Board of Education - Monthly Meeting - 2.11.2026

001if it works. >> Good evening. This is the February 11th, 2026 East Hatam Board of Education regular meeting. And I'm going to start with the pledge of allegiance. >> Ice to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. There are two exits in this room. One leads you to the front entrance of the MOC and one leads you to the rear entrance of the MLC. Uh we are going to start uh that's item one and uh agenda item two is high school presentation the ninth grade physical science. >> So this is Mr. Arthur Bell. He is a new hire to us this year and um really has shined. uh we restructured science so that ninth graders

002now will get a lot of physical science. So he's introducing physics concepts and he's here to talk about the units and the course outline and just let you all know how it's going. >> All right, thank you very much. Uh good evening ladies and gentlemen of the board. Uh my name is Arthur Bell and as Dr. that just described. I am our newly hired physics and physical science teacher at Nathan Taylor High School. Uh tonight I'm just want to take a few minutes of your time to describe the general course structure changes that we've made to our 9th grade science course, why those changes are in both mine and the school's opinion important and how they're benefiting our students for both right now and the future of their academic careers. So, first things first, I

003want to introduce myself. Uh, as I am a new hireer, uh, I may not know you very well yet, but I'm hoping that you guys can get to know me very well. Uh, my name is Arthur Bell. I am a first year teacher. I just graduated from CCSU, uh, class of 2025. Go Blue Devils. >> Congratulations. >> Uh, I graduated with a bachelor's of science in physics secondary education specifically. Uh, I also minored in astronomy and graduated with honors programs distinctions. Uh I still am very fortunate to have a lot of very close connections with CCSU and I'm personally working with them on a near daily basis to both get their advice and insight in terms of how we can best prepare our students for life after high school but also to to uh potentially

004provide various academic opportunities uh which are hopefully in the works. uh to introduce the course itself. Integrated physical science is best defined as our 9th grade science offering at NHRHS and it has the goal of further integrating physics into a traditional 9th grade science curriculum. Uh with the goal of better developing a scientific understanding and foundation for later classes. Um so what that basically means is that whereas generally speaking 9th grade science is more earth science focused. We are trying to take physics bring it up a little bit forward introduce a few more of those concepts to both integrate it into the course but also to deepen our understanding of the concepts already embedded in earth science itself. Uh for the course structure this is generally kind of the basic outline of how things work.

005Uh we start off with the creation of matter. uh where we talk about the very basic building blocks of the universe itself. What an atom is uh what does matter actually do uh within the universe. What is the universe itself made out of? How did the universe form? How will it evolve? How will it eventually die? Things of that nature. Uh really big scale kind of ideas. Uh usually even going even more in depth and more big scale than what a lot of courses normally will. Uh from there we kind of start zooming in a little bit more in terms of our day-to-day life here on Earth. uh we start talking about earth specifically uh the history of the earth uh what makes it unique from other planets, why is it unique from other planets,

006why do we think it could have potentially gotten to where it is now. Uh from there we go to more specifically how the earth works which is kind of where we are right now in our curriculum. Uh specifically what are the processes that allow earth to function. So not just understanding hey there's this rock floating in space understanding what is that rock actually doing. uh understanding what's really going on inside of it and on top of it and around it even uh also starting to get more in depth in terms of how does the earth evolve over time. What role do we as humanity play into that evolution? Do we play a role to that evolution? You know, how significant is our contribution and existence on this pale blue dot? Things of that nature. And

007then this last unit, forces and energy on Earth, is really where physics kind of ideas shine. And rather than being treated as its own individual unit, it's more integrated into the other three big kind of ideas. Uh forces and energy on Earth itself. Answering questions like what is force? What is energy? How do these things impact our everyday lives? It's really that last question that's kind of the building blocks of the curriculum for this course. Understanding really what these things are and specifically what they're doing on Earth itself. So rather than treat it as its own separate isolated unit, we do our best to really bring these ideas into the other units. Not only to understand what that original earth science was, but also to gain a deeper understanding of, okay, I get the idea.

008Why does the idea happen, right? best to them to best prepare our students for not just the rest of their course here in ninth grade but to best prepare them for 10th grade 11th grade 12th grade post sec post high school right uh so for the rest of this presentation I'm going to give you guys two kind of example units in terms of what we actually do uh walk through the big ideas of this unit why those big ideas are important and then also show off a few pictures of what we actually do on a day-to-day basis in the class. So this first example unit lives the stars comes from our first big chunk uh talking about what matter is. Uh and I asked the essential question where does matter come from and how does

009it actually evolve. Uh the idea with this is not just to understand this is what an atom is, this is what a proton is, this is what an electron is and memorize this information, but rather to take this kind of new age thinking, this NGSS aligned way of thinking of okay, how can I apply that, right? Not just what is this, but okay, when I hear the word atom and proton again later on in biology or chemistry, how can I apply that and build my understanding from what I have now to go even further in those classes as well. Uh so rather than just explaining for example what an emission spectra is which is a thing that we study with light uh we try to explain what light is so that students can apply that

010knowledge uh throughout this course and the rest of their high school academic career. Uh so even though it does take a little bit more time to go through these kind of units, I think and I hope that my admin also thinks that this time is kind of worthwhile to really kind of deepen that understanding. Uh on the right side there we just have the various standards. Uh it is very important to me that you guys understand that we are still addressing all the scientific standards that would normally be addressed. Uh so students are not by any means being illprepared for the NGSS science exam that they take during their junior year. Uh so these are the specific standards that apply to this unit specifically. And here we have a few pictures in terms of stuff

011that we do on a day-to-day basis. Uh in this unit we discuss the lifespan of stars. So taking a star all the way from initial birth going through all the possibilities of how it can evolve over time depending on things like its mass, its atomic composition, uh its luminosity, its temperature, taking all those factors into account to talk about the various possibilities and also talking about how they die. Uh so on the left side here we were talking about conservation of angular momentum. Uh which is very important for neutron stars. And the basic idea is that if you have a thing that's spinning and it gets smaller, it spins faster. Uh, and this is a physical concept that is not just seen in this kind of more advanced astrophysics, but also seen on day-to-day basis.

012For example, all of us right now, I would assume watching the Winter Olympics. We've all probably gotten a little bit too obsessed with curling in the last few days, right? Uh, we've all been watching quad god representing team USA and figure skating as well. Uh if you ever actually take a second to look as they're doing a triple axle or something like that, you will notice they bring all their body in. It's the exact same idea. Uh as you bring yourself in, you go faster. As you bring yourself out, you go slower. Uh so here uh we utilized uh my at the time brand new chair uh and duct taped it to the floor uh to really kind of show off this idea uh which the students really enjoyed. Uh I will also say for

013next year when we do this lesson again it has already been requested in the budget that we do invest in a proper rotational platform uh to not further damage my chair. And on the right side here uh we are showing off an idea called electron degeneracy pressure which I know sounds very big. Uh it's the basic idea that particles can only get so close to each other before they can't get any closer to each other without breaking each other. Uh so to kind of show off that idea since it is very abstract and actually relies on some basic quantum mechanics even uh we had the kids or a group of kids go into the center of the room with a bunch of chairs and challenge them to get as close as they physically can before

014they had to start sitting in each other's laps to get closer. Uh so this idea not only kind of shows off some of the really important concepts that we go over with life and death of stars understanding for example why a white dwarf doesn't continue to collapse under gravity it's because of this uh but it also shows a physical representation in terms of okay how can we visualize this for not just our students but for the everyday average a person these ideas are big uh the first thing I tell my students on day one is that science is hard I don't shy away from that that my job is to try to be the middleman to explain that science, right? I've been fortunate enough to obtain this education where I can understand these big ideas

015and I think it's a shame that not more people are exposed to these ideas. So my big focus in terms of how I approach teaching this course is to bring those ideas down to their level and really kind of try to expose people to them and really get hands- on with them whenever possible. Of course, we can't really bring a star into the classroom very easily, but we can at least do something like this. Uh, furthermore, when showing off gravity and how stars orbit each other or how planets orbit stars, uh, we were able to create, uh, a gravitational well here. Uh, this is just created by using a blanket and a bowling ball. And then we took a golf ball to kind of put it around to simulate a planet orbiting a star. Uh

016this is normally uh something that is reserved for college level physics uh to actually show off orbital mechanics but because it was relevant to what we're talking about at the time and I had the materials on hand to be able to do a somewhat approximation of this uh we decided why not right and that's kind of one of the best things about this course that gives us that freedom to ask that question why don't we just do it right why don't we take that extra step why don't we you know full send as the kids would Right. Uh so it all ended up leading to this. Uh this is our big kind of conclusive project. It is a bulletin board that's currently outside of my classroom. Uh where we utilized our entire freshman class. Uh

017they broke up into groups of about five people per group. They each took one step of the overall timeline birth to death evolution every single step along the way of stars and made a scientific model for their step. And we actually created a full timeline to be able to explain everything. Uh this is put bluntly college level astrophysics that they're doing here in the freshman year of high school which I think is something to be very proud of for them and something I am extremely proud and continuously proud of them for being able to do. Uh every single hurdle that I've asked them to jump over they have been able to do so and then some. Uh so it's really been kind of an a testament to understanding not to assume where someone's weak points

018are but to rather push them as hard as possible and see how far they can jump right which has really been kind of one of the highlights of this course so far. Uh moving on to the unit that we actually are currently doing uh talking about friction and erosion. Uh our essential question at this point mind you we are now in the part of the year where we're talking about surface features and properties of earth itself. So we're going a little bit less big scale, a little bit more day-to-day. Uh our central question was how do distinct surface features on earth form and what causes them to form? Uh and it's really that second half of the question that is what this course especially specializes in. What causes this to happen? Right? Not just understanding,

019oh this is happening. Okay, write that down. Move on as is traditionally kind of done in a lot of earth science courses, but understand the mechanics as to what is causing this. uh with this I think one of the big kind of things to spotlight is that by introducing the physics concepts of things like forces and frictions first when we then say okay this is what erosion is we can teach it in a way where it's like okay remember all this ideas about forces and frictions that we could apply to a broad scale this is how those things connect right and really kind of teaching it through that lens is what allows our students to be a lot more strong in terms of understanding yes what erosion is and being able to connect that a

020little bit more easily in terms of oh that's why this works but then also be able to apply this to other things in life and to hopefully be able to apply them their senior year when they take physics with me again. Uh and then again on the right side there we have our standards. I do want to highlight on the bottom there that is actually not an earth science standard that is a physical science standard. Uh so one of the big benefits of this uh core structure is that it allows us to bring in a lot more NGSS standards into the course load. Uh, as you may know, the NGSS exam is taken during your junior year of high school. Physics traditionally taken your senior year of high school. And a lot of those standards

021kind of can go unadressed, meaning that we are leaving a pretty big weak spot for a lot of our students. By teaching integrated physical science this way, we are reducing that number as much as physically possible with the goal being to reduce that number to zero concepts that we're missing. That way, our students when they do take that NGSS exam during their junior year are as prepared as physically possible. So uh here we are doing a lab. Uh this is actually just earlier this week. Uh we were doing a lab where we're measuring uh something called the coefficient of friction. Basically how rough something is in terms of a physics perspective of various surfaces that you see in the real world. Uh we measured it of tables, porcelain, granite, uh rubber. Uh and these ideas

022are applicable to any surface, carpet, tables, uh snow, outside, anything. uh with the goal really being to get into that nitty-gritty of okay I get the idea of you know things are rough therefore they give me grip but why does that actually work right what are the physical concepts that allow that to work why is that happening on a microscopic scale and why does that continue to work on places like the moon on the moons of Saturn on the sun itself right so really kind of taking that concept and leveling it up as much as physically possible even to the point of introducing some borderline introductory senior level physics work for these freshmen which again they were able to tackle very aggressively and really surprised me with what they were capable of doing. Uh there

023we go. So here again uh another picture from the same lab uh where they tested out multiple surfaces. And finally I just kind of want to wrap up by talking about again what the purpose of doing all this is right. It would be easy for us to just import an earth science curriculum from online and just go buy the book topic by topic. You know, get a textbook, go through chapter by chapter and teach it that way. It would be very simple for us to do that. And we absolutely could do that. But by doing this, we're providing a deeper understanding of the why behind a lot of these scientific ideas. Science often times is a a subject that a lot of people can struggle with, especially because it's a lot of memorization up front,

024right? There's a lot of advanced concepts that are kind of told to you and you're just kind of told, okay, this is the way that things are. With this, we're trying to ask that why, right? We're trying to answer that question of, okay, well, why does this work? That way, we're not just expecting our students to understand it, but allowing our students to experience it. Uh, additionally, they're giving our students a stronger scientific foundation for them to stand upon to help them make more informed decisions throughout the rest of their academic career. At Nathan Hillary High School, we have a wide variety of science electives. And we also have a wide variety of engineering courses and agricultural science uh options that we want students to be able to understand, okay, where are my strengths, where

025are my potential weaknesses, where are my interests, and by exposing them to more science earlier on, we give them more of a foundation to stand on so that they can make more informed decisions later. Uh which I personally find to be very important. And then finally, as stated before, for the purpose of NGSS testing, we are increasing the amount of scientific standards prior to taking that exam during the junior year, which while we don't have any data to support it yet because it's our first year doing it. I'm hoping in the long run will lead to an improvement in those NGSS scores, although of course we won't be able to know that for a few years time. So, thank you very much for your time. I appreciate it. Uh, and if there's any questions, I'm

026glad to take them. Thank you very much, Mr. Bell. I uh wrote down a few things. Uh you're very enthusiastic. >> Thank you. >> And positive and very detailed. I'm I'm very impressed. I'd like to take your class, but I'm a little outside of high school. Um >> we're always welcoming visitors. >> You know what? I we do want to reinstate um with the administrators uh board visits. And so I think uh sitting in your class would be an excellent start. I know. No, no pressure. Maybe you don't want to start first. You're a first year teacher. >> But registrations, >> he's ready. >> We did talk about doing a demonstration today. We're just going to bring in care. Yeah. >> Sean, I'll start with Sean. Do you have any questions? >> Stole my line

027because I was ready to say, "Where do I sign up for your class?" Very interesting. No. All kidding aside, very exciting. Really uh love the love your approach. all about the the what you said about pushing the kids to their limits, you know, and then seeing what they can do. I mean, right here in our uh in our mission, it's uh rejecting ceilings, you know, not not understanding. So, pushing them maybe outside their boundaries and make getting uncomfortable. I love that approach and >> great job. >> Thank you very much. >> Thank you. >> Um I I applaud your enthusiasm. Um, I agree with you 100% that science is best shown when it's why, you know, instead of the memorization and I think it really will show in those scores coming up and the fact

028of scaffolding and challenging them without um knowing that they're being challenged necessarily. I think that's that's great. And um it is it is a difficult concept because sometimes science gets that name of oh I have to take a science course and and and you know um and just the way that you present and the information and how you're going across you know the standards and the NSS standards and all that. I think that's a that's a fantastic and a little selfish story on my side. I have a students going into nth grade and was very excited about the sciences. So, you know, that that speaks volumes about where where um you know, what the students are seeing, what they what they can become coming out of coming out of the high school, >> right? Yeah.

029Absolutely. >> Thank you so much. >> Yeah, absolutely. No problem. Uh and something that again I tell my students on day one, I don't hide the fact that science is intimidating and I don't hide the fact that science is scary at first, right? But we try to embrace that and try to, you know, acknowledge like, okay, yes, this is difficult, but every single person in this room is capable of doing it. >> Absolutely. Absolutely. >> You know, so understanding that is really kind of my day one philosophy and that I really try to impart onto the kids heavily that they are capable of doing it regardless of their background because when you think of science, you probably think of a scientist, you probably think of someone who looks like Bill Knight, a science guy. Right.

030>> Exactly. >> So understanding that it's not just someone like that that can do it. It's any one of us and and just look in the mirror and you see a scientist is really kind of my motto about it. >> I just like also too that you mentioned the application in everyday life. >> Yeah. And I think that's when you realize why is this important is it also is a very big part. Very exciting. >> Thank you very much. Thank you. >> Um I was going to ask you some questions about curriculum, but you've already demonstrated that you know the answers, so that's waste of time. Um I I would uh like to suggest something and it's really not for you. It's for anyone else who's listening. The kind of integrated curriculum that you're working

031with doesn't just explain the why. It rewires the brain. >> More recent brain research, everybody used to think that the brain was a static thing. You got to a certain point, that was it, you're all done. That's not what happens. Um, you create additional pathways when you do this, which improves retention, improves the sophistication of understanding. Um, bravo, man. >> Yeah. >> And I'd just like to point out, and I'm sure you figured this out, but in case you haven't, you just did a great job making people like Dr. Drito and that guy over there look good for hiring you. Clearly, real happy with you. I keep riding that wave as far as you can. >> Yes, sir. Yes, sir. Uh, yeah. And thank you for bringing that up. Uh, that is absolutely something I

032agree with 100%. As someone who's only 24 myself, you know, I'm still learning. I'm still improving every single day. I >> but I wasn't too much older to you. I was a little bit older. >> I I helped develop a combination I was an English teacher at the time. I developed a combination class uh that blended um US history and American literature. >> Oh, that's awesome. >> American cultural studies. >> And what you're doing is what we it was everything we were doing. um except frankly that what you're doing is more sophisticated because you've got the standards involved and those things in many ways didn't really exist and when they did they simply weren't as meaningful. >> Um so you're doing a better job m >> well I appreciate that. >> Thank you so much

033for coming tonight. Obviously, your job is so much bigger than teaching the curriculum and I can tell how fun you are in the classroom and it's it sounds like you have a really student and you're probably able to bond a lot while working on the labs with you. So, thank you. I wish that I could be I always loved science, but I wish that I could go back to high school and reexperience science in my 34 year old body because honestly, I just feel like I'd be so much more engaged if I had you as a teacher. >> I appreciate that. Thank you very much. >> That's great. Thank you. >> You know, I echo pretty much everything that everyone said here. Um, you know, just thinking back as she had mentioned back in my

034era, and I'm not even going to try and give you a date. Um, science was boring unless you had someone like yourself who made it fun, who made it interesting. And, you know, you bring that enthusiasm and that is just, you know, some good things never change and that's definitely one of them. Um, and it's really important in Jim to use the word that you didn't bring up, but you meant neuroplasticity. This is important because that enthusiasm then translates into how can I solve this problem of the universe or, you know, whatever it is that you happen to be studying that day into how can I solve this? And it it's that spark, that enthusiasm that you know eventually generates discovery and that's huge. So bravo. >> Thank you very much. Yeah. And that's >>

035add to what you just said. It also helps kids develop the understanding that they can solve problems whatever they are. They could be science, they could be something with a girlfriend. It doesn't matter. They have the capacity to solve problems. They start figuring that out. And our society sometimes we spend so much trying to protect children. They never hit any difficulty and then everybody wonders why they fall apart when they finally do. Well, they haven't had an experience yet. >> Yeah. While uh this more applies to my seniors, it does my freshman necessarily uh for my actual traditional physics class. Uh a lot of people kind of go into physics day one expecting a math class, right? Or when they see all the formulas on the board, they're like, "Oh, this is math." I don't

036phrase it like that. I say that this is a problem solving class, right? This is ultimately trying to visualize and understand what's going on and then to be able to provide not just an explanation but a solution to I want to be able to do this. How can I do this? Uh and to kind of respond to what you had mentioned before about science being boring. Uh that is something that I could also relate to growing up. Uh that is something that's still very common nowadays. You know, I remember back in elementary school the most exciting part about science was watching episodes of Bill Knight the science guy. So my a lot of my teaching philosophy whereas I don't have any of the kind of neuro research that uh you guys may be more well

037acquainted with uh my philosophy kind of simply boils down to well if I was able to learn in a more engaging way that way why can't I just teach it that way and that's ultimately kind of what I try to strive and do. >> Yeah. >> Thank you for coming to show us this. I appreciate it. I I especially like the hands-on things. It's, you know, when you do things like that, then you start thinking about it after class, later on when you're on the bus, when you're, you know, eating dinner. Um, and so it helps understand and continue that learning further on and I like that. My only question is your senior physics class, do you do a lot of the same kinds of hands-on? >> Yes, we do. Yes, absolutely. Uh, that exact

038same friction lab was actually something that we had done just about two, three months ago uh with our physics students as well. We did a slightly expanded version of that lab where they did a few more surfaces. Uh and right now with my seniors, we're doing conservation of energy. Right now they are designing roller coasters and playing with hot wheels. Uh to be able to kind of test out their ideas to be able to understand, okay, I need to make this hill this high in order to get through this loop or get over this hill later on and be able to accomplish all these goals without also endangering the safety of my passengers. So, so we're actually right in the middle of doing a project in competition uh for being able to design a roller

039coaster with an actual budget uh with a certain number of goals. So, it's not just applying these ideas in a more hands-on sense, but also applying them to real world contexts of okay, let's say you are a roller coaster engineer. This is what it actually would look like. And the competition would be you're trying to create a better, cheaper product than what the other groups are able to create. So we are highlighting that in real time with the seniors as well. >> That's awesome. Thank you. >> I will keep it short and sweet. Thank you for the presentation, Mr. Bell. Um yeah, I love the contextualizing the why. Like that I think this is such a cool skill and to speak to like neuroplasticity and all these sorts of things. You're you're teaching curiosity in

040a very very cool way and giving kids the tools for it in the context in which they can apply it. Um, so yes, I also would love to sit through a science class together by 30s, but I will vicariously do that through our kids and just appreciate your approach to it. Um, I also say the pictures speak volumes. You have ninth readers smiling about physics. So, I'll leave it there. >> Thank you very much. >> And I'll even be uh more brief than my colleague. I think uh your enthusiasm is fantastic. Kudos to you and I look forward to see what you do next. >> Thank you very much. So do I. Sarah. >> Yeah, I think it's really I think it's wonderful what you're doing. Um, I know that when I was a freshman,

041it was kind of hard for me to integrate like my knowledge because it was earth science and it wasn't really anything that we did in the future. But I think that what you're doing right now will definitely set up your students well for like other accelerated AP classes, especially like AP physics and AP chemistry. So, yeah, I think it'll set them up really well for the future. >> Thank you very much. And I especially appreciate you saying that as someone who's currently taking those courses. Thank you. >> Thank you very much for your time. >> No, no, it's okay. Um, obviously I'm thrilled to have you here and Mr. Eert and want to just further explain that the restructuring, the purposeful restructuring of ninth grade and the plan moving forward because right now you do

042have kids in physics senior who didn't have this class when they were freshman. But the vision really is this gateway idea of kids getting excited about science and physics is the one science that you can really actually experience especially when you're talking about forces in motion. So it's a change um really appreciate the team at the school >> um that they also and Mr. Ear agreed with this vision and were willing to try it and we were thrilled that you applied and we're super excited the kids are excelling the way they are and they're all integrated. Ninth grade is all integrated all in there and we're creating a sequence to assure that by 11th grade all kids will have experienced all the NGSS standards. So there's a bigger vision here and so I really appreciate

043it um my colleagues for agreeing to try this out and um we really appreciate all that you're doing. >> Thank you very much. Yeah, with physics especially uh with chemistry and biology I kind of like to make the joke that you can run away from them sometimes, right? You had to be in a very specific kind of lab environment to be able to study say chemistry. Physics there's no escaping it. It's not this specialized form of science. is the rule book, the letter of the law that the universe must abide by. We are all experiencing physics all the time. And my opinion is that if we all have to experience physics all the time, we might as well have a shot at understanding it. So, so that's really kind of the overall goal here. And

044I'm glad that Dr. Drio agrees with that. >> Thank you again. >> Thank you very much. >> Yes. I'll move on to agenda item number three, which is the high school representatives, but we have one rep today. >> Um, so to start off, uh, Faith was unable to be here today, so I will be speaking on behalf of both of us. Um, so tonight at 700 p.m. Actually, they're performing right now. The high school symphonic band and choir students are performing their chamber concert. Um, chambers is a unit where the full band gets split into multiple groups based on like instruments and choir into like voices. Um, the groups get to choose their own musical piece and learn how to play and sing it with a little guidance from their teacher, Miss Evans. And this

045unit helps students to build independence in music as well as strengthen communication skills. Um, additionally, this past week, artwork created by our students was exhibited in the Shoreline Visual Arts Show. Um, tomorrow is the last day of the show. held at East Hampton High School. Um, we would also like to congratulate Delilah Herald for receiving the Connecticut Schools Award for visual arts. This award is a testament to her dedication and contributions to the arts program at her school. Um, students in Mr. Ricky's architecture and design class have been using CAD software to create their dream homes. Uh, these future engineers and architects have been applying their knowledge of design and construction to creatively make these online models. Um recently psychology classes have been exploring how the brain process processes information in a way in a

046new and creative way. Um students have tested their brains with a game where they were given a color and the text was in a different color and they had to name the text rather than the word. Additionally, they played don't touch the cup where they had to grab any color but the one called out. Uh these engaging activities applied what psychology students learned about how the brain processes information. Um, and finally, uh, this Friday, February 13th, the high school will be holding a pep rally. Um, in the days leading up to the pep rally, the full student council held a spirit week, which was this week. Um, the greater staff members with the most spirit points by the end of the year will earn a spirit point party. And the spirit days are as follows.

047Monday was sports gear for the Super Bowl. Uh, Tuesday was tie-dye, Wednesday was dress up as your favorite musical artist or band. And Thursday was Valentine's Day, not actually Valentine's Day, but Valentine's Day colors. Um, and lastly, Friday was is class colors day. And May the most spirited grade one. Thank you. >> Just a just a comment. Um, I just I I really wanted to give you kudos. um on the u the brain processing exercise um you know things like that they benefit everyone and it doesn't matter what level of ability you are it's helping all abilities process and so I I I love that >> super and it kind of applies to what we were talking about earlier with neuroplasticity >> any additional questions >> thank you and you are a sitting board member

048but I Last month it was slippery out. I think that's if you need to ever leave early, it's it's totally okay. >> Thank you. >> Moving on to item number four, which is the endowments presentation with Mr. Cahill. >> Need to get my technology up uh quickly. >> I caught you earlier today. She's caught him. Well, we'll find out. >> This is a bit of a neuroplasticity exercise, but on its own, right? Okay. Um, I don't have the benefit of having distance clicker, so I don't know if I can stand here or you want to move me forward. That's >> just tell me when. >> All right. So, everybody has uh the presentation in front of them in that blue binder. Um what I did is I kind of put together a overview of the

049different funds um that people have so graciously put together for this community. It's the only place I've ever heard of um outside, you know, private schools to have this kind of benefit. It's it's pretty miraculous when you think about it. Um so any and all questions uh hit me. Uh what's in here is a summary. So I didn't you know I didn't know exactly what your concerns were or interests were. So we'll kick it off and we'll interrupt me at any time. So basically tonight I'll talk about four different funds. Uh I come here in two roles. I am the financial adviser that manages the purple fund, the Shepherd Arts Scholarship and the Spreer Funds. And I am the vice president of the Ray board. Okay. I I put these together in chronological order the

050way they came into town. Um so we'll start with the Rayboard. Um the Ray School Corporation, the Ray Board, the Ray School, what's been called a million things. Um but originally in the will, the original will um uh that was executed in November of 1926, um the Ray School was set up as an educational institution offering courses of instruction similar to those of a high school grade in which however vocational instruction in manual training and the youthful useful arts will be emphasized, which is where we all hear about the Rayboard and the Ray Wing and the you know all those uh things that we do. The Ray board is structured differently than the other funds that we'll talk about. The Rayboard does not give its money to the town. The Rayboard money stays with the

051Rayboard until we pay a bill. Okay? So, the Rayboard sits every year with Chris and we go through a complete budget. Each specialty puts together a detailed budget of what they would like the Rayboard to help them fund. Okay. So, we contribute to each salary at a specified level and then we have additional funds that we use to fund the budgetary needs of the um educators. The second piece of the Ray fund is what's called the grant fund. Each year, we set aside 4 and a.5% of the value of that fund and we fund specific grants, one-time expenses that will benefit the program that's before us. Um, you know, we've we've we've done a number of different things. Last year, the probably the biggest thing you may remember is we set aside $50,000 from the

052grant fund to help put the highest quality equipment possible in the new um >> shop space. in a new shop space. Okay. We felt that that was an important endeavor to make sure that if we were going to invest the money in having that environment that we had the best possible equipment available. Um we've done things in the for culinary arts uh stainless steel tables made a better environment for them. We obviously hopefully won't have to replace those for many many years. uh you know things of that nature, the one-off expenses that we fund. And we also take a certain amount of money each year uh for a capital expenditure and we rotate that through the different specialties each year. So there's something um you know that we've set aside for each specialty knows when

053it's their year and what they're going to invest in. And through that process, anything that changes, anything that's, you know, modified, we had a request today. We were under you uh Mrs. Carberry didn't have enough money in one specific thing uh that she wanted to accomplish before your end. We needed it for um >> ECE certifications, but we we had money some somewhere else that we were able to fund those those programs with. So, we manage that budget probably like you manage your budget here, like your finance committee here does. And then we have our own checking account at Liberty Bank and that money comes from from that account gets dispersed to the board of ed to the main office as as needed as expended. So at the end of the year if things aren't

054purchased if we we don't that money is retained by the ray board. >> So um the board itself is go ahead. >> Sorry to interrupt you. You said we could interrupt if we had a question. >> Yeah. Yeah. Absolutely. Um, what I heard you say was that you folks work with the principal. Does >> and and the educators, but yes. >> Right. Does the superintendent's office have any say in any of this? >> The superintendent participates in the meetings certainly. And I presume that all comes through. We have open discussions about the budget. We review the budget with the superintendent um and Chris at the same time. Um so yeah, I mean, you know, I presume that all comes through. We don't we don't look at, you know, uh curriculum. We don't, you know, any

055of those things. We look at just to make sure that the expenses, you know, what we're spending money on fills the goal of the organization. >> Yeah. >> Yep. Um >> go ahead. I just was curious, Madam Chair, do we is it better to wait until he's done presenting each fund to ask questions or ask questions as you go along because I don't want to interrupt his flow and I have a number of questions. >> So, while you're on the ray board? >> Yeah, on the RA. So, can we finish Rayboard and then I'll come I'll be done. That'll be perfect. >> Thank you. >> Okay. So, the Rayboard is seven members. Okay. Uh all people from town been connected to town. Most have graduated uh most have graduated from Hail Ray. Anyone who hasn't

056graduated from Hail Ray has had children graduating. Okay. Um we meet four to five times a year and whenever else is necessary uh we do a lot of phone calls and Zoom meetings um you know as things are changing. Uh I talked about the uh budget process and the bank accounts. um we actually fund portion of the person that actually does the payments each year. So we compensate the the board for that for that role for the service that person provides. Uh this year's combined budget will be about $387,000 just from the rate. Just from the rate. The next two pages in the presentation are the two accounts. Um just to give you a s a sense of the size of what is actually going on. Um that what they call the trust under will

057account which is the account that is managed uh completely under the um Bank of America Bank of America private bank is uh $11 million. I should put my glasses on but then I can't see you. But I guess it's probably more important than um $1.6 $6 million and the grant fund is $3.1 million. So what actually happen I don't know if you care about the structure of this whole thing but what actually happens is the trust under will account 5% of the value of that account is what we expend each year. Okay. And that includes the fees that we pay the bank. That money goes out into the grant fund and then we manage the grant fund because what happens is money that comes out of the trust underwill account cannot go back. Okay? It

058has to come out because this as we we went through an audit last year which changed some things but this u portfolio has to expend that money because it's it's an IRS what's called a private foundation. So that's what happens there. And so that that goes into a more traditional trust which is the grant the grant fund. All right. And then we pay our expenses out of there. Okay. >> All right. >> Is there any generic general questions and then we'll get to Go ahead. >> Um if you could just kind of recap again how you came to that 5%. >> So the 5%. So the 5% of the 11 million account gets expended every year. Okay? And so what happens that's actually a little bit less than we than we spend. And then uh

059we match that. We also take 4 and a half% of the value of the the grant account. Those two combined distributions get us to what we contribute. >> Is the 5% a flat fee. That's just what it is or does it change? >> Sorry. It's 5% of the trailing 16 quarters. So when you when you run it down, you're trying to level out the amount of money. So it's 5% of the trailing 16 quarters. Uh and then uh four four and a half% of the grant fund also goes into that pool. >> For the salaries, >> yep. >> All this money. So when that when we pay that check from the main office that I must go to the town. It must go to whoever must go to the town but to it's credited against

060those salaries. It's a specific number every year. >> So we could not find that. So I now have it in my budget to make sure that the money comes over like all the grant funding should come over. But that >> there's never a line item in the budget. Yeah. So, which is part of the disconnect that I think we probably are going to talk about tonight is that we don't, you know, once it leaves that account, we never had an accounting for what exactly happened post that. We've gotten far more into the accounting. So, basically, not basically, the the ray board itself was totally changed five years ago. Originally for the first h 100red years the ray board was six members six employees of the bank and four people from town. >> Okay. So what

061happened is the bank just wrote the check and they went away. And so when we came in um I got a call from Peter Dean. I don't know if you guys remember Peter. um because the bank just walked away and uh it it's a very deep conflict of interest in the finance industry to be on a board that you're managing money for it. I they shouldn't have been able to do it that long, but whatever. So, they didn't have any anybody in finance. I had been on the board of finance with Peter. He called me and I got involved. Um then we were fortunate enough to engaged Anne Comr. Um I don't know if all of you know Anne but Ann's she's a um >> she she's a very successful accountant and uh she has

062been amazing. She's gone through we've got everything squared away. We know every every meeting where we are versus where we should be and all those kind of things. So we have a much deeper knowledge of what was going on. I think the next wave and something that we've talked about at meetings, the next wave of this is actually getting to okay, we're we got the money to hear what happens next. And so that's some of the conversations Dr. Drito and I have had trying to move that process forward. So um I don't know where where would I go? I'm sorry. I I kind of lost my train of thought. So >> that's okay. >> So through you, Madam Chair. Um so I want to get very specific. What teachers salaries? how many salaries and who

063decides what teacher you're offsetting. >> So, I'm going to ask for some help here, but the the the programs we've offset with salaries, we've offset forever. >> I I understand that, but I want to know who and what because I keep hearing words like specialties without really knowing what you mean by that. So when we say votech in my head I'm thinking it's maybe agriculture votech but maybe it's something else. That's why I'm I don't want to assume. So a which teachers and what specialties? Those are my first two questions. >> Take that list. >> Sure. We've got two a science teachers, two CTE teachers. >> What's CTE? >> Career technical. >> Sorry. Um then we have >> uh >> business you have four um IT people um >> it is the four IT members

064>> the shared services >> correct they're listed in the budget >> and the and um Mr. Rickio not Mr. Ricky, that's Mr. Ricky CT. >> Oh, so there's C. Gotcha. >> Yeah. >> Okay. So, um >> in apparel. >> Okay. So, I think and not for today, but you know, maybe later we can drill down a little bit more. So, all of these teachers are partially paid for by this grant fund. Is it above and beyond their contract? Is it supplanting money that the taxpayer normally would spend? What how are you structuring the salary? That's my first question. So there's no line item that actually showed this. What we were explaining is that it it shows up on the town side, but I now after reading the will, after seeing explicitly the intent of the

065funds, and it does offset, it's a couple hundred,000. It offsets and then it also pays a partial for a pareducator of 20,000 for the PAR educator >> and that's all included in the 387,000. >> Okay. And what specialties do we fund within this system specifically? >> I'm probably using the term specialties incorrectly. It's not a that's a Tim Cahill word. It's not a educator's word. >> So is it like a science? >> When I say specialties, I'm talking >> is it a science specifically? >> Science. It's business career technology. It's awesome. >> So, in my head, I really thought that the Ray board was really, really just focused in on a science and industry, but that's not what I'm hearing. I'm hearing that it's much more than that, which begs the question, who dictates, you

066know, where we're investing these funds if it's more than just our a science program or our vote uh program? And then my next question is, are these meetings posted? out they publicly >> and to be honest with you Erin just for I should say this too Ray Heisy was supposed to be with me tonight she's homesick um I have all the meeting dates for you I will give them to you before I step down >> but is there a do you have a uh for freedom uh posting purposes are you mandated to post that on the town website or is it or no is it never >> they're a private organization >> I understand that because because of the way it's you know because you're you're really you participating so much in some of the

067funding levels. I just would assume that's a public meeting and it should be posted. >> I understand your question. I mean the um we are audited every year. Okay. Uh we don't post anything. It's it's really considered a private foundation and theoretically we could stop funding it anytime we wanted. If we felt that we were going in different directions, we could stop. Not that, you know, >> that would be ridiculous, but >> And then my last question is, do you um have goal setting? Like do you guys sit down and say, "Hey, not in the current fiscal year, but next year we're going to do this maybe phased funding for some larger sort of projects. So it's not just peace meal. >> Somebody has a problem that it's really maybe a bigger sort of >>

068we spend the bulk of our time We're getting there. Like I said, this is a pretty new board. Remember, the first two two of the first three years we were together was COVID, which was, you know, ridiculous. So, um, but we're getting there. I the grant the uh the grant that we set aside for the shop, the new shop space, that's a beginning, right? I think we're trying to figure out continuity, right? One of the things that we're battling, not battling, but we're talking an awful lot about right now is the middle school, right? How do we is there something still staying within you know what the what the will the goal of the will is is there something that we can do to bridge and interest kids you know so that that's that's we're

069spending a lot of time talking about that right now >> I'm glad to hear you that those conversations are happening because you know I think that as somebody who ha who did graduate from Ray um you know and remembers the Ray wing very very well. Um, you know, there's a lot of pride in people who have grown up in this community and when, you know, they hear hail Ray, most of us knew what Ray meant. And I really want us to to to be able to embrace it. And I think having that transparent interaction helps bridge that divide. And that's why I was so interested. >> Yeah, it's um I think it's it's an amazing thing. I I really think it's unbelievable to have something uh you know like this um more than one of

070them >> because this concept it predates all these new fangled things that we think of magnet schools with their focused instruction. >> Yeah, >> we've had that all along at Hell Ree, but I don't think we've ever utilized it to its best potential. And that's what I'm looking to understand. >> Yeah, we're with you. you know, like it's a big boat. Turns it pretty slowly, but like I said, there's there's only one original board member left on the board at at this point. So, we're all kind of getting our trying to get our legs. Fortunately, the superintendent and and Chris and and the educators spend a lot of time with us trying to, you know, move us, you know, helping us move forward and we're trying to figure out how to how to do that.

071>> Thanks, Tim. >> Um, I just have a couple questions. >> Yeah. How are the board members chosen? >> So, we do an internal kind of nominating process. Um, so we haven't gone out and about. Um, I think we're probably going to do more of that. One of the things that we've tried since I came I was the first new board member. Um, and what we're trying to do is uh we again having a lot of discussions about maybe expanding the board. We can expand the board a bit more from where we are. And what one of the things that we're really talking about is trying to find people in industries in which we're trying to participate, right? Um and and so that might be going outside town. It might be reaching out to people

072specifically in you know the agriculture business or the you know manufacturing businesses or all those kind of things. So um that's where we were all kind of chosen like we need you. We don't know what this is. You know the same thing we needed an accountant in and and stuff like that. Kevin Staley who owns Staley Farms. Um Fern Trembley who's an engineer. Uh so we have a nice we have a really it's a good crew of people that are really trying to you know elevate this. And then of course we have Aaron who's our our legacy member and she was a big participant in the race school when she was in town. So uh well not in town but she was in high school. So, >> um, and I I read the will as

073well, and it's it's interesting because my understanding of the history of it is that he took everybody by like completely off guard, caught everyone off guard. He was not participating in town. He just kind of died and left it. >> Yeah. >> Um, so there's very little direction and that will doesn't give you a ton of direction either. >> So, some, but not. >> Yeah. that gives it well so the the one of the issues that created the audit um was that it was originally supposed to be a standalone school. >> Yeah. >> And so it's taken on a different meaning over the course of many years. >> U if you haven't had a chance to read the will, it actually talked about providing room and board for people to come here and not pay

074to get this kind of education. So it was pretty wild. um you know and and you're absolutely right. It was kind of by surprise and if you read the rest of the you know in all the details you see that there was family members that were basically you have this much and that's it the rest of this is going to to this. So um yeah so it it has to you know remember the the ray board has been when I came on to the ray board there were three board members who've been on the board for 40 years. So, this is the kind of deal we were looking at, right? Um, and so, you know, there's a lot of history that we don't necessarily have. And J, so Jimmy Curtain is, you know, the senior

075board member. Um, and he was the youngest board member. He was the newest board member when I got here, and I think he's been 35 years or something like that now. So, you know, we're we're trying to figure it out, you know, and without the uh like I said, and the bank kind of dealt with everything previously. So, we're kind of building our own process a little bit. Um, not a little bit, a lot. And, uh, you know, we're just hoping to, you know, benefit the town, um, benefit the students as much as humanly possible, you know, so we're all learning. you know, more of a >> that middle school concept is interesting, too, because there could be something to be said for middle school being, you know, some of those higher grades, especially what

076they're learning was probably what they were learning in high school at that time. >> And so, you know, his, you know, the goals of his will and the goals that he had in mind so that if he came back today, he could be saying, "Well, wait a minute. >> Yeah. Why aren't we doing this?" Yeah. And I think that's what we're all seeing. And I think, you know, part of it is being able to integrate it with everything else that's going on in the school. Um, we do have some middle schoolers coming up to the CTE area on a weekly basis, >> uh, bi-weekly >> by basis. >> So, there's some there's some opportunity. We're starting to see that it start to work. Um, you know, so we've looked at a bunch of things. We

077actually looked at a bunch of, uh, community garden projects that were around trying to figure out how to do that. So, we're working on it. We'll get there. Uh, I think we're real close. I think by the end of this year we'll have we'll have some things going on. And what's happened is these funds have grown so much over the past, you know, five years. Um the grant fund is actually kicking out a pretty considerable amount of money. When I five years ago when I first got on the board, the grant fund was we had maybe $10,000 $12,000 to give out on grants. Now we're looking at $40,000 to be able to invest in specific things. So, you know, I was going to say Mr. Bell had stayed. I was going to say, "Don't worry

078about your rotator. We got it." You know, but um so, uh it's a it's a pretty high hat problem to have. I mean, it really is. And it's a it's a it's um and I I you know, I wish everybody was able to be here. Ann's in England, I think, or something like that for work, but uh the board is is committed and and and valuable. It's a it's a good exchange. you know, everybody has their experiences and brings it in. So, it's it's pretty pretty interesting and I think I think we'd benefit from having a couple more board members. Um, so that's on the on the docket. >> Um, do you have a scholarship, too? >> We uh we do. We give out three scholarships a year. Um, we uh last year, normally we

079give out one four-year scholarship and two two-year scholarships. Last year, the scholarship committee, which was me and Anne, gave out two four-year scholarship, two uh four-year scholarships and one two-year scholarship u just because we felt it was the right thing to do. Um and uh we gave one out to a young lady who's going to be a mechanic. You know, the year before we gave a big scholarship to a young woman who's going to be a welder, you know, all that kind of stuff, which is, you know, it was awesome uh to be able to send that out. And the the welding school was actually at the graduation at the scholarship night and they were like they they gave her a huge scholarship. >> So it was very cool, you know. So yeah. And it

080all started here with the the welding what's the the we one of the machines we purchased is a it's a welding trainer. It's a not it's not a real welder, but it's a welding trainer. So you can >> virtual reality welder thing, which is pretty cool. So >> yeah. Yeah. Thank you. >> Um, >> that's great. >> Any other red board questions? >> I I have one. >> Yeah. >> Is there any reason within the context of the will and whatever your bylaws are and that kind of thing that the money can't be paid directly to the school system that it's going to spend it? because it would make it an awful lot easier for us to budget appropriately and for us to demonstrate to the town that they're getting a lot of benefit in

081the schools that they're not actually paying for that someone else is supporting it. Everybody knows the rate boards out there. I'm not suggesting that's not true, >> but this district more than any I've ever worked in, and you've sort of alluded to it yourself, benefits from private philanthropy. And when folks are getting all excited about the taxes, they don't realize that in any normal setting, the taxes would already be a lot higher because there's a lot we're not paying for. And if it were paid directly to the district, it could be um the budget could show where the money was coming from a lot easier. >> Yeah. So, we kind of have uh you know um what comes first, the chicken or the egg, right? So, what happens is we try to fund programs, right?

082We try to focus on the programs. Well, a lot of times the issue is we don't know exactly what programs are going to be funded until the budget is done, right? Until your overall budget is done. So there, you know, there's we know exactly what we're, you know, we can tell you, I think pretty precisely what we're contributing for salaries and and that kind of stuff, but as far as like the supplies, expenses and all that kind of stuff, we see that as soon as the teachers are able to put together what classes they're going to take, you know, what classes they're going to teach. So I think there you know we can disclose we can tell you what the number is. We know that that number on when does she calculate it? January 1.

083>> Uh I think a little bit before that but yeah >> so you know we know what the overall number is and we vote on what we do is we put together a series of scenarios. How much are we going to give to the because again all the money that comes out of the trust under will is goes to known expenses. So we know what that number is and then it's the grant number that we you know we can patch around. It develops other things. >> The other thing that happens is I'm going to give you the an Comr answer because I can hear her in my head saying that >> the reason we're not going to give you the money because >> always hearing. >> Yeah. Yeah. Uh the reason we're not going to

084uh we wouldn't um do that is because a lot of times there's money left over and then we're able to re reuse that money. Okay. Now I'm going to give you the perfect example. The A bus the the A bus the original quote we got for the A bus was $36,000. What we did is we took the money that we didn't spend during COVID and paid the $82,000 that the bus ultimately cost without any impact on any programs taking money from anywhere else. So, we've always recycled that money. >> Is there any reason there couldn't be an agreement with the school system that if the money is not expected, it's held harmless in a budget for the Ray board to deal with? I mean, >> well, so that's basically what we do now, right? So,

085we just have our own. We keep it in our tax ID number and then, you know, if it's needed or we find an opportunity for it, we expend it. >> All what I'm trying to to avoid, and it may be not worth this much time in a question, honestly, what I'm trying to avoid is to secure this route that has it going to the town and then at some point getting to the schools. So yeah, I I think that we need I probably need to understand a little bit better. You have to remember that when these things were set up, there was no difference, right? They they all went to the treasurer of the town because that's through the person was who collected the money. I think there's and I'll talk about that a little

086bit more pointedly in the purple fund conversation, but I think I think there's probably something there and it's a process thing that we need to we need to figure out. >> You know, I don't think it's a big deal. So I think it's a process thing >> and we get grant funded from the state and of course it goes to the town but it has a direct line item to us and that's what needs to happen for this fund because it's very explicit >> and that's the piece that we're going to implement just like the other grants that come that are very explicit the purpose for those. So that's we just need to make sure that that happens. stick with it. I just want to write a note. So, >> thanks Jim. >> I'm gonna

087walk backwards that question too when you said that that so that amount of money it's not paying for all those teachers but it offsets their salary. So, they're a regular certified high school teacher, but the rate board >> I understand. It's just like the state there. The federal government pays part of a DOT salary. I get it. But I just didn't know if it was above and beyond their their union contract or anything else. Sometimes you just it's better not to assume. That's why I'm asking. >> Certainly helpful for the taxpayer. >> Yeah. And I think >> um so uh grayboard questions exhaust. >> We're good. >> The next fund is the purple fund. And if you haven't looked at this one, this this might be a little bit surprising to you. So the purple

088fund was um established uh by Alberty Purple. Um actually by Arthur Sllamon in the name of Arthur Albert Purple. Um he originally put $400,000 into a fund to benefit uh the high school. Now, um, purple fun committee is stipulated as the superintendent of schools, um, somebody from the board of education, um, the treasurer, and an independent human being from the town, not on the board of education. Um, and that's what's stipulated in the original document. I do think and ultimately the board that's just the investment committee. The the board of directors of the purple fund is the board of education. So that's why each year you get this you have to approve the money that you receive from the purple fund. So uh we've reconstituted the committee. Uh we're trying to build um you know

089we got to get some meetings scheduled. Uh but it's continually been changing. Um I think one of the things that we need to discuss is making the finance officer from the board of ed the committee member rather than the treasurer. Um I think it would just make a great deal of sense. Uh we have a independent member of town gentleman by the name of Bill Dowling. If you haven't met him, he's a great guy. Uh New York City attorney. He was Bill's uh George Steinbrunner's attorney for the New York Yankees. Very interesting man. was in the lines with me for a number of years a good guy and I think he'll be very valuable person um so uh currently the funds flow through the town for the benefit of the bo board of ed so

090same issue that we're having here I think we need to we can address that um one of the things that it talked about in the purple fund is that the funds that were came from here were not supposed to diminish municipal or state um funding. So, how we deal with the purple fund uh could change. Historically, this this money has just rolled into the town and to offset the tax base. Uh the current year contribution from this fund is $394,000. So, this fund um I have managed this that you'll see the reporting is a little different for this fund because I actually manage this fund. Um this uh I've been managing the the purple fund since uh 2008 probably. Um the fund has grown considerably over the years. Uh if you look at page 10,

091you'll see the historical performance there. Uh again, I taking my glasses off, so I'm going to do this for memory, but I think the value of the portfolio has increased about 43%. But in the same time frame, it's given over $4 million um to the school system. Part of that was a $500,000 gift that we gave to help fund the new stadium, the new the new field. Um so, you know, again, it's an awful lot of money. It's um uh and it's a huge it's a huge benefit. Um and you know I think uh one of the things that we've discussed about the the committee is having a little bit more focused use of these funds rather than you know just a broad contribution. Um, and so we can I think we need to go

092through that process, whatever that process is going to be. >> And the intent is to not supplement or not replace town funding or state funding, but to add on top of it. >> Yeah. Hang on. There's a quote. I think I I thought I put the quote in here. No, sorry. I know now. I think I just ran out of ability to type. But what it what it basically says what the the trust basically says is that yeah, it's it's actually written if you've ever read a a trust for a a special needs trust that you know this money is set aside for the benefit of this person, you know, without impacting any aid they may get from another place. That's exactly how it's written. So, um, but I I think, you know, a more

093um uh involved committee for this fund would help a lot. So, that's one of my pursuits for 2026. Uh, we had pretty consistent u man, you know, committee meetings for a number of years and then we the people the members just kept changing. So, I've always met with um the town treasurer and the finance office from the town uh on all these funds just to make sure everything was above board and all the measures uh were in place. Um so, but we'll get the committees reconstituted and uh moving ahead. the two newer funds, the Spreer and Shepard funds. Um, the Spreer fund was a random check that was sent to us, seven years ago, something like that. Uh, Isidor Spreer grew up on Mount Pernaces. His family had the Spreer Dairy. Um, really interesting story.

094Became a veterinarian. uh very successful and developed a series of medical procedures for animals that were actually ultimately adopted for human beings. Um is one of the biggest donors ever to Cornell University. These funds are the proceeds of uh his what they call a charitable remainder trust. So when um Sylvia passed these funds were started to begin distribution from the from the trust and we don't know exactly when the checks are going to stop but so far we've received three um with a total of about $400,000. Um these funds we actually met with Abramer who's their the local um family member still in town and uh he had reviewed the documents. Uh we do give one scholarship, one science uh scholarship a year for $1,500 and then the other funds can also be used to

095support science uh um in the school system. So, um, right now that that fund stands at about $500,000. So, it's made about $130,000 since it's been here. Um, the Amos Shepard Arts Scholarship. Okay. >> Question. Sorry. Um, and so so this is a scholarship fund only. This is not offsetting anything else. This is specifically a scholarship fund. >> No, the Spreer Fund has we right now it gives a $1,500 one $1,500 a year scholarship. Um and the other funds can be used for science tech you know STEM education however is decided by the board. The goal um my recommendation is that we use the purple fund committee to be the speckre fund committee. All right. Rather than constituting a whole another committee, uh we work through that process. >> We'll put together goals, you know,

096goals and uh uh for the for this record fund. >> You know, I I um live as a crow flies uh on the other side. And um you know what what kind of struck me is I didn't realize that uh he was also a veterinarian and developed those things. And just as a point of information for you, um, you know, even in our higher education system, we really struggle. Um, we have no veterinarian, uh, specialties in Connecticut. We send, uh, kids, I think it's Pennsylvania or wherever their very premier veterinarian school is. And just thinking about again our agracience program and kids and the animals is just such it's it's such a gift. But the veterinarian for me that's I don't know it just kind of speaks volumes that you know the legacy of that

097sort of skill set could be something that could be uh explored more in East Adam. >> Agreed. Um then the uh last fund is the Amos Shepard Arts Scholarship. This is strictly a scholarship fund. Uh it uh was originally funded with $175,000 after the passing of uh Amos Shepard's uh friend. And uh now so what we do is we give out four scholarships. Uh we give out one scholar, one four-year scholarship every year. It's so it's renewable for four years as long as you stay in an arts focused major. Um so uh right now each scholarship recipient will receive about $4,000 a year. Last year's payment, last year's distribution, which is 4% of the trailing 16 quarters was $13,000. So we divide that by four and that's what each student gets. Um which is amazing,

098you know, uh as I listen to Sarah's conversation about the um I'm I was saying I'm sure I'm going to see that name at some point this year uh in the scholarship process. So, um, uh, but that's what that that that scholarship is actually chosen by the art professor, the art educators, um, at that high school. And I guessing that if you're distributing 4% of the fund every year that it's still growing because you're leaving enough there to act as principal. Yeah, that's how that number is chosen. So, um, when you manage endowments, that's they usually use trailing 16, either trailing 12 or trailing 16 quarters. So, it kind of stabilizes that growth. So, you're not really distributing 4% of the B, you know, not 4% of the balance, you're distributing 4% of, right, >>

099you know, some version of a prior balance. And it also keeps you from getting, you know, crushed in a year like 2009, right? when the market's down 26%. You know, it kind of smooths out those lumps. But all these funds have grown well, you know, well faster uh than that. God willing, we'll continue to do that. But um yeah, so that's the process. And just so you know, each one of these funds is managed under what's called an investment policy statement. So they all have drafted documented investment policy statements, which are the rules of the road for how the money gets managed. Okay. um very boring 20page documents if you want to see them yourself. Uh >> so so basically so you're not taking high risk uh you know uh bets basically is what's >>

100correct. Correct. It it gives you some specific guidelines for what can and can't be owned and how it can be owned and stuff like that. >> I noticed one of the uh funds within the purple fund has a name of a former town treasurer in front of it. >> Yeah. So what happened and it would So what happened was um each year each time the treasurer changed we were changing the name. Gotcha. >> And so we've got to keep do all new paper. >> I figured I figured I just >> it's a and sometimes it whatever it's an internal it's also an internal problem in the investment bank. >> So >> um is the either the trust document or the will available for the purple fund? I >> I can get that to you. Yeah,

101I've read so many of those I find that I >> Yeah, I will absolutely get that to you. >> Thank you. >> This is very very uh detailed, Tim. Thank you very much. >> Yeah, the back the Yeah, so the back sections are all the detailed finances of what the funds that I manage just so you have them. I didn't I didn't give you individual holdings. You get top 10 or top 15 holdings for everything. Um if you have any questions, if you want me to come back, you know, let me know. If you want whatever details you want, I have them. >> Very helpful. Thank you. Are there any questions? >> Thank you very much. Really appreciate it. Um we definitely have work to do in the fact that we need to uh >>

102send these directly to our uh board of ed because some of them we we did obviously see the purple fund for the track. That was obviously extremely helpful for the track, but I don't think we see the purple fund. >> Yeah, we'll we'll figure this out. I I I don't think it's a big deal to be honest with you. From my from my standpoint, I don't think it's a big deal. I think it's just a matter of how we move the money, you know, and what happens with it in here is, you know, >> I can advocate. >> It's transparent. We would >> Yeah. Yeah. Well, no. What I mean what I you know, I mean, just from which side of the house it goes to. I don't I don't you know, whatever the politics,

103whatever whatever the deal is there, let me know and I'll do whatever I can. It doesn't matter to me. >> I answer to the board. So, >> I'll bring it here in a paper. >> Honor these wishes too, I think, is the biggest thing. You want to honor. Yeah, >> these are specific wishes. So, I think we want to make sure that we can track that these wishes are being >> taken care of. >> So, >> I appreciate it. Any additional questions? >> Thank you very much. >> Appreciate it. Thank you. >> Item number five on our agenda is the audience of citizens. Let me read this. The audience of citizen provi citizens provides a opportunity for Utah residents to briefly and respectfully share their thoughts, concerns, and questions with the board of education. Any

104written comments or materials must be submitted to the board chair and may be distributed at a later time. The chair reserves the right to discontinue public comment at any point if remarks include specific or personally identifiable references to board employees and/or students. This portion of the meeting does not involve discussion. All questions will receive a timely response from the board chair or superintendent. We have a moment now and we added an additional audience of citizens as well. Any audience members? Okay, I'll move on to item six, which is the report of the board chair. Bear with me. I don't like long speeches, but I got a long one tonight. Sorry, guys. Um, good evening again. It's it's only been three weeks since our last board of education meeting, but there's been quite a bit of

105activity during that time. I was able to only attend one school event, which is the elementary school dance on Friday evening, and I was truly impressed with the turnout. It was a packed parking lot for an elementary school dance. It was wonderful to see so many families participating and I'd like to say thank you to the PTO for coordinating such a successful event and to all the volunteers that made it possible. On Monday, January 26, the superintendent Jessica Hatfield and I attended an online governance workshop. I found the workshop to be very informative and worthwhile. One key takeaway I would like for us to implement as a board is the development of an annual board of education calendar. This calendar would outline our maj major areas of work throughout the year and should include clear

106budget timeline expectations to ensure transparency preparedness. There's just some things like in the bylaws that I would like to just have as a January through December, we should have it written in one document versus you you know how large those policy binders are. On Wednesday, January 28th, the board held the second half of our retreat here at the MOC. The discussion was productive and I do appreciate the participation from other board members. We also discussed the importance of holding these retreats more than once a year to allow a continued strategic focus and board development. On Wednesday, February 4th, I attended a working meeting with the board of finance chair, the first selectman, superintendent, the business manager, and the town finance director. The annual audit has been delayed due to the need to revisit and correct

107past issues. We anticipate the audit will be completed in March. I ask for the community's patience as I believe those work working diligent are those involved are working diligently and in the best interest for all the taxpayers. On Thursday, February 5th, the superintendent and I met with Jackie Endorf. We are welcoming Jackie back as a parent volunteer. During our meeting, uh, she encouraged the board to develop a clear policy, bylaw, written procedure, whatever we need to look at that outlining how disruption cases should be handled in the future. I share that I shared that this is something that will take time, but I agree it's an important uh area for us to address. I'd also like to respond to a comment made at our January meeting regarding employee turnover. The district's average annual turno turnover

108is approximately 25 employees which includes all employee groups as well as retirements. All employee groups and as retirements. So for reference, the 2020 to 21 school year 25 turnovers. 21 22 25 22 to 23 school year was 22 people. 23 24 was 26 and then 24 to 25 school year it was 30. Um, I am going to read into the record on Monday the East Adam Public Schools did release a uh formal statement. We are writing to inform you on a serious matter involving a former employee of our school, Shawn Boardman. We understand that communications of this nature can be concerning and we want to provide you with accurate information while also respecting the privacy of those involved and the integrity of any ongoing investigations outside of East Adam. Mr. Boardman is alleged to have

109engaged in inappropriate conduct with a student while employed by the Darien Public Schools. We find these allegations reprehensible and wholly inconsistent with the values our district upholds. As a result of this current matter, concerns have been raised related to Mr. Borman's conduct while employed by East Hatam. Mr. Borwin was employed in East Hatam from August 2012 to August 2020. During his time in East Adam, there were allegations he had inappropriate cond contact with a student. Based on our review to date, the records maintained by the district demonstrate that the investigation into Mr. Boardman's conduct in East Hatam was conducted in accordance with all applicable laws, regulations, and board policy, including contacting the Department of Children and Families. Contrary to assertions made in the news, at this time, there's no evidence to conclude that the previous

110administration did not comply with employment law when providing information about Mr. Boyman's employment to other school districts or otherwise violated the law in any manner. Notwithstanding, our review did re our review did reveal that certain aspects of the matter she had to handle differently. While our current superintendent of schools was not employed by East Hatam during Mr. Borman's tenure here, we have full confidence in her leadership as her commitment to student safety, integrity, and accountability has been nothing short of exemplary. Members of our community who have information or concerns regarding this former employee are encouraged to contact this superintendent, Dr. Durrito. We appreciate the patience and trust of our community as we continue to uphold the values and standards that define our school community. I do want to also add context that our our super

111current superintendent joined the district in 2024. Also, the entire board of education has been newly elected since 2021. Three of us were elected in 2021. Two of us were elected in 2023 and four of us were elected in 2025. So, it's everybody's new since 2021. Uh we also knew welcomed a new law firm in 2025. There has been significant transition in leadership and governance over the past several years. As board chair, I would like us to refocus our attention on our core mission, which is student achievement and education. It often feels as though the district is managing issue after issue, some of which are substantial. Our central office staffing is lean compared to many districts. We currently have a superintendent, a people services director, and a business manager. That's it. We do not have a

112curriculum director or a dedicated human resources manager. It is time for us to study the course. All stakeholders in this community, all stakeholders in this community, especially during budget season, must come together. Accountability matters. Words matter. Action matters. And most importantly, the children of this community are counting on us. We must work collaboratively and responsibly to do what's right for them. That'll probably be my longest report for a while. I don't like public speaking to this day. So, does anyone have any questions for me? And I cannot comment on the news story. >> Uh, just one quick question. With Jackie coming back, does that mean that garden program is going to be revived with the spring coming? She said that somebody else had taken it over and that we'll I think she we're working on

113that, but she's going to be volunteer. I don't know what her aspect is. I know somebody took it over in the meantime. Um I get your clarity on that, but >> well, it's just that that program was so beloved. >> There was supposed to be somebody taking care of it >> during the pause. So, any additional questions? >> Thank you. I'm going to move on to item seven, which is the report on superintendent of the schools. Good evening. Um, I also had the pleasure of attending some fantastic events. I did go to the Shoreline Art Show at Hampton High School and I'm just so proud of all the work that our students um have done. They're very, very creative and talented. I attended a math night at the elementary school um last night. There were

114lots of kids and families there learning to play math games and I'm thinking that some families at home might start a new tradition. Uh I also attended the elementary school dance on Friday and was blown away by the attendance. You would have thought there was a concert for sure. Um but it it was a fantastic um evening. Uh yesterday we had an early release day and staff worked in teams. They focused on curriculum. high school is preparing for NEAS um which is coming in April. Um we have an upcoming long weekend, warmer weather on the way um which is great. And for next month during parent conferences um all the schools will have an area where parents will be able to contribute to the vision of a learner and they'll be able to see the

115belief statements that were already developed. Um and so we're looking forward to that contribution. Thank you. Thank you. Uh item eight is action on the minutes. I actually need to ask you guys um for a vote to add an item 8B. The it was not in the original if this is a regular meeting so we can add um the January 28th uh special meeting the retreat meeting minutes were not in there. So, can I get a motion to add an 8B, which would be a motion 8B would read motion to approve the special meeting minutes of January 28th. >> All those in favor? >> Thank you. Special >> extension. >> Okay. Thank you. Sorry. All right. So item 8 A, can I get a motion to approve the regular meeting minutes of January 21st, 2026?

116>> I get a second. >> I had a couple questions. >> Let's get a second and then we'll be second. >> So >> um who that was? >> Steve and Sean. Thank you. Were there any corrections to be made before we go? I have corrections to make. I'm sorry. This is in the Google Drive. >> Um >> I think there is one. It was just the name of page. There's there's name errors under audience of citizens. >> There's a lot of name errors. >> There's a typo there, Mr. Olen. >> Yes. >> Okay. >> Um my other one was um either the board chair. It said the elementary school fee $71. It's 7001. >> Yes. >> So, let me re we actually there's a few spelling errors that need to take place on the audience's

117citizens. Um, and then yes, the 71 is 701. >> Is there anything else anyone has to correct? >> And then she put a question mark for >> Yeah, that's what Rowski is who I had written. >> Yeah. So, let's correct the errors on the audience of citizens and my chairman's report. Any other corrections for those? >> I have a question. >> Um I'm just curious. Um in taking these minutes, are we relying on AI? Are you actually taking these minutes during a meeting? I find that >> Kelly Lucas does. >> Okay. Okay. Um, the reason I ask is there's a lot of substance that I feel is sometimes left out of minutes and sometimes I feel it's not fully reflective of meetings when we leave out things like that. I struggled with these minutes. I'm

118glad we're correcting the names, but I am I am not sure if I can vote in favor of the minutes as presented. So, okay. >> And I'm not looking for any changes. I just think that they're light on substance and I know the importance of looking back sometimes and when you don't have the substance it's hard and so for that reason I'll probably be against these minutes >> for foyer you don't have to write anything >> I understand that's why I asked if it was IA >> which is un unbelievable but really truly miss could just be basically the agenda repeated >> I totally I don't >> I'm not that's why I'm not asking for any changes or corrections. >> Okay. >> Is there something that you think could be done differently in terms of

119>> I just think like if you were to go now I don't want to rehash anything but if you were to go to for instance the audience of citizens you would have no idea what that conversation was about and I think it's it does a disservice um to the public when we're reviewing. Again I am not looking to rehash or even offer an amendment or suggestions. So, I'm simply going to vote against minutes. >> Can I amend the motion? I'm going to wipe that motion. And can I get a motion to approve the regular meeting minutes of January 21st, 2026 with the audience of citizen name changes and the chairman's report with the uh change the elementary school was $71, not having any $1. Second. >> Thank you. All those in favor? >> Opposed? >>

120Obstaining. >> One. >> Thank you. Motion carries. Can I have an uh motion to approve 8B, which is what I asked before, which is the motion to approve the special meeting minutes of January 28th, 2026. >> Some move. Can >> I have a second? >> Second. >> All those in favor? >> Opposition extensions. >> Thank you. Motion carries. Committee reports is uh number nine on our agenda which we're going to start with a curriculum policy and educational programming subcommittee report. Jim >> um the the minutes are included um for the record in the future folks. I will try to get something to you about that um for you guys to approve before I send them off. this particular case there wasn't time and I apologize for that. Um I I think the important thing to

121note is that and and if others want to comment on this they're they're welcome to do that. I thought we had a pretty healthy discussion about what it is we're hoping to accomplish in the next couple of years. um and my own goals, which seem to dovetail with everybody else's, which obviously is always nice. Um to kind of strengthen the the curriculum review process. Um if you recall, those of you who are on the board previously, we had explicitly rewritten some of the bylaws to make it clear that the board has to approve all writing. Um that is typically how it's done and prior regime had gotten the board to seed all its authority and responsibility about those things which never struck me as appropriate. Um so we have kind of moved it more in

122line with what is normally done. Um there to facilitate that and very definitely to make sure teachers uh had good reason to feel like they were being respected and honored in this process. Um I had suggested that we develop a universal curriculum template to be used in all subject matter at all grades in the district. Um and the committee members um voted to go ahead and do that. We are looking to schedule a meeting um which will be the first step in that process uh with teachers and I need to talk with people on the committee briefly when this full meeting is done for two minutes just to clarify scheduling on that. Um I texted them earlier to let them know I was going to be bugging them about that so they'd have a heads

123up. Um, we have a a proposed time and date and I just need to make sure that that works for everybody. Um, beyond that, there are some policy issues that need to be addressed. Um, partly in response to state law. Um often when state law requires policy changes the laws are written in such a manner that it says um for example you know it gets signed into law on Thursday but it doesn't actually take effect for 6 months or something like that. Occasionally there are immediate this is now in force and what that means for us technically is that the board is in violation of state law. This is not a big deal because the laws that we're talking about have changed so recently. We would still be current and you know no one would

124ever feel a need or have a legitimate complaint if we address it in a timely manner now which we will be doing. Uh we had again for those of you who are on the board previously, we had similar issues when the uh state law changed regarding things like library collections and all of that. And we had to hustle through a whole slew of policies just before the board change. And we had other situations prior to that where I I had found that we were we updated to a new policy regime under the Biden error and that was reversed under uh Mr. Trump and we found we could not go back to the prior policy because that was already outdated itself. So, we had to go back to a a policy that didn't actually exist in

125our books. Um, so we do occasionally run into these issues. It's not frequent. We got a little bit of stuff like that. Um, Dan has kindly um agreed to help me kind of track policy stuff, which is going to be very helpful because I'm going to be focusing more on uh moving curriculum along. And the goal without having any specific time frame in mind is to have a curriculum template to present to the board for its approval and adoption. That will um sort of enase in policy. This is what we do in this district, which is how it's typically done in some fashion. um not necessarily always um by the board directly because usually the the culture is such that it's understood that the board um has to approve curriculum and the U administration adheres

126to that and you know so we're trying to get some some culture changes in town. None of those things should be seen as reflecting badly on teachers. None of it should be seen frankly as rejecting or or criticizing existing curriculum. It's more about process and my goal is to get that process in line before I likely leave the board in two years. Um so we're working on that. I would hope within a few months. I don't have any specific knowledge or ideas as to exactly when we'll have a unified template to bring to you and then before the end of the school year I am hoping that we have some curriculum that we can bring to you and begin that process and get that problem process established in a regular order and a common understanding.

127Um, I am hopeful that in some ways that's not going to be all that hard because I suspect and some of what Dr. Drito has shared with me personally reinforces this that a lot of the curriculum is not in particularly bad shape. So, it's going to be a matter maybe of putting it into a different format or something like that and uh maybe adding some elements to u get it sort of ready for prime time, but it's not necessarily going to have to require or need a wholesale revision or anything like that. I'm hoping and and for that reason I've explicitly um spoken to the the committee and to Dr. Drio about I am not here to dictate or I'm not trying for the committee to dictate we're going to do this curriculum at this

128time. Um my hope is that uh the administrative staff and the teachers can can work with us in unison and collectively um pick some lowhanging fruit just get the process going. Um build on the strengths that have been exhibited already. Um, so that's the goal. And, uh, we may be changing some meeting times and dates to make it, um, easier for teachers to participate in that kind of thing. U, that's part of the discussion that I need to have with the committee um, after this meeting. But aside from that, we should be ready to roll and it should I'm thinking it's going to be productive and can't tell you how encouraged I was after our science presentation. Um, he had a lot of what I'm looking for already and u that's pretty good for a

129first year teacher. I can tell you I was not in that role at that point. >> That's me. I'm done. >> Thank you, Jim. >> Anybody has any questions? Shoot. >> Does he have any questions? I'm looking forward to bringing the education back and board of education. >> Wouldn't that be a wonderful >> and I don't I know that sounds awful but we just have dealt with so much that um you know that they going back to your presentation that was really impressive that presentation and I would love to see more of that. >> Um yeah he's very committed. he was in during the summer here with me working on curriculum. So yeah, very committed. >> Uh item uh 9B, business and planning. >> Well, business and planning. Um we have yet to meet in

130the month of December. Uh we do have a meeting scheduled for uh next week I believe um the 17th at 5:00 pm facilities update and etc. So that's it for business and planning. Also, next going into >> personel negotiations, >> personnel and negotiations. >> Uh we did have a meeting on February 3rd where we started our stipens negotiations. Um that's a process that we'll have over the next month or so. Um and started off well and our next meeting is scheduled uh February 25th. M um also just things coming up is uh reviewing bus quotes and um it is a process as that's you know things are being reviewed since the um the uh that contract expires um the end of June June 30th. So we are thank you for all the work that is

131being done on those. Seems like u off to a good start. And then just lastly, um, preparing preparing for the unions contracts that, uh, will be coming up next. So, so that's all that's all for personal negotiations. >> Thank you. I hope uh 9B is uh, Easttown Schools Capital Improvements. Um, that was it's still me for the moment. It's Steve is not a Steve is not I wish our first selectman is still here. Steve is not you have to be elected or uh like you have to be voted in by the board of selectmen because it's technically a board of select men uh role. I've also learned and I'm just putting this on the record that I was never voted in in 2023. So um you might have to make that retroactive because I did

132an awful lot of work for the HVAC stuff. And not to toot my own horn, I don't want to be forgiven or forget forgotten because she had Linda has all the history from uh CIP and uh I am excluded in that history which is uh sad to me. Um the but don't worry I think we can make me retroactive. Um uh that was on January 29th and um we're mostly paid for the um everything and we're really we're really getting to the end of it. Um this summer mostly will be focused on removing the old um big heating units. Um it's impressive. It's a very uh interesting uh system. And uh I think we're online. So, and you'll get more too at uh business and planning because I think your generator's finally the generator that

133never was is finally hooked up. So, um uh for an old school, she's got really good bones now. Windows, doors, HVAC, and um I think it's a great improvement. Uh learn Terry >> the meeting is not until tomorrow so I do not have a report yet. Well, thank you. Uh, Raybore, Tea, Sean, >> have an update as of now. We don't have another meeting just yet >> till March. >> We had a presentation >> presentation tonight. Did it? >> Thank you. >> How do you >> Thank you. Uh, Long Range Capital Improvements is also a um selective committee and they have not met in a in a long time um or not that I'm aware of. and the uh safety and security we met on uh also January 29th and um I can't say much

134just we met uh I do want to make a note too I'm going backwards for the action on uh for the minutes um uh I do review the minutes before they go out it's probably um and it's also hard to spell all those last meetings I just wanted to put that put that on the record. But item 10, bear with us. I'm sorry. It's going to be a long meeting tonight, is the super the 2026 to 2027 superintendent budget presentation. >> And also to note, you just got the February meeting um calendar. The February 19th is technically not a board of ed special meeting. It is um the capital is going to be um c our capital budget will be presented to the board of select men. So I definitely have to be there. Strength

135numbers is nice but it's not like a mandatory. You got to be here for 24th though. Folks, please excuse me for just a minute. I'm right. Oh my. Okay. Good evening again. >> Was it up there? >> It said something before about time out. So, I hope it doesn't. >> Oh, did it shut itself off? >> Showing presentation mode here. This also though is a different one that we used for the other. >> That's the power. >> Where's the other? >> There should be another. >> Okay. So, I just let it go down here. >> Well, do you have this? >> Yeah. On this side. >> Oh, okay. >> Yeah. It's coming. >> I'm happy with all that. >> Thank you. I appreciate that. Okay. So, it's my turn to present and I am presenting

136superintendent's proposed budget. >> Actually presenting Is this the same thing we have on? >> Yeah, it's already showing like the next >> Okay, we're just going to preview the next so that we're not like Sorry, y'all can handle it. It's okay. You'll see everything that TA sees. >> Okay. Um, so I want to begin by grounding us in our robust vision. East Hatam is a district of distinction where educators value student success, family outreach, and the power of accountable collective efficacy. We develop student passions, knowledge, and civic-mindedness. We ensure a nurturing dynamic learning community where communication thrives, students excel, rigorous instruction is the norm, and children's developmental needs are heated. We believe in the power of not yet and reject ceilings so that students can soar. We love equitably and cultivate an environment where every

137student feels valued, supported, and empowered to persist through adversity. That's huge. That's our commitment and the budget reflects that. Want to share the success so far of the elementary school being a school of distinction and having tremendous progress um with a 16% increase in English language arts and a 10% increase in math. So that goes along with the vision and everything that we're doing. The next slide and the next several slides really come from the presentations that the administrators did during business and planning. Um and they selected some of the highlights and so I'm going to share those here and I had shared them at the tri board. So the focus at the elementary school is core instruction and they highlighted um the mystery science platform um the amplify benchmark assessment system that were required

138to assess our children for our math and um reading screeners. We did um reduce in the second step social emotional learning program because we implemented choose love which does not have a cost and so they're really enjoying um that program at the school and highlighting field trips in science, social studies, art and PE. on the next slide. Some of those actually we have some photos there at state capital, Ashenucket Peekquat Museum, Ray of Light, some local um visits as well. Then the middle school, they did rearrange some of the items um on the budget to reflect accurately where they belong in the line um items, but they wanted to highlight um all that they do for the students in the community, specifically Veterans Day, the Noise Makers, National Junior Honor Society, the eighth grade promotion,

139um the competitive math team, student leadership opportunities, um athlet athletics um is increasing at the middle school. So um the costs transportation is also increasing. Continuing at the middle school focusing on math and ELA. The EXL subscription supports the tier one classroom environment. All students have their own workbooks um for mathematics intervention. Um, we do also have some platforms to help students um who may be struggling. And they highlighted some social studies field trips. Boston Freedom Trails, Donington Lighthouse. Continuing on with middle school, we did have an increase in the music budget to um elevate and update the coral library. We have enrichment that we've put in the correct line item that supports mock trial, national history day, quiz bowl, family expo nights, and community service. Project Lead the Way, our STEM um program that

140is incredibly handson. We're expanding. We're adding medical detectives and um the STEM learning now is connected to biomed science and healthcare careers. So excited about that. For high school, we do have an increase in students taking AP um courses and we do cover the exam costs. Um we have engineering technology, the 3D printers, maintaining those. Um we do have a field trip to University of New Haven for TV studio production. For English classes, we do have a field trip to Newport Mansions. We are um adding um piece of equipment two-sided bookshelf to the library. Continuing more highlights from the high school u math media software to support um student learning and math classes. We do have a reduction. We had purchased calculators um this year. So we have a reduction in that amount. We are

141also reducing NEAS because their visit is this spring. So that's a reduction for next year. Um Connecticut rental that's where we get um items that we need for graduation and that probably the staging um costs have increased. In science um there is an increase in instructional supply costs. Um, we did uh remove the Peabody Museum field trip, but we're looking to add a physics related field trip. Can't wait to hear what Mr. Bell is going to have up his sleeve. >> Um, for social studies, um, we adjusted how we get to United Nations. Um, the train seems to be more cost effective as opposed to a coach bus. So, we'll continue. We piloted it and we're going to continue um the transportation via train. Then the debate club field trips and student council field trips.

142Continuing the arts. Um there was an increase in instructional supplies. There's a new projector. Um there is required software that's not on the Chromebook and we certainly want to maintain the field trip to Metropolitan Museum of Art. Um I had earlier indicated that for athletics transportation costs um have increased for the middle level. It's the same for the high school. For business, we're anticipating um the uh field trips for future business leaders of America. It's FBLA. Um under the custodial um lines we do have a reduction um in supplies and so that will be reflected. Okay. Um this budget there is a pie chart. The reductions on the left are additional reductions beyond my presentation of business and planning. So reduction of additional 100,000 for legal um 220,000 for salaries 10,000 for magnet school tuition

143transportation a reduction of a 100,000 and purchase services 8,500 under um maintenance and the reductions for salaries do reflect um grant funding and I did account for rayboard because I'm I'm really wanting to to make sure that the school district gets the funding that is in that will but it does not include the purple fund. You heard a presentation that is to support the high school. We didn't hear about the Helen Cone fund but I do know that funds come in and education cost sharing. Education cost sharing is about just over $3.5 million that does not come to the school district. And so it's about 4 million that the town receives specifically for education that's not reflected in this proposed budget. The next slide shows the board of ed's operating budget. You have a historical

144perspective here. the previous five years. My proposed budget for 2027 is 2.98%. And I want to end by also focusing on the mission of our district. East Tatum School District develops lifelong learners who are prepared to become independent, creative and productive citizens in a diverse and everchanging global society. So we did not cut out learning learning for children in school, offschool grounds, field experiences or for adults because professional development is very important and so learning across the board is um certainly uh protected in this budget. And then the equity statement. The Easttown School District is enthusiastically creating an accessible environment where where every member of our community is valued, respected, and appreciated. Through policies and regulations, the board strives to achieve standards that recognize the complexities of differences and is committed to being inclusive, equitable,

145and respectful of all individuals within our community. Our charge to eliminate the barriers that have prevented the full participation of our community is a journey that we are steadfast in alongside and including all the parents, guardians, and community agencies generating an equitable education for all students. I want to thank my colleagues for their diligence in being very responsive, really looking at their budgets critically. Um because we know we have significant increases in salaries in transportation. Um special education went up $300,000. So all of that lives in this budget and you have all the supporting information because in a couple of weeks you'll be able to really dig through and as a body make a final decision of what is the dollar amount for the budget the board of ed budget and then I will proceed

146as you direct. I just want to make it clear, your proposal includes the Rayboard fund coming here, but not what we else we were presented tonight. So like the purple fund, >> correct? >> Yeah. 394,000 somewhere around there. side >> and that we know would specifically go um for the high school spread spread. >> I have a question as it relates to what you're trying to articulate. There are no revenues in this in this budget, not just ECS, right? There's no revenue in here. This is all expenditures. >> Well, it is offset by all grants. So the line item of the 300,000 up for special ed is offset by our IDA grant funding. So we've already offset it. That's how I was able to get to the 2.98 >> because you're using federal funds to

147offset it. So, I guess if we're going to if we're going to start pushing to show the town side of the budget in the board of ed budget, then we need to really show apples to apples and show all of the revenue we're getting, not just these grants is my point. I think I think first of all, let me just back up. 2.98 at the first at the first run is is a pretty good place to come in at. So, I just want to say that out loud. So kudos to you to making some of those uh initial tough choices. Obviously as a board we have many more tough choices to make. But if we're really going to understand this budget, there are no revenues in here. It's just expenditures. And I if we want

148to see the actual budget, then we really would need to see all the revenue. And there's a lot of federal money uh to your point. So, I just wanted to make sure that the public understands that this document is an expenditure document. It's not a balanced budget. >> Citizens coming up. >> Well, as chair, are we going to ask to be able to ask questions? >> No. Oh, go ahead. I haven't. >> Okay. you you'll be able to ask today and in two weeks as you like process and digest everything. >> Why don't you go first and I'll round the table from there. >> Okay, great. Um I just so I just wanted to So I'm I'm noticing that there's some notes in the back where I can see general cuts >> to the systemwide.

149>> Yes. >> Uh is are the notes all the way through the document that have been changes or is it just in systemwide? I haven't had a chance to flip through every single >> I only changed what I put. I did not change any of the school presentation. What they came forward with stayed intact. >> So, for instance, when I asked about the $10,000 for a professional development program for humanity and math, >> that stayed in there. >> Correct. >> We have, just to follow up with you, that's our um our meeting on the 24th. that please the budget workshop meeting where you're bringing questions all kind the processing of everybody and that's exclusive only budget that evening >> because I cannot take >> I know one more meeting that we're going to be because

150we're going to be here probably till 11 o'clock tonight I assume so you know thank god that it's just a specialized meeting um and so I can go through take the previous the previous package and because I haven't had a chance to kind of highlight some of my stuff. So, I just wanted to understand so the only cuts you have made are to the systemwide budget and that's why I saw the notes just the notes and why there's a slide that actually shows it and Christine I think wanted to contribute too. >> There is one in the high school and that is the salaries which did not come through the administrators it comes through central office all salaries. So there is an adjustment because of rate in the high school salary. So I highlighted them

151yellow so they popped up. >> Okay. I I guess you know I guess I have a little bit of a frustration the fact that we haven't gone into each of those. You you haven't gone in as the person who's there who really knows what's going on. You have made absolutely no adjustments to the school budgets. The school budgets. And why is that? >> Because I trusted that they were coming forward with what they needed. >> And so you agreed with every last hour of their suggestions. Even that for instance, planning and development um program. >> Yes. >> I have a lot of work to do before our next meeting. Thank you, >> Dan. Any questions? Also, don't no pressure. You could bring them on the 24th. Thank you, >> Jessica. >> Yeah, I don't think

152I've had enough time to reflect to be able to have any kind of good questions. Sounds smart. >> And I also asked a bunch of questions about those individual budgets in email. >> Oh, yeah. >> Carrie, no questions. >> Same thing. >> I have one question, but it's not so much about the specific budget. Um, Melissa was just suggesting there's lots of revenue coming in besides the grant funds from like Purple and and Rayboard and stuff that we already knew about. Um, other than the educational cost sharing grant, is there other money coming in? >> Yeah, there's title four, that's 10,000 offsets STEM. There's IDA that offsets special education, right? There's title one for students who need intervention and there's title two for professional development. >> Good. Thanks. >> There's also an additional um special

153education seed grant um in addition to ECS and there's an additional excess cost grant which is a reimburseable for our four and a half times over special education expenditures. And so >> yeah, so I I I just it's it's a point well taken. I just I think if we're I just think a full picture is >> really help that would be good to have an itemized >> I'm glad you brought up the seed grant. I just uh I was curious um because I know that the legislation and all that just kind of materialized. What percentage are we actually getting for the seed grant this year? >> My recollection off top of my head is like $32,000 in the town of East Tatam. Like all grants, they are tiered or uh pr-rated. And because East Tatam

154doesn't fall within certain metrics like uh you know an an urban area might, we don't fall on tier one. We're like the you know we're not getting the full reduction. We're getting most of the reduction. Yeah. >> Too bad. Was there any um was there any um discussion at the state level about towns that fund at 70% overall for you know because I know that that was part of the discussion and that was brought up during um the legislative session. I was just curious if um if finance at the state level has actually taken any of that into consideration. >> The education committee they just literally they just had their first meeting I think three or four days ago. So it's really due to be determined and you know it's a quick short session. So

155we'll we'll see more of it probably by March. I would love it if they would uh revisit that because that would definitely help the taxpayers. >> Well, I can there's a lot of conversation about setting the foundation amount to inflation and I think on both sides of the aisle, there's been a lot of conversation on that. What that number ultimately is is really going to be the the really the the debate. >> Steve, >> need some time. John, >> no questions. >> Thank you, Dr. Rudo. We'll move on to item 11, new business. Uh 11 A is discussion and possible action for the 2026 graduation date. You have a calendar in front of you. And we by law are able to already set the graduation date um once next year's calendar. Yes, this year. >>

156It's already been set. It was set last year. Oh, that's a typo. Let's correct that. It's 2027. We already set the high school one for this year was already set last year in the calendar. That's a typo. It's for 2027. >> So maybe we need to >> Are we making that? What is it official? >> So you voted on the graduation date last year for this spring. And what is the graduation date? >> June 11th. >> Friday. June 11th. >> That's a Thursday. >> 12th 12th. 12th. 12 12. >> I'M LOOKING. Wait a minute. It says the 12th. I believe you. >> The 11th Friday. >> Somebody said that to you. I'm like, that's wrong. I just said the wrong thing. >> I do that on your mind. That's okay. >> So, so we're going

157to adjust that. It's 2027 and on the calendar next year, 2027, the graduation um will occur on Thursday, June 10th. This way, families can prepare, grandparents can come, they can book their flights and all of that. It's solid because it's already we've been in school for 180 days according to the calendar. Um, so any questions? >> I'm not used to the planning ahead of time. We never used >> We did it last year. Yes, we did it for the first time last year. >> So, so just bear me with me. So, do I have a motion to accept the 2027 graduation date as Thursday, June 10th, 2027 for the Nathan Hail Ray High School? So, moved second. >> All those in favor? >> One question. >> Oh, sorry. Go ahead, Jim. Discussion. >> Um, it'll

158it's I think quick. What about snow days? Doesn't matter. As long as the calendar the law as long as we set it with the original calendar having counted 180 days, it's okay that we have a snow day or two or three or four. >> I have a motion to second. All those in favor? >> I opposition extensions. Motion passes. Wow, you can really plan advance there. Um 11B is discussion and possible action on the 2026 27 proposed school calendar which is what you see in front of you. So um something that is different uh this year we had two professional development days in August. We're adding another so that teachers and admins can be together for three days in prep preparation for opening of the school year. Now keep in mind that according to contracts

159there are four professional development days. Three will occur in August and the other one will occur in January the day after Martin Luther King Day just like it did this year. So those account for the four and then there are 181 school days for children and together it accounts to for the 185 work days for our teachers. Um and then we'll also look to have opportunities for our parent educators to um also be with us in August so that they can also get some professional development. So this is the calendar. It was with the admin team. We went over it. We counted it. We triple counted it. And then I did share it with a union president and like so got a lot of input and everybody was really really happy. So this is what

160I'm asking for you to approve for next year. I do want to point out, I did ask this for anyone to ask it, that Veterans Day, we do go to school in East Tatum on Veterans Day >> and um uh I was advised that it's it's there you're still going to do all the activities, >> everything will still occur. Um the staff did ask about making that day a half day because the kids it's it's a lot for the full day. So, they're still going to do all the activities. all of the veterans at all the schools, but then the students will have an early release day. >> Early release >> and the staff will stay >> PD for the rest of the day. Yes, >> madam chair, I have a >> yes question. >>

161Um there's a lot of half days uh on this calendar. >> What is the rationale uh for all of these half days? Is there a purpose to that? >> Yes. So six of them are parent conferences. So in October and in March um you will see that it's typically a Tuesday that there is a half day for professional development with the exception of um November and that's um to provide collaboration time collaboration time within buildings and across the district. >> Now these parents uh are you know there's a lot of you know, scheduling that takes place. I'm not so worried about the teachers as I am about the parents and kids. So, I I get why you need an early dismissal for parent teacher conferences, but why all of these other um sprinkled in professional

162development early dismissal days, >> right? So that the staff can continue to collaborate together because they won't really have that. They can't do that on a, you know, before school starts or I mean in during vacation time nothing like that. >> No, I I I I'm I'm asking a real question. >> The contract >> that's so that's what's dictating this is a contract. Well, that's the answer then. >> Other districts have different things like >> I was going to say like Lastberry has a wacky they are off every like Wednesday or every other Wednesday. Yeah, with Harford every single Wednesday is a half day >> For the whole entire year for professional development. >> How much professional development is mandated versus what's in their contract? >> Oh, it we will have more than enough. But

163the opportunity for them to write curriculum together, do things that take a lot of time, department time, then monthly faculty meetings. like there are a lot of things that it's not like people are sitting around waiting for something to do. They never have enough time. Collaboration is critical >> with some of this Melissa. Um unless you can write checks to the tune of I'm I'm making this up a little bit because I don't know current, but $65 an hour for each teacher that you want to have develop curriculum. um if you can't write those checks routinely, this is the cheaper way that districts get by. >> So, I get that. But when I see professional development, that to me doesn't say curriculum writing. That to me says we're going to have a presentation on >>

164No, curriculum writing is some of the best PD you'll ever get. >> So, that's why I'm asking these questions. You guys have the basis of this knowledge. I don't >> I understand and that's why I'm answering. I'm trying to be helpful. How many um I know we have contracts coming up but how many um faculty meeting or after schools are built into the to the um teacher schedule as far as fact is it once twice a month >> I want to say is it four >> no more than four and no greater than an hour and a half on average >> four a month or >> correct >> yes >> and can and you know I guess kind of piggyback backing on that. How could can we use that time for part of that collaboration

165as well with the with the half days or >> that's why they're on Tuesday because it's to maximize that time because we have so many singletons and what I mean by that is there's one art teacher at the elementary school, one art teacher at the middle, one art teacher at the high school for them to have vertical opportunities of alignment and development like it's only on these particular days. These days are great. I'm not I'm not saying against that. I'm just trying to see about like is there a way to use both, you know, both times after school as well as the half days to maybe even in the future look at minimizing some of the half days to then accommodate for for um families as well. >> This is the first I've ever heard

166of an issue with our half days. Like you already had half days established when I arrived. >> So I I've never heard of an issue. >> I don't think I don't think any I I don't think we're saying this is horrible. It's an issue. I think this is somebody looking at this saying, "Holy crap, there's a lot of half days here." And the red the lettering is professional development, early dismissal. It doesn't say curriculum writing. It doesn't say any of those things. >> So, an average lay person is going to wonder why. And so, that's all I'm doing. I'm just trying to understand exactly what's happening during those those times. I think this is the will be the third calendar at least that we establish edit Tuesday because it used to float. So I think

167that I understand what you're saying. I think that does make it a little better because we were trying for the second Tuesday of the month so that people could work do work schedules versus before previously I think this is the third I could be wrong so I don't want to I think this is the third one. You're >> absolutely right. >> I think prior to that just floated and that was more difficult. >> I see. And I've been in districts where um afterchool meeting time we tried to use that for curriculum writing or PD and at that point teachers are it's the end of their workday. They're burned out. The productivity is somewhere between slim and who are you kidding? It just doesn't work. So you can say you've got the time, you know, you've

168got 90 minutes to go write curriculum or something like that, but you don't get 90 minutes of productivity and that doesn't mean that they're being recalcitrant or, you know, they're not doing their job. They're just wiped out already. And so, you know, you give them 90 minutes and you might get 25 to 35 minutes of actual productivity because that's all they've got left in the gas tank. It just doesn't work. Even half days suffer from that a little bit, but obviously or one hopes it's not nearly as bad. >> You have consecutive hours where you can really dig in >> and work together. It's very hard if you're got an hour. >> You have some means it's just one hour. If you think about it, and this may or may not be meaningful to clarify,

169and I'm sorry if it's not, um, it's not much different than the work we did years ago pushing to go to a block schedule because you couldn't actually get anything done in a 45minute instructional block at a high school because you had five or 10 minutes of errant nonsense at the beginning taking attendance and that kind of stuff and another couple minutes at the end of the period. So you might get 25 or 30 minutes of actual instructional time and we all looked at it and said this is nuts. We need a longer span of time and we move to an hour long or an 80minute class period. It's the same kind of logic. I mean, you can say you've got, you know, an hour after school, but you're not actually getting that time even

170if people are trying to be very conscientious. Like I said, the gas tanks are empty. They don't have it to offer. >> Got you. And then my last question is, are we the is it normal now in the state for every single school to start before Labor Day? >> Oh, yes. >> That's the total norm. >> Yes. Unfortunately. >> So there's no mapping for very Yes. Unfortunately that starts after Labor Day. Okay. Not that I'm aware. >> Maybe there is private schools. Maybe. >> Do I have a motion to accept the 2026 to 2027 school calendar as presented? >> So moved. >> A second. >> Second. All those in favor? >> I. >> Any opposed? Any abstensions? >> Okay, we're moving on to 11C, the acceptance of the consent agenda item 1 through three. Let

171me just read it first. Uh number one is the discipline reports. It's supposed to be the December >> uh supposed to be December 2025 and uh and the January 2026 um enrollment report for um February 1st which 2026 and the third item is the January 2026 warrant. Um before I have make a motion, do I have any questions? I would like to pull the warrant out for some discussion or have the discussion and then put it back in. I don't care. >> Um I'm willing to make a motion to ask the question. >> Okay. >> Our lovely business managers hanging in there with us. Um >> and some of these I've kind of explored already, but I think it might be useful for other folks to hear it. Um I noticed um that once again

172um the legal fees were not broken out in the warrant. Um and I got to find it. Um I was looking at it was on page 27, but I don't know which 27 because there's a problem I think. Um, but it's supposed to break out um >> I don't remember exactly, but >> special ed general stuff like that. Um, do we can we explain why that hasn't happened yet or or how can we get it so it does happen? >> We're about 75% there. Um, there were some questions on some of the items that they sent over on the billing that we couldn't categorize. So, we're just waiting for them to give us that back. >> Okay. Uh, I would ask when that's a perfectly reasonable delay. I would ask that when you're faced with

173that kind of situation that there's a note somewhere in the warrant that says this is why we don't have this. This is why you don't have it. Because otherwise it it could potentially for some folks create the impression that it's just that requirement. It's in board policy. It's in the bylaws now. it it looks like it's being ignored and that's not a good look. So, I would ask that that just be noted in the reports when we get them. >> I hope that going forward we won't have an issue because ship and our other um firms know to separate them out. >> So, they're coming in properly. >> Okay, that's good. Okay. On page 27, year-to-ate budget, um this was uh the original pages. Um it shows purchase professional services. U it's uh item 53010

174and it shows that it's 20,204 over budget. So um since the retirement of the human resources benefit payroll person we have been using a vendor. Um when that relationship ends there'll be a journal entry into the salary line. So right now that salary line is not being used because we don't have an in-house person but the cost for that position is being paid out of professional services. So I will do a budget. >> It will basically be a budget transfer. >> Yep. >> Okay that makes sense. >> Once we have a full amount. Okay, that that makes sense. >> And then um the only other thing I had was on page 28, the next page, item 54440, rentals. Um that's another one that shows um a fairly large overage of $25,833. Um can you fill

175us in on that one? >> Sure. that line supports the U copy machines and we share the costs with the town and so the town will offset that um and that will be a zero balance. >> Okay. So that's another transfer account. It's >> just a transfer just hasn't happened yet. >> I I these reports are so long I I don't have the brain power to go through them or pick a couple of spots every month to just kind of spot check stuff and >> appreciate it. >> Thank you for your help. I appreciate it. Are there any additional questions? >> Question. >> You don't have a question? Okay. Um I'm sorry. I don't have page numbers and code numbers. Um I see there's a uh expense for Fuss and O'Neal for some environment work

176for over $5,000. What is that for? >> Fuss and O'Neal. They do um they do environmental studies. >> Um I I'll have to get back to you on that. Not sure. >> Asbestous testing. >> Wasn't it asbestous testing? >> It could very well be asbestous testing. I I could certainly look. >> That's okay. That so I just something I'm going to be looking >> secretary went through the >> to know what that is. >> Um and then uh University of Connecticut $3,000. It says guidance support underneath. >> That's for the ECE classes. Isn't that the tuition for the kids who are taking early college experience? We pay for them to participate. >> And then um I see another line for school nutrition association. >> Yes, that's a membership. >> What what do we get out

177of that membership? What is the benefit? >> There's all kinds of support for um food choices, spending, um co-ops, >> just a lot of different um we have a new fairly new director, so there's been it's been necessary. And then my last question is I saw uh individual names of residents that I recognized in the cash account and I was a little taken aback uh seeing people I assume it's because they're getting reimbursed for some sort of product that they purchase but can you just tell me what the policy is? Is is this something that happens quite a bit error? >> So my apologies I I started here in September. I thought this was a report that was provided to the board and it is not. Um, one that detail report should not have been

178provided because it has um identifying information in it. You get the balances on the other report. There are two um so that report will not be provided in the future. >> Okay. >> Or a lot of times that um a parent a name will show up there that just is something that should stay in house. >> Okay. >> All right. Fair enough. Um I just when I look saw that I I just didn't understand what it was. Okay, great. Thank you. >> Um yeah, my question was about the monthly discipline report. So if anybody has a question, other questions about the warrant. >> Any additional warrant questions? >> I don't have >> Okay. The dis up back up to the display report. >> Um in the one of them has >> the clients. >> There

179it is. January. >> But that's not one of the behaviors that's been broken out with examples for us. And I'm wondering what that would be. >> Would you repeat the beginning of the question? I couldn't hear you. I'm sorry. >> It says defiance for defiance in the elementary school. And that's not one of the ones that we've been given examples of. So I'm wondering what kinds of things would constitute >> that word choice. >> Yeah. >> Well, I'm not even going to attempt to answer because I did not write this, but I can certainly ask what four defiance occurrences >> um took place. Um >> some people >> I'm wondering if it's busy. Oh my god. But it's four elementary kids. So it's like >> Yeah, it could I'm just wondering if it's >> around

180the little country kids to know. >> Yeah, there's five from the bus referrals. I I mean it could be that you know you're defying the instructions of the driver. I'm not sure. I'm just saying I'm sure there is a reasonable >> rationale. They didn't want to go to school. They wouldn't get on the bus. wouldn't get down. They were being defiant. >> Um, but that's a really good point. That's what I'm >> right. They wouldn't sit down. But we should be using terminology that's in like we spent so much time creating the attachment. So, quite well taken. >> We will get back to you on that. And I did notice that December says 26, but it really is 20 25. >> Yeah. We just >> And if that just means adding another category, that's okay.

181>> Right. Right. Yeah. Absolutely. I I'm surprised now that you mention it that there's not a category called insubordination anywhere. >> Well, that would be disruption probably, right? >> I guess it could be a type of it's of disruption, but it's a pretty pretty specific behavior for students. >> Oh, it's actually under disrespect. >> That word is the last word under disrespect. subordination is deemed disrespectful. >> Oh yeah. Okay. Thanks. >> I just looked over and went, "Oh, there." >> Well, the first one in disrespect says, >> "Your looking over is apparently better than mine." >> The first one says blatant under disrespect or excessive non-compliance or defiance. >> So, it would normally be under disrespect. So, normally you would be using the word disrespect as the main category. >> Okay. See, we solved the

182puzzle together. >> So, are we need to make corrections? We're going to correct the December to say 2025. >> Mhm. >> And are we going to correct defiance to say disrespect? >> Four counts of disrespect. >> Are there any additional questions? I'm going to ask for a motion to accept the consent agendas item 1 through three. The discipline report being changed to December 2025. The January discipline report having the elements be from four um behaviors of defiance to disrespect the enrollment report as is and the warrant as is. Do I have a motion? >> I have a second. >> All those in favor? >> I. >> Any opposition? Absentions? Okay. Item 12, audiences, citizens. >> No one here. >> No takers tonight. >> No takers. Um item 13 is the superintendent's midyear review which we

183will enter executive session. There will be um no voting other than the will noted what time we adjourn. So we will move into session. >> Thank you. >> Thanks guys.