001Oh, she's heartbroken. Yeah. Yeah. She said, "You didn't know that?" And I'm thinking, "Why would I know that?" Yeah. [clears throat] >> I met you a few months ago on your >> your own. Okay, we are here. And I met Steve separately on his own, you know. Yeah. So, uh it was it was amazing. Okay. Um do you have copies of the agenda that you printed? >> Oh, perfect. Then I can snap it on the phone, but I Thanks. Uh here you go. All right. So, um our newly constituted uh policy curriculum and educational programming meeting for the month. We've missed a couple, and I'm glad we're back on track. Um we can start with the Pledge of Allegiance, please. I pledge allegiance to the flag of the United States of America, and to the
002republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Um >> [snorts] >> So, a lot of this meeting is going to um kind of be running. We're going to follow the agenda as you see it here. Um is going to be kind of informational, and the first bits of that are going to get covered by our lovely superintendent, who will talk to us a little bit right now about the middle school science program that we had our um meeting on at the the full meeting last time. Um provided people are comfortable and there's nothing that comes up, um I will be looking to get a vote in uh to send it forward for the Wednesday board meeting. So, sounds good. Okay. Good afternoon. Thank you. Um
003the presentation that you saw with the full board with a snippet of what an experience a piece of an experience looks like. Um, the members of that um middle school group 6 through 8 in particular uh learned about that vetted program through the state website. And as they got into it and saw the structure and you heard how it aligns to NGSS and um the phenomenon-based instruction where you're really building on curiosity. You really want them to have inquiry. You really want them to have um questions that they are grappling with and many times there's misconceptions. Right. So the structure of the lesson allows for constant reflection if that makes sense where they're going back to the question board, constantly looking back at what they thought before and what today's experience brings to their learning
004so that the teacher then is making sure that any misconceptions now have been addressed and that everyone's gaining the scientific understanding. So they were really really excited. It it happened that they um really got into that particular model that the state put out and so they were eager to share and um here we are. So the request will be to have the full board um put their blessing behind adopting it so that they can be like woof. Okay, we we know where we're headed and we can wrap Yeah. um all of our uh senses around um the program. And um I'll add to that only that this kind of activity has been for me a personal goal for getting on 5 years now. Um just to get things in what I would consider and understand
005to be a regular order of business, which is professional staff, develop curriculum or select programs, um and it goes through the channels to be properly vetted, and then eventually comes to the full board where the board expresses its concerns, questions, or approval, or whatever combination there is. Um and then if there's a need for any kind of adjustment or or or some kind, the professional staff can address that, and then if not, it can be approved. Um so I would I see this as a bit of a um a turning point, and a productive one for everybody involved. But that starts with the people on this committee having the option and the opportunity to express their reactions and ask any questions or express any concerns. So with that said, Steve, any ideas, questions, concerns, anything?
006No, I mean I love science, science background, all science curriculum. It It touches upon all the pieces that science should be. Um allowing for everyone the roles, allowing for for that inquiry-based learning. So I'm familiar with the program, so I don't really have any questions with it. I think it's I think it's phenomenal. Jerry? I thought it was a fantastic presentation, and it really does, going back to your point, it by having the children, you know, formulating their own questions and really getting that hands-on involvement. It's really reinforcing what they've already learned. And it's critical thinking. So, I I I don't have any questions. I think it was just It was a well-done presentation, and you could see the excitement in their faces. I mean, that's half the battle. >> natural. I mean, honestly, it
007was we were all excited. So, And and they do all that enthusiasm from the instructors rubs off on the kids. And so, there was so much energy, and it as you saw, it was authentic. Yeah. Well, absolutely. Part of what I liked about it myself is it wasn't just um the retention of facts. Although, it would surely it should surely lend itself to supporting that. It was asking kids to think like a scientist. >> Right. Mhm. Um it had to do with habits of mind. Um even what um Dr. DeBrey was talking about before, where the kids are asked to kind of compare their current thinking to their prior understanding. Uh when I was working, that was called metacognition. Being aware of the change in your own thinking. Um it's a critical ethically, it's a
008critical moral component, cuz you got to pay attention to how your thinking is changing if you're going to make sure you're staying where you want to ethically and morally. Um practically, it's it's essential. So, if the only thing I would add to that, and and I think everybody is clear on this now, but for anybody who may see this at some later point, um there is a regular order of business, which means things come to this committee. And it decides when to send them forward to the board, which then decides through its will and and choices whether to have something revised or to approve it. Um I don't have any problem with informational kind of of uh presentations being done at the full board, but anything that at some point is going to look toward
009um a formal approval by the board really has to go through this group first, and I just want the powers that be out in the world to be clear on that. So, we talked about me sharing the information, and that when it's presentations that the full board will benefit from teacher presentations. Yeah, I'm not really disputing I mean, when you talk to us and tell us about stuff, it's coming to this board. Now, there may be times where it would be advantageous for staff to come to a meeting. Um there may be times where they would want to because they are excited about something where they want to make sure it's that they get the opportunity to do the the initial presentation, too, and that's fine. But I'm not sure that's required. Um I don't
010have any problem with the CEO of the district acting as the emissary for us to bring things to us. That to me makes sense. Um are you two okay with that, too, or Yeah, I mean, I Yeah, I'm I'm fine I'm fine with obviously that. I You know, I enjoyed the the presentation obviously to see it in action. You know, I don't necessarily have to be every time the presentation or have the um all the staff on board for it, but I think, you know, it's a it is always I That's the way I That's the way I learn, the way I think is to see it in action, and so that's to me the best way to kind of internalize and comprehend what the students will be comprehending. And my question is I guess
011you know with it is if it's something past today, is it something that is we can get on or maybe it's already on for the agenda for for Wednesday. We're going to add it because it's in draft form. If we would have that been posted, that's why this meeting was happening. Right. And that's why I was sorry that the meeting is It's got to be. That's why I was trying to get verbal approval >> I just wanted to make sure I did I did see it was in draft cuz I didn't you know through really nobody's fault but happenstance, this got delayed before it ever got to the full board meeting. And in that regard it's late. And there are other things that are late that we're going to have to talk about a little
012later, too, that have to go through this committee. So, um at this point I just want to like I said, establish a regular order of doing business, move forward, and be as efficient as possible. So, with that said, since there is no any concerns, can I have a motion to send this to the full board for approval for Wednesday night? So moved. Second. So we're going to do Yeah. [laughter] Or we can just swap out the second. Yeah. Take turns. Um uh It feels stupid to say this, but okay, who's in favor? I. Okay. That makes it unanimous. Yeah, and any way science can be you know, woven into other subject matters and using you know, the English components, the math components, how everything can kind of tie together, I'm I'm always for that. So,
013definitely would love to see that on that agenda for Wednesday. Yeah, I I completely agree. I I don't think it needs to be a full presentation like we would see here, but I think it helps the rest of the board to be able to get a a snapshot of what we what we're seeing here cuz it makes it a little bit easier I think for them to kind of put it together in their heads. I know they trust what we're doing here, but I'm one of those people who also see it, touch it, feel it. So, I would imagine there's a few others on the full board that feel that way as well. I'm I'm sure and it's important stuff so they should have that access. Do you want it as a standalone or under
014consent agenda? Since everybody saw it, you know, I don't care. Anybody can It matters a lot to me. Right, that's true. Okay, good. >> I've got and you may know the answer to this or it may be something you need to touch base with the attorney about. Um policy typically goes through two hearings. Mhm. Does this have to? No. Okay. You can always use it >> consent agenda. Um I'll I I I will report when I do my report that we met That's right. And that's before the consent agenda is perfect. Okay. >> that's fine with me. Thank you. All right, next on our agenda Dr. DeBritto is going to fill you folks in on some different things having to do with curriculum um that I have been privileged to get some uh information on
015ready, but I want you guys brought up to date and so Dr. DeBritto is going to take care of that for us. So, I think you know that I do meet with instructional facilitators um on a regular basis and really talking about updating curriculum. Um and I'll go back and forth between this and NEASC um because it is one of the areas during the self-study that showed up and everybody is eager to work together and looking for what that might entail. So, the state has this guidance kind of nicknamed UBD 2.0 not anywhere formally, but it really does provide the structure and there's um opportunities then for [clears throat] colleagues to get additional training if needed if only certain components they're familiar with and other components they're not familiar with, but it has a unit
016um curriculum development template that really talks about the course title, course description like an overview always looking at the standards of course cuz everything that we teach is to ensure that it's based on the state standards and then it builds out beyond that because there are transferable goals that are important um that aren't isolated to only this particular class, but critical thinking for example. Um sometimes it's a challenge for kids to transfer that into another setting if they're only used to doing things in one setting. So, you know, we're really looking to expand um that throughout and then there are these very specific aspects, you know, essential questions and during understanding is there's um terminology that describes each of these components um how will students demonstrate their learning? So, like a big picture of what's
017the vision for this course that's addressing these standards and what are the experiences of children in that particular course so that it doesn't matter who the teacher is that we have a sustainable um curriculum that anyone can then implement in their classroom. So, we're looking for that and it's you know, it's going to take some time. This is not something that happens overnight. Uh with NEASC coming back in 2 years, we're we're prioritizing. There is going to be a focus to support um the high school and really work together to build up. Um I always budget for summer curriculum writing that is offered and you know, they're looking to see is there common time where they can say, you know what, these 3 days we can put in 15 hours, for example, because once you
018get into it, it starts to flow. But, we want to make sure we're providing them those opportunities. Uh and so, what you have in front of you is the actual document that they also have. And so, we're looking to be consistent where and where we are looking then to map this out across the district, you know, K-12. Um but, I did briefly mention NEASC and I do want to fortify. We don't have a report yet, but the team at the school was given some insight, right? There were lots of great things that were positives about the school, right? The learning culture, student learning, professional practices, equity and access, and support staff. So, there were these real positives um that we want to celebrate and recognize and honor. And then, there were a few areas of
019focus, the vision of a learner. We've been working on that. That is a K-12 initiative that will fold right um into the strategic plan. And so, we're we're now starting to get to that point of putting it to a document, if you will. So, the last piece of stakeholder input are the students, provision of a learner, again all levels. And so, look really getting excited about putting all of that together to make it succinct and a part of the strategic plan. And then the curriculum cycle really to revise, update, and align to what does the vision of the learner now give us as far as details of what we're doing moving forward. How are we future focused on our kids? And I think, you know, some of you know, curriculum is a live document. So,
020there was a time that this year it would be this discipline and this year it's another discipline and you're on hold because it's not your turn yet. That's not like we have to adapt and adjust. And so, honoring that so that it's not oh, we're going to wait till this department finishes before you get started. But we have to do that in a conscientious manner so that we're not getting subs, pulling people out too often, right? We want them in the classroom, but offering opportunities like the summer. Right? Where they can really come together because it's one iteration and then you come back, you look at it again, you're testing things out, there's another iteration, right? And so, it's it's constant. It's a constant process, but looking forward to when we can finally come to
021you with the first one in the coming months, but it's at least we're all moving. I think we're really I feel like we're moving forward and that's the work they've done at the high school in particular is going to intensify cuz there's, you know, there's momentum with all the work for NEASC. >> In in a practical sense, I would expect that to be driving changes at the lower grades. Just because >> Yeah, cuz we're it's a you're feeding in. Yeah. >> You know, the the alignments got to be vertical as well as horizontal. And then the other two areas all link to really our curriculum writing and instruction cuz it's multi-tiered systems of support and using data. Like the data to actually drive the instruction. So, what do our formative assessments look like? How do
022I have a pulse on my kiddos each day? And not waiting for a summative to give that information. We don't want surprises with a summative, but how are we getting informed um data on the daily basis of instruction cycle. So, they're, you know, they're primed. This is the desire and NEASC and the school really came together nicely. And so, I'm excited for the work as well. Great. One of the things when I looked at the document from the state which Dr. DeBrito was kind enough to share um in many ways it's almost identical to what I had been suggesting. From UBD, yeah, from your experience. >> yeah, which is not meant it doesn't say anything about me. It just says this is in fact where stuff is going. Um So, that made me feel good.
023And it made me feel good um when Dr. DeBrito told me that um informally she was aware that um teachers were saying they wanted to work on curriculum at the high school. That was part of the outcome of the NEASC evaluation. And when it works at its best, that's exactly what a NEASC self-study is all about. You're supposed to figure out what you need and tell them so they can spit it back at you and give you the uh the imprimatur of of importance so that the town will support it, which in some cases, not necessarily in this one, but in some cases, um can have real dollars and and cents attached to it. So, it it does seem like things are are coming together very usefully. And it's it's all levels because when we
024meet, it's K-12. So, it's not it's not just one looking [clears throat] forward to collaboration time and processing and reflecting and doing the work. It's it's every level. So, that's exciting. I do have a quick question and I think you may have already answered this. I just want to make sure I'm understanding. So, one thing you mentioned earlier is that skills generalization of skills Carrie, can you speak up just a little bit? I'm sorry. Sure. So, I had a question. Dr. DeBritto had talked about that acquisition of skills, that generalization of skills, transferable skills, and immediately my mind went to assessments and is this committee going to be reviewing assessments just so that we have a a better understanding of The Board of Ed does not do that. Those are internal. What'd you say? No,
025those are internal documents. You'll get the the framework. You get like the big picture with details, but you won't actually get tangible assessments. That's more of what I'm asking. Do we Do we see the big picture?" Oh, absolutely. That's what I wanted. So, it might be it might be that they're going to work on a project and these are the standards that are going to be measured. It might be something like that, right? What is that experience that kids are going to do? Is it going to be a presentation where they going to But, it's sometimes a paper version, but it you'll have a description, but you just won't actually have the details. So, that's my little update. Okay. More to come. Like the NEASC. Are we going to present any of this to the
026the board as well? Like the NEASC update or just any NEASC update or just >> it's not I'm expecting I think it's next week that we will actually get the report from NEASC. >> Oh, that's right. Cuz they have That's right. This is just preliminary. So, I'm just sharing what was shared, um which should align, but I don't have their language. I don't have an official I would think, and I may be wrong here, that the school itself um will do some sort of a presentation at maybe the >> At some point. Yeah, absolutely. All right. I was just wondering the next steps, you know. Yeah. No, that would be their bill. It would be Cuz this is now a real focus, right? It's always a focus all the areas that we um shared and
027that that they've identified. So, yes, it absolutely makes sense that they will come to talk about the progress in those areas. So, we want to again give the time so that the work is underway for those informative sessions. >> Okay. All right. With that >> Thank you. Um with that we we can move on a little bit. Um there are some legal changes that we need to address in policy. And again, I will trust Dr. Alfredo to >> [cough and clears throat] >> keep me honest on this stuff. Um there had been >> [clears throat] >> a temporary Excuse me. There was a change in when um kids could enroll. Kindergarten. Right. And then there was a an allowance for a temporary waiver kind of thing. Um I've looked at KSB's version of the document
028that talks about allowing that waiver cuz the waiver is gone after 27. 26 27 school year. Um so from my point of view I don't think we should do any waivers since one year. It's just seems like Well, we have been like we've been following protocol in regard to that. I was suggesting we just continue with what we've been doing. We will have no choice in a year. We will have like whatever the birth date of the child is, we will have no choice. But this year um and last like if the child was starting kindergarten and and they were ready to start kindergarten, they were starting kindergarten. We weren't going to hold them back because their birthday is next month. Right. Not this month. Right? Right. So, we were just going to continue with
029that. Um boards of that could enforce a strict date this coming year if they wanted to. I I would just suggest we just keep doing what we've been doing until the law forces our hand. Um my my mistake. No worries. Thank you. Um, thank you for correcting me. Um, there's some stuff having to do with fingerprinting and auditing of food services that I need to look at. I haven't been able to get to it yet. Um, which may or may not require policy adjustments and I won't know that until I get that option. And there's newer, even newer legislation that's you know, happened just what, the night of the 6th? Yeah, that's what I was going to ask about. I know that there was some So, what happened now? I I don't know. I just
030know that they're really pushing I haven't had a chance to look through everything. I know that they're they're pushing a lot through at the end trying to I don't know what what through maybe I would Yeah, there'll be impact on uh for example, a termination hearing won't be um, led by local boards of education. >> They did put that through? >> Mhm. That's what I mean, they were they were trying to really push the law through at the >> You know, there's there's local control is gone. Yeah. And um, there are other aspects to homeschooling and when you can participate in um, extracurricular and potentially sign up for a couple of classes. So, like there are layers and some isn't like right away. Um, and I would imagine that what didn't get in there'll be
031round two next year potentially pushing to. So, as this all comes to us cuz this is very, very recent. Um, we will have uh, more CABE input into that. Yeah. And that one goes into effect July 1st. Yeah. Yeah. Not yet. Right away. Okay, so it's not taking away the local control. Okay. No, right away. Oh, okay. There's also legal changes requiring that curriculum be posted online. Mhm. Oh, yeah, ours is through Atlas. Right. The current is there. >> Do people know that it's out there? I mean I believe it's Is it Is it usually visible on our website where it says curriculum? >> I'm pretty Yeah. All right, I'm not sure. I've never seen it. >> I am pretty sure. I mean as it as things get updated, that will be updated, but I
032am pretty sure when we go to central office departments that has been there. Did they do anything that you're aware of, Teresa, as far as cell phones and and cellular devices? >> that was that did not make it through. That did not get through. That one didn't rise. We thought it was. It It seemed to have >> a lot of time with them. Some other things that took longer and that one just missed the Yeah. There is some legal changes regarding child abuse and neglect. And And I think that's going to require some very quick work on policy. I'll be working on that pretty soon. Bottom line is that we do have work that we need to get to. And we have missed a couple of months worth of meetings. This makes up for one
033of those meetings but not really cuz we didn't really have time to work on So, the next question is can we schedule We need to schedule some additional meetings. And I'm asking that we find I don't know that we're going to find a whole lot of extra time in June. It's difficult. But if we can get an extra meeting in June and one in July, I would be real happy. Cuz there's a lot of work to do left to do. And in the background of all this, Teresa, one of the things and I I don't know if there's a problem with this, but as far as I'm concerned, we still have hanging out there the idea of putting together a district >> template for curriculum. Well, this is it. Well, but we haven't we haven't
034approved it. We have to I want to take it through that process. >> it to the to the board. >> it to be official. Okay. All right. You know, so I and and at the very least, that one is important to me because I want us to start the new year and by that I mean school year. Let's give it the time summer time for those who are doing some summer curriculum writing need to have a a template to go by, too. So >> that's what I'm saying. That can be a consent agendas. That I would rather not >> talk about it? I want to I want people to know what they're signing on to. Okay. Um and if they want to um fuss about something, they have the right to do that, but But
035that You mean the board members? Yeah. But um I want them to know what's happening. I don't want that to be something that gets dumped into Okay, so maybe sharing this with them? I think so, yeah. And and I don't know that that happens this Wednesday. I don't know that we have time for that. Okay. We could offer the information Wednesday to be voted on for next meeting or something, you know, cuz it definitely >> kind of what I'm thinking. That's kind of what I'm thinking. Um So in your report, you'll say this is coming. Um yeah, I'll I'll say that it'll be distributed electronically cuz that's probably the easiest way to do it. And within say a week or or so, is that doable? Yeah. Okay. Um and um kind of go through and
036and I just I don't want to lose We've already lost a lot of time. Um I had hoped that by the end of the year we'd have at least one curriculum document that would be going forward. That's clearly not going to happen. And we will survive that horror. We have that template to go by. Yeah, right. It'll be It's a start. Yeah. Keep in mind there's been a lot of work that's been happening, right? Like it just this whole reflection process. And there's a So, there's we couldn't rush this. You can't like skip steps. Oh, I'm not looking to skip steps. Actually, there's something I'm wondering about. >> Yeah. Um with all the work that's been done on the vision of the learner, Mhm. should the curriculum template have something that cites >> Yeah, yes.
037And that doesn't exist in there. Well, they reference it. Do they? Yes, they reference it. Um in what might be transferable they But, yes, you're absolutely right. The strategic plan guides this work. So, again, we don't want to rush um [clears throat] it, but I know you're being patient as I'm looking through these pages. You You're doing fine. Don't worry about us. It ended up being compared to a short meeting anyway. Is it in base two? I think I just I know I saw it in here. I know it's Ha! End of >> aligned with the goals and philosophy of the curriculum? Yeah, it talks about the broad set of knowledge, skills, work habits, and character traits that can be applied in all academic and technical subject areas, you know, and it that comes from
038the work we're doing. We wouldn't The remote learning doesn't We don't have a school that offers that, so we wouldn't be looking at that particular piece. But I'll pull where it references, but for that coherence that we're talking about, I appreciate the patience um so that this work aligns to all the work that's being done in the district. I I would envision, and this might be different than what you're thinking of, and we can obviously discuss that, but I would You know how there's typically a um a little introductory part >> Yes, that that would be in the introduction. >> And well, I was thinking it would be a separate section as part of it that says, you know, answers the question, how does this course work respond to the vision of the learner or
039fit the, you know, something like that. Right. It's under language like shared understanding of high-quality curriculum, like how districts portrait of a graduate is the vision of the learner. It used to be vision of the graduate, you know, like they changed it. So, it's right here as um assessing assets, needs, and issues. It's listed in phase one because that's where it needs to come through. So, it's right here. >> I agree. Okay. All right. But, I would I would want it I would think it would be appropriate is a better way to put that. I think it would be appropriate to have it called out explicitly. Okay. A little heading. Okay. How does this you know, respond to the vision of the learner? Okay. So, we won't rush moving this without getting that those pieces
040here. Um Okay. The um Where is you said about a portrait of a graduate? Have they done anything with that? >> That's the vision of the learner. >> That is Okay. Cuz I I we did that a few years ago in Westbrook and I just wanted to pull that up like we broke it down into six main pieces like the problem solver, creative thinker, effective collaborator, you know, go on and on. Yeah. Um through CAST where they were the ones providing the training. >> Okay, perfect. Yeah. I think that's that's very key. That was a that was it was a huge undertaking by the staff. together, right? It really is. Yeah. There was a lot of voting as far as um what were the final five or the final six that it ended up being,
041you know, and things like that. So, I know I know it's it's definitely meeting consuming and uh time It has been and parents had the opportunity to give [clears throat] input at parent conferences because the way it was presented was identical no matter what school you went to. Um, and then things just came together. It's we're not that big. So, the the commonality started to really come together. So, the last group was the students now giving their input. >> Yeah, cuz it was each classroom had it, you know, and it's a different form and it checks us what that means and tying it into their works that they did. It's very It's a very crucial part of the the learning process. I'm glad you're acknowledging what you witnessed. >> Yeah. Yeah, no, I I just
042it definitely was a very very informative and just I thought very beneficial. Okay. All right, so let's talk calendar. >> answer your question, I apologize, under um, district teaching and learning, there's a whole section on curriculum mapping and then you go down you you the link to kindergarten, grade one, all the grades and high school as well and AP classes. >> And that's what's in our website you're saying? >> Yes. >> Okay. >> And each had them under um, district teaching and learning, there's a whole section and then links to the curriculum. All right, so let's talk calendar here. And first question uh, just uh, let's see here. Just to get some uh, groundwork done here. When is graduation? I can't remember. Friday, the 12th. I'll look. Soon. Yes, yes, it is soon. All right,
043a is tomorrow. All right? It's coming up. And everything in May flies. >> [clears throat] >> Okay, and when's the full board meeting that month? The 10th. Two days before. Yeah. So, let's start by selecting a date for a meeting for the three, four of us here. Mhm. Um If it can happen before the full board meeting, that's great. If I don't know what people's schedules are. For me, my best day of the week now is Fridays. Um cuz there's no classes on Friday, so I can and I'm remote. So, I mean, that that's I can usually kind of depending on my meeting schedule. Um or after any month. Then anything outside of that, I can probably zoom in. I can make Friday work. W- Which Friday are we talking about? Fridays in Fridays I
044work remotely. >> Fridays in general? Yeah, in general. Oh, I wasn't following you. No, [clears throat] no problem. Yeah, Fridays in general I work I work uh remotely. So, as long as I don't have a lot any Well, how about um Friday, June 5th? Does that work? What's today? Doc, check yours cuz Yeah. Yep. You're pretty important here. Thank you. Um Uh yeah, 5th works for me cuz the um Yeah, so I'll be a week. Yep. I have super intense meeting. Okay. They always do it on Fridays. No. >> In the afternoon. Probably because they're figuring they're not going to be competing with other meetings. Right. Usually it's out of Friday. Okay, so does that wipe out all Fridays or that Friday or No, it's those last two right there, um June 5th and um
045the 29th. >> I was going to say, what about the 29th of May? That's a Friday. >> right. Those two. 29th and June 5th are both Oh, those are the ones you're talking about. Sorry. It's okay. I mean, if it's during the week, I could I could probably do it unless it's later later. I can do it remote. Like I could do I could zoom in. Um usually like 6:30 or so back in town. Oh, would you do it in the evening? Yeah, if you wanted to in the evening, like I said, and Monday through Thursday's Well, Tuesday Tuesday's a really a bad day for me just cuz that's my late late day. Okay. Is Friday the 22nd too soon? Mhm. >> [clears throat] >> Um Is that doable? It's not this week. I I
046mean, I can I can make that work. I'll just make it work, if you know what I mean. Okay. I don't That's fine. I mean, I have nothing else. You know, I Like Sounds like I'm bragging. I'm retired. I'll make my time available. What >> Unless I've got something medical going on. Were you thinking like 2:00 on the 22nd? Like what time are you thinking on the >> Any Any time after Same answer. [clears throat] You guys tell me what works. >> do any time after 2:30. Oh. >> Okay, that works. Okay. So, you're saying May 22nd? Again, you don't have to adjust for my schedule. Just that that just It's a It's a fairly new schedule, so I'm still getting used to it. >> a calm day. All right. So, Friday the 22nd, um
047at How about 3:00? Does that work? Okay, May 22nd. Okay. And then this way there'll probably be enough turnaround time to get it out to the board Yeah, that's for the June 10th for these policies. I'll try to make sure I've got some of that policy stuff cleaned up one way or another so that we can deal with that and move it forward cuz I know we're pressed on time on that. And we're still going to have to go through two readings. Yeah. Although not ideal, we can't choose the day. >> We're going to still have to the law will supersede policy. Oh, that's right. You found that out. >> we'll still have to follow the law. Um so, All right, so that's fine. Um any possibility of any time in July? Same schedule in
048July I can Fridays? Yeah. Oh. The first week is not good for me, but I can do anything after that. How about like the 17th? You guys tell me. Okay. Yep. Right now I have nothing scheduled. Obviously, work wise I haven't got that far, but I'd rather book it for here first and say I have something to do. Yeah, that's fine. So, 17th plans. Okay. What time you guys want to do it? You do 2 o'clock again? I mean, it's up to Fine with me if it works for others. I think we'll go earlier. Oh, wait. I can't say it yet. So, earlier works for you too, Steve? Yeah. Okay. >> move things around. Okay. Well, do you want to say 2 o'clock and uh you know, if we need to make an adjustment either
049way? Yep, that works. At least we can get it in the books for that day and then if we have to make an adjustment. Okay. All right. Um and then we will need to meet in August just cuz typically that's the next normal beginning of the year meeting anyway. So First day is Let's get this saved. Okay, August. I can have the same schedule. Who's already planning for New Year's Eve? My goodness. My goodness. As of right now it's the same schedule. >> Why do I feel like I'm being teased? >> [laughter] >> I'll be in Tahiti. I'm sorry. >> Spring hasn't arrived. You're going to be in Tahiti? No, I'm not. >> I was going to say, wow. I was That's a very I'll be very productive meeting. Yeah, I'll I'll I'll I'll zoom
050from there. >> [laughter] >> No, who knows? I can't can't tell you that far out. Um but I know again my schedule will be the same putting in when I take my vacation time. Um yeah, I mean I can make Fridays [clears throat] the same thing. Um the I don't know, the 14th. The 14th maybe? Um my only question I don't know. What did we We said May 22nd. What was the next one after that? >> Um if we do it on the 14th, that'll be after what is likely to be the first full board meeting. >> So >> then. I'm wondering 7th and hopefully we can turn it around quickly enough if anything needs to go to the full board. Is that doable? Yep. Doc, what about you? Yep, I was looking something up
051for Steve. He asked me when it's July 17th at 2:00. You were asking me? >> Yeah, the first one. Yep, July 17th. >> one. Okay. I did not. That's the one I was missing. Thank you. All right, so >> And now you're asking me about >> at 2:00 again or again, that's fine with me. Now, are we doing just the one meeting in July? Mhm. Okay. Cuz we got one in June. For May 22nd, which everyone we just had. Typically So, May 22nd is the June meeting? You know, you and I um Terry, we met in July before, but that's not typical of boards. Usually July's off. All right. >> So, while I'd love to schedule more, I'm feeling like I'm weighing on you guys just enough. And it's time to back off just a
052little bit. Um Yeah, didn't we Did we say something for June? I think I agree. >> No, no, we didn't We went from there and then we added July and we have August. I'm sure that you know, we'll probably have to have it because you you're already planned for the June 10th meeting and there is no July meeting for the board anyway. Right. So, the work will get done in July. There's no June. Okay. We'll already be We'll have June off. All right. Wait a minute. I'm So, we're not going to meet in June at all, huh? No, because there's no Board of Ed meeting. In June? >> No, July meeting. July meeting, cuz you you're doing the legwork for the June 10th meeting we're doing in May to get it ready for June 10th.
053Okay. >> So, why meet in June? Because there's no We're going to meet in July. And we'll get >> the the legwork I'm confused >> Yeah. Bear with me here. Um the legwork that I'm seeing right now is I thought it was for the June meeting, so we could get the first thing. >> May 22nd. But we can't I mean How do I say this? We're not going to have two readings, no matter what, right? >> know that, but any June meeting we have for example, um the child abuse and neglect stuff that we know that's not going to be done for this week. And that means we will not have had any say in it as a committee before it goes to the June policy meeting. >> No, no, we have a May date.
054We have another May date. We're coming together May 22nd. >> I apologize. That's what I was thinking. Okay. Not Not that you're an idiot. I was just thinking that that would cover that's probably poor timing on that uh You're right. [laughter] It was kind of funny. I liked it. All right, so you're right. I'm tired, cuz nobody picked up on that Steve. If you hadn't said a word, nobody would have said anything. Nobody. No, you know, it's it's cool. [laughter] Um I I I can remember being good friends with people and saying, you know, you're a real You're my kind of So, it's okay. >> [laughter] >> That was a test. >> good. >> Yeah, so I'd I'd like to know if I could get a motion to adjourn before this before the Before it
055goes any farther south. Oh, it's my turn now. So moved. Second. All in favor? Aye. Okay. All righty then. Thank you very much. Thank you. Thank you guys. And thanks for, you know, kidding aside, thanks for being [clears throat] willing to make the extra meetings. Um Just getting used to the schedule is all. Hey, now it's almost been a year, almost in the fall. By that year this will be a group for you. Yeah, well, yeah. >> November, the way we're going it's going to be Thanksgiving before we know it. Yeah. No, I'm not used to not having summers off and I say, "Hey, we just have, you know, we could do whatever." But now this is my first, well, my first 12-month rather than 10-month. Wow, an adjustment. >> I'm building up Yeah, I
056know. It's It'll be It'll I hope everybody has a great afternoon. >> Yeah, you too. Thank you. Now I'm thinking today's Friday after all those Friday talks and it's only Monday. It's only Monday, Steve. Like we got a full week left. >> to have a week left. Oh, goodness. I may >> Let me just go and Oh. That's fine. Go.