standards so there's a lot of aligned social studies and science content and the books um are quite unbelievable uh that are in this collection so uh very very vibrant text and um really high interest level books along multiple levels for kids of different different abilities there are digital resources there's e-readers so digital resources in addition to the actual hardcore text and then uh School Pace I'll probably let Mark talk a little bit about that in a bit there's lesson slides and of course there are videos that come with this um the assessment piece and core I'm sorry that my dog is trying to get a cookie George can you please um she's not
012gonna let this go thank you sorry my dog is uh demanding some snacks right now uh and a great time uming herself keeping herself busy with the bone I'm just gonna say she gets stars for that yeah because I'm not giving her attention right now your dog your dog's better than my 12 year old who walked in here asked me for a snack and I said go downstairs in the kitchen your mom yeah sorry about that okay so um the assessment piece uh and the early independent reading leveling assessment tool kit is probably one of the most impressive components of art core of all the programs that we looked at and it's one that um I think was really uh stood out in terms of will this help um further and grow our readers and
013put tools in the hands of teachers that they need to make diagnostic instructional decisions and then to be able to apply a a prescription in the form of instruction and that is what the erla that is what the urla does um School Pace is a data warehouse so that when we have this information that we're entering this information in this very explicit detailed information about where students are in real time that we have a warehouse that helps to create a dashboard to analyze performance and so that teachers can help them process and assess student goals there's a great they're a great family communication Tools in there as well so the the Earl of component which is part of um of this is very very strong um that we find that the phonics components uh the
014early literacy pieces is very strong in this particular program something that we're very interested as you know um some of our students that come to us um you know needed additional uh work in uh in the early grades they may not have had a preschool experience um so we we think that this is a really strong component for us um let me just jump into real quick yes absolutely Mark go ahead in regards to the erla you know one of the things that you know I'm sure Laura is going to share with everybody is you know teachers were looking for resources to help support the deficits that they have in the classroom and one of the things that really is attractive about the arc program is the urla because it has such a diagnostic method
015of addressing the needs of the particular group of students what the teachers will be working with um and you know encompassing the erla program is also specific decodable texts that address the requisite skill set that the student may need in order to continue to make gains and improve towards grade level Mastery so um it really is you know what I like to call The Game Changer in terms of being able to address the varying needs of kids that teachers are having in their classroom because we know that the needs are so varied so I really think and then that in combination with school pace which allows us to you know generate graphs and generate aim lines and targets for students um you know it really is you know a dynamic feature of this program so
016I just wanna I wanna make sure that that gets really highlighted thank you Mark the question I see your hand up yeah the does this help our students well with the state tests Mark do you want to you want to talk a little bit about that yeah so um you know the the the the demands of the state test are are you know they're very rigorous and they're in their High they're high leverage in order for us to get students ready to tackle that type of work the work in the urla will really kind of Target the gaps in which they possess to help move them towards grade level Mastery another great thing about the erla is for those kids who are either close to grade level Mastery or already mastering grade level standards they're
017allowed they're able to work with texts that are highly cognitively complex and really deal with some some you know challenging content that will help them in their preparation for the state assessment um so the reason why I love the erla is because it does meet the needs of all the kids those kids that are super high flyers and they're really strong in the grade level content it gives them the opportunity to push it gives them the opportunity to kind of reach those um high level high leverage standards that we want them to hit on but for those students who are struggling and those students who need a little additional support it has that prescriptive approach to help them fill those gaps and get them to where they need to be in terms of moving towards
018grade level Mastery so I think it hits on both areas it does prepare the students well and it also does fill the gaps of those kids that we need um to really work towards um you know supporting and and I just want to jump into it just to add on to what Mark said Teresa it's a great question you know when we look at any state assessment all of our state assessments whether they be reading math or science are heavy in literacy they're they're a very literacy academic focused um and and just as Mark said I think it's really going to it would bode well for our students because they have those specific skills and strategies that the kids need kind of almost agnostic of content right whatever content they're digging into and learning so
019so the short answer is yes Teresa but and then you got mine and Mark long winded answer and then also in addition in addition to that Teresa one of the biggest pieces that we see on the state on the state assessment is um the academic vocabulary um I challenge anybody to find a program that has more rigorous academic vocabulary than our core so we're exposing kids and giving kids the opportunity to work with high level um you know academic vocabulary which is only going to help support them when they get to that type of work on espa um one more question um looking at being a reader is that uh software not going to be considered then so so when the state of Connecticut went through the vetting process of identifying which would be the
020approved curricula for um you know the state to uh consider for districts to consider uh being a reader was unfortunately not on the list that was released by the state of Connecticut so we had to choose from the uh programs that were selected by the state of Connecticut um and you know through our rigorous searching and you know vetting all the different programs we kind of narrowed down our our choices to these two respective programs here so while we're using being a reader and there are definitely components and aspects to being a reader that are great and we're seeing some great results from kids it unfortunately wasn't an option for us uh by the state of Connecticut okay thank you you're welcome um great questions um just to kind of round this this out a
021little bit one of the other aspects of kind of the research and the vetting process is really making sure um that there's enough multilingual learner supports in any program that we selected um we felt very comfortable that this particular program um has a lot of very specific tailored resources design um you know universally designed and by universally I mean that from the beginning they're designed with second language Learners in mind things that are good for all kids but are critical for second language Learners um and so this program is really chock full of supports and there's a separate toolkit we talked a lot about that erla erla uh toolkit there's a separate one specifically designed for a second language learner so uh we did like that that part as well and as Mark mentioned about
022the high level of academic vocabulary that is throughout uh we mentioned that the there was a tremendous amount of uh the text collections are unbelievable uh the amount of non-fiction texts that that come with this program and the vocabulary in those um in those texts are really your background building schema building um components that lead to Greater comprehension down the road and these are the these are the words the staircase to kind of complexity text complexity over time that we want to make sure our kids have exposure to um even the the adults with this particular program when we put down the materials in the rooms physical materials in front of folks um it was like eye candy uh the the texts are so so beautiful and so wonderful and so uh you know diverse
023so it is definitely was kind of a favorite amongst uh the adults and um because of just how uh how incredible some of these texts were so um at some point when we you know we go down the road I'd love to have everybody take a look at those because I think you'd be quite impressed as well and yes Theresa um wouldn't it be a good idea to wait until you get a literacy supervisor who would be in on the ground floor um with this program yes so we're we're we've come down to come down to the road these are our last two programs we've done uh as much uh research as we as we can at this point um we do have literacy interview uh tomorrow so supervisor interviews I should say and so
024one of the questions will be around you know their familiarities with either of these two programs their thoughts about um anyone who's involved in literacy right now in the state of Connecticut has had to take a look at all of these programs and has had to sit down and really think through um fit and and quality um in terms of what's being offered and and what the needs are of the district that they're coming from so um they should be able to speak to to some of these programs and at least are familiar with them at this point and so before we make a final decision we'll definitely incorporate some of the voice from someone coming in because they're going to have to have some ownership as well in this process which is going to
025be very important for them to be able to to implement at high levels one so the next um the next one here is really amplify ckla you can see there's a big difference in the cost price uh initially at the top compared to Arc one of the main reasons for that is the there's a different level of materials that comes with this program and so this is really more of an A La Carte program and so you would have to go and sort of match up texts and and purchase but also um you know that they don't have the same range and level uh across lexiles if you will in terms of reading um for for each of the units so there's sort of a little bit more of a narrow scope if you will
026um the each of these are very similar in the sense that there's grade level units there's teachers guys there's student resources there's activity books and workbooks and unit readers um decodable books which are the books that are our youngest readers who are learning to read um uh often use and then um there are some digital resources in this program that are a little bit different than the other Pro program we did like some of the digital resources in this program quite a bit some Google slides and some teacher guides that we think that some of the teachers might like but it doesn't come with nearly as many resources overall as as our core Mark do you want to talk a little bit about amplify ckla sure so um essentially uh you know the you know
027one of the big differentiators between amplify and Arc is when you look at that unit reader piece it kind of brings me back to my uh when I went to school and I had my my reader my Reader book that had all the collection of stories in it and then I would go meet with my teacher and we would read a story out of the reader um it's it's akin to that now it's it's it's far more engaging than that it's more complex than you know when I was in in school but that's that is essentially the text for the for the requisite unit is that every kid is reading the same book it's a it's a Akin to what we would call a bazel reader um and once we get into grades three through
028five uh there's no longer a decodable reader it's assumed that students are at grade level so the only books that they have available to them unless you purchase the additional libraries uh that amplify offers all students will be reading the same book um so you know we found that to be you know just you know one of the things that was a differentiator for us a big game changer for us between Arc and amplify um another piece is uh each of the digital resources the slides and the online student resources they're all in addition an additional cost per student and there are recurring costs every year so we have to buy those licenses each year for the teachers to have access to the to the slide decks and the e-readers for the students um in
029the classrooms so you know while the price looks favorable um if we look deeper at all of the different uh options that we would you know likely need to purchase with this program we get closer in line to what uh you know Arc looks like um so you know that's something to really to really consider uh you know that we don't really have the opportunity for providing students who are not at your grade level opportunities to engage in authentic text um you know like with Arc in in every Library regardless of the grade level there are books that are two years above grade level and then there are books that are a year below grade level within that same thematic unit um our amplify also has thematic units but again it lives within that single
030reader um so when we saw that when we were in um in Malden Public Schools you know that was one thing that kind of jumped out at us you know Laura and I had a conversation with a third grade teacher that was delivering it um and every kid was reading the same book um so that's you know one of the biggest differentiators right there thank you Mark um again in this program uh there there were multilingual language learner designated supports um and there is also good high level vocabulary in this one as well um and I again I I particularly remember the visuals on the slide decks I thought those were those were helpful um but again kind of compared to our core I didn't I didn't get that same wow factor in terms of
031the overall number of resources um for there I want to have Tammy talk a little bit about her thoughts on the um Second Language learn or the multi-language learner supports in both programs Tammy also um you know accompanying us to to the visits as well and saw these programs being implemented with second language Learners um and also had a chance to kind of interact with some of the materials and she also has as a parent she um has uh two children in the Wallingford public school system that used the erla from artcorn she has a little bit of experience with that so Tammy if you can give us a few of your highlights that would be great sure yeah I do have a little bit of that parent side experience with the erla as Kara
032just mentioned but to speak about the multilingual learner piece um what was really nice to see with the our core was just the the high level visual aspect and the multi-level text I think um in our classrooms I think teachers would really appreciate as well as the students having multiple levels available on the same topic that all students are reading about or researching and um they this the visual supports and the books they don't look like they're a lower level or higher level so there's multiple levels so you don't have to borrow if you're a fifth grade teacher and you have a student reading at a kindergarten level you won't have to go to the kindergarten classroom to borrow books because you'll have those levels available to you with that program and it doesn't look
033like it's a kindergarten book it looks like it's the same level but at that reading level for students so that was something that we noticed in classrooms at the school that we visited as well as with the materials that we looked at a lot of non-fiction and high engaging images diverse images that would represent our own student population in texts and then with amplify I think the struggle that would be for us with our our multilingual Learners is that it's all one text that all students would be reading and would not have access to different levels so that I think would be a strat a struggle for our teachers to work with different levels of students in their classroom um but I we did see that there's graphic organizers available um with cko ckla as
034far as the erla piece um as a parent aspect my my own children um use that in Wallingford Public Schools um where I live and so what um is nice is that the teachers can work on specific skills in terms of um literacy so they screen the students using the urla the cold read their levels at a certain level and then the teachers understand like which level a student is on and then they can pull a small group to work on whatever skills they need whether it be sight words or fluency or things like or phonemic awareness and then the r court that orluck toolkit will give lessons and skill um um skilled tests for for the teacher to do with the students in that small group um and then there they have they can
035go to their little book box and pick out the levels of of texts that match their reading level um and then it's meant to be like a progress monitoring you meet with the students uh weekly or bi-weekly to test them out of the skills as you're working with them to move up levels um depending on the grade um they're color coded depending upon um like I think kindergarten is is and don't quote me on this I think it's purple or yellow I forget and then you move up white or black um uh red and blue and there's different colors um depending upon what levels you are um and there's a parent piece that comes along with that so that's something I receive as a parent um I receive these this is where your student is
036this is the level they're at this is what they need to um to accomplish to move up to the next level here's the sight words for them to practice at home if you have time to do that um which that you know we do as parents so it has that family or Parent Connection piece so that's my parent view um with my own children with the erla um and then on the teacher end of it which I don't see as a parent um the teacher can put it into the the um School Pace and it can attracts them where they are and what what um they're learning and what they need so hopefully I answered thank you Tammy very much that's very helpful um so I like to kick this over a little bit to
037Laura Mead Laura did a great job of um really talking to teachers surveying teachers and Gathering some feedback for us um and so we will pass this over to Laura and she can go over a little bit of the pros and sort of the Deltas of each program kind of as perceived by the teachers but just and based on some of the presentations that that were made to date sure this is and as um Mark Tammy and Kara have talked about it's this what this these next two slides are really kind of a summary of it um I I I'm it's you know you kind of have to be silly not to say you know you've heard the lean toward um art core um and that was the same with our teachers and as you
038see here there are there's some really good things with ckla um I probably think the biggest um well not the biggest there's a couple of Deltas there that we really looked at that lack of independent reading time that our core does um uh provide for our students it wasn't visually appealing from the from the get-go we had um principles in the very in the initial um principles teachers we had everybody and in those initial um views of the program that was one of the things it was not visually appealing um and the fact that Mark already brought that up that you know we do have kids that go into third fourth and fifth grade and need some still decodable texts and things like that and that's where amplify sort of fell short if you go
039to the next slide Kara um obviously you can see here there were a lot of a lot of positives I had teachers calling me texting me emailing me Laura please please we have to go to the parkour I'm like hey I'm not my decision this is you know we're going through our due diligence with all of this um some of the things that they really liked you know if like I don't know third or fourth bullet down maybe fifth on the same structure across grade levels that's pretty important to our district when you know we have a teacher who might be a kindergarten teacher this year and then there's a vacancy and they move to fifth grade that structure of a program that says okay I know I follow these four units I know you
040know they're kind of structured the same way they're aligned to ngss um they love that the other piece that the teachers did love was the urla they said in anything that we have had in the recent past or when I say recent past it's probably been 20 years since we've looked at a program I was in the classroom then um and erla gave them this feel of knowing exactly where kids were and how to move them that was one of the biggest um Pros that a lot of teachers spoke out about that really lacked in um the ckla uh when when react even in the presentation you know we were teachers specific teachers and principals specifically asked well what's the structure like for small group instruction and and there wasn't um very much um and
041again that it's so it's it's really just kind of everything that everybody said the feedback was um definitely tilted toward the art core um teachers who spoke and we had everybody we had from veteran teachers who just had to learn a new program to uh meet um veteran teachers who've had to learn numerous programs to um new teachers who just have learned the one they're in this year so it was a nice um compilation of people who really gave us feedback on the programs thank you Laura so um that's really the kind of high level overview and and probably hopefully just enough details that you get a sense of the programs and and kind of where folks thought about those uh we definitely want to make sure we leave a lot of time this time
042around for questions that's the most important part um but we wanted to make sure it was anchored and some some information uh in in a summary format so that everybody had a chance to um just refresh themselves from some of the things that we heard last time that we were together so I'm happy to answer questions thank you we appreciate all the work that went into all of this so thank you Teresa had submitted some questions uh to the chair prior and I just want to thank you Teresa that was uh very helpful because that kind of what sparked us putting a few slides together to hopefully answer some of those questions so thank you I've got to confess um I was talking to the former years ago Mr Moore who used to be in
043charge of the program in Danbury reading program and he was delightful and he gave me those questions to uh make sure that we continue the great work in Danbury that's good those are good questions Laura Mead is beaming over there he's a good one so I have to tell you um Mark and I actually attended a wedding and Ned was there and actually when I was first hired in Danbury he was in charge of literacy and um one of my most amazing mentors so I have to tell you as we were embarking on this Mark and I were at the wedding and we said hey Ned we're looking for and he said the the one thing he said to me look for a program that has a strong writing component and it's funny that you
044say some bring up Ned and I have to tell you at all the the um writing component in ckla is basically um reader response right constructed response to questions and literacy art core has both that which we desperately need um but also um an independent you know writer's study you know how how do authors become authors and that piece so that was the one thing that stuck with me Teresa when Ned said that and I I kept and you said when you talk to him again you tell him Laura Mead was pushing for what Ned said I will I will and Teresa also because that you had that great question about you know the state assessment um with Arc the constructed response lives within the reading which is what we want kids to be able
045to do is respond to reading and critically think about what they're reading but the great thing about it is their thematic writing units are also aligned to whatever reading unit they're working within so this way there's can there's there's cross connection between what they're writing about and what they're reading about as well thank you do any other committee members have questions are there any board members that are not committee members on the call that have questions no questions online alrighty Lauren yes yeah hi just a quick question how long would it be um to take to implement whichever program that we're selecting and would it go to all the schools is it how does that work so I know we currently have some programs that some of the schools were implementing yeah it's a good
046question um so so we plan to implement across all 13 middle schools um the question that we're that we're wrestling I'm sorry I said Middle Schools elementary schools uh the questions that we are wrestling with right now is about whether to do k-3 in year one and then do four or five in year two or to do K K5 all at once which would be a lot um but we you know so we're going to be having that conversation about um what would be what would make the um you know the best path forward in terms of our staff being able to fully support but also the fact that you know we're also rolling out math curriculum as well that that has been we've been moving up the grade level each year with our math
047program and so grades four and five are slated next in the roll up and we've been doing that slowly over time and so um for the grade four or five teachers this could be quite the convergence of new materials all at once and so we want to be really mindful um I'm also mindful of our you know our funding streams and how quickly that will dry up and um our ability to make sure that we can um from out of the gate have a strong we are able to Resource this uh very strong um and properly from the beginning and make sure that all the teachers get at least the material so we could do a couple different things we could purchase all the materials up front um and then only roll them out to
048K3 and then we'll have to you know Warehouse the four five for a bit and then do that do that the next year so um that's probably where I'm leaning at this time but again I want to um you know consult with the rest of our curriculum administrators and our supervisors um to get a to get a feel some of the things too that that play into this is you know once the final decision is made there's a lead time um that that needs to happen for materials to be purchased for them to arrive for them I mean this is this is a massive amount of uh of resources and materials that need to be sorted and and sifted and um and handled um by just really the people that you're you're that are on
049this call tonight that it's uh you know so it's quite challenging so we're gonna we're gonna have that discussion about what those materials how many that uh what that would look like and then um the feasibility with our other professional development um initiatives that are happening so um as we once we nail that down we'll start to talk to to the companies to understand better understand their timeline the materials and availability also of technical support to support our district and I I'm sorry I I'm I'm not really sure how this works this is part of that right to read act right that we're looking at programs and then we're inventing currently the I ready math in many of our schools and in i-Ready reading program right that they're looking to get I guess the my
050path or so those are yeah that's a good that kind of work together sure sure so that's a that's a great question and some folks I think there's been some confusion on that so that so the I ready is an assessment system and the my path is really your um computer adaptive practice for in areas for things that students need to work on based on the assessment the diagnostic piece so those are really akin to practice targeted practice around specific areas um and it's more assessment based whereas this is more of a curricular program that that addresses all grade level standards and needs and I ready a student might only be working on a a slice that that they're deficient in or they need to be you know get some extra practice um so it's
051that's really the difference it's one is an assessment system with practice and the other is is a curricular program and they would work together they work together fantastic okay that's great I wasn't aware of that that's perfect right anyone else have questions oops I guess with uh one more question if you don't mind oh sorry oh I just um sorry is this is the ark cost in this current upcoming budget yes so we have so there are some Esser funds designated currently for was a placeholder with this in mind thank you yes and there is a state program right or like grant money that will be available isn't there like 20 million dollars or something yeah so I'm trying to get that Michelle so we have a meeting set up next week um and we're
052hoping to have our first put our first hand in the pot because I think we're coming out of the gate sooner than than other folks because a lot of people are trying to delay and get waivers and all this stuff and and we're you know from a strategy standpoint um we think we might be well positioned to be first in line those are the types of funds that just you know once they're gone they're gone and um so we do have a meeting set up next week to understand more um in in all transparency it has not been very easy to get information about that um it's it's the state themselves themselves are struggling uh to unpack this legislation and their responsibilities um to support it um have been a little bit muddy and you
053know it's been it's been difficult for districts to get good information but we're hoping um that that is that that would be made available to us um potentially a reimbursement we're not sure um if that's the case that would be great for Danbury if not we have set aside funding for for this um for next year it's great yeah hopefully we'll get some of that if you guys are like I'll be at the front of the line it seems from from the meeting that I had heard as well where it seemed like they were lacking information but definitely had some sort of deadlines yes right exactly that's a great way to put it yeah yeah thank you yeah yeah I think there's anything that comes up or you know in passing and you want to
054throw a question by this today doesn't have to be the only time you you ask a question um certainly reach back out and um you know you certainly know where you can find me on Wednesday nights you can pick my brain there as well uh before the meeting starts thank you okay thank you we appreciate your time I think Teresa has another question is there working in the library the State Library um offers opportunities if the library like movie licenses so we can all the libraries get them cheap does the State education um commission do anything like that you know so to or is it strictly through state grants that type of thing I you know not to disparage just that we haven't really received a lot from it's been a long time since the
055state really pushed out um those types of resources um and I remember those early on Theresa I know exactly what you're what you're talking about um but a lot of things now are really Grant based so if there's something that you want you want to acquire a license or site-based license or individual student licenses we usually try to you know seek out grants for those types of things thank you okay Lauren I think we're I think we're good all right well thank you so much for your time everyone and thank you for putting this together very informative um and then if we need another meeting to you know do anything let us know and we'll make those arrangements that's great thank you very much have a good night thank you thank you