05-28-2025 School, Family & Community Partnerships Monthly Meeting

001How are you? >> I'm good. How are you? >> I know. I know. And everyone's supposed to >> know we're gonna each bring two friends to this. >> Were you at the last meeting? >> I apologize. >> Sorry. I know a lot of people have been asking me to come. >> Y >> wants to follow up. We're going through the renovation right now and move it. So new cabinets are going >> and Oh my god. >> Anxiety. It's kind of like when >> we're still there's a fiber optic in here. Yeah, >> good to >> about four years ago. We haven't turned it off since. So sometimes they were explain. >> Yeah. >> Friday. Anybody want any I live my husband? Not so much. >> Yeah, fair enough. You just or you want to you

002just offer me >> and then you laugh at me for saying yes. >> It's exactly what just happened. >> I shamed her and it was inadvertent. I'm so sorry. >> I am totally taking a lot of >> No. Yes. Take her. >> Take as much as you want. She's thinking about stuff like Okay. Um anyone? >> No. I can go long. >> No one's going to take any out. >> I know. Oh my goodness. >> You have any chocolate layer cake up there? >> No, I don't. But I do have a dark chocolate. >> I had one of those earl [Music] we're good online. I just want to make sure that our friend from the PTA is able to access the link. She might be she couldn't access the one I sent her initially. So,

003okay. Is she No, I just have these two that are here. Erica. I know >> right. There's probably a lot of Wi-Fi. Um >> did you get I have to >> jealous. >> Yeah, I'm I'm good. home. So, she's our neighbor or something outside the house. >> You want to pass that on your phone? >> Um, we'll figure it out. >> I'm sorry for the hold up. our one of our special guests is signing online, but she doesn't have she can't access the link for some reason. Um, being late makes me extremely anxious. I don't know if other people are like that, but I do not like being late for anything. >> Well, the crowd I Well, you know, that's all right. I hope they're patient. >> Do you have an email? I'm gonna send

004this right now. >> Entertainment. >> Oh dear. Yeah. If you have if you have anyone. >> All right. Um I don't think she realizes that the email has the agenda that's attached to it. So, book. Okay. Well, we're gonna get started and hopefully she figures out how to get on. Um, okay. Are we ready? All right. Amazing. Okay. Well, good evening. I would like to call the Bristol Board of Education School, Family, and Community Partnerships Committee meeting to order. We please rise for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Our next item of business is the approval of minutes for the May 28th, 2025 regular meeting. I

005have a motion to the minutes motion to approve any I'll second it >> I'll second it but I okay um we have one abstension we have any discussion right so all in favor I'm just processing you got the abstension >> I did >> oh all in favor >> I Any opposed? No. Motion passes with the one extension. Okay. We now have uh public comment. I just let Christine. >> Oh, amazing. That's her. Okay. Uh no public comment. Okay. No public comment. So, now we move on to activate well-being. And for those who may be new to what we do, um we start off our meeting after the initial house housekeeping items um with an activity that kind of grounds us and allows us to have a more relational approach to what we do. And I'm

006chose an activity today that will take about five minutes. It's quick because I know that we have a a pretty big agenda. Um but we take the opportunity to kind of connect with each other and uh today's activity is called just the facts. Just the facts. So just the facts is is really a way for us to take a topic and not put our opinion in it, just give some facts um related to the topic. And today's topic is effective school family community partnerships. So when we think of what effective commu uh effective or or quality school family community partnerships look like if we were to find a factual statement or sentence or approach to it, what would it be? And if it's opinion, the gong gets sounded. It's the gong. Now some some fun

007we've done some really fun um activate well-being activities in the past. Um, we've done uh rock scissor paper tournaments. Uh, we did uh each of us picked one word and we had to create a sentence that spoke to what um effective school family community partnerships was. Um, what else did we do? We've had some fun ones. >> We've had some fun ones. >> The story from your childhood. And it's really a way for us just kind of get to know each other. And when we do that, it makes the difficult conversations and difficult decisions a little easier because we remember that there's always a human behind every decision we make and every conversation that we have. So today is just the facts about effective school family community partnerships. Does anybody want to start today? >>

008Oh, Dr. Rodri start. >> All right. >> I think this is a fact. It's a fact for me. I I just wrote something the second you mentioned the activity that popped into my head that >> wonderful >> the the best form of communication is listening >> and that all voices matter. So as we look to establish deeper and more robust connections with families with the community um the best voice we have is with our ears. >> Wonderful. Do we do we do we want to consider that a fact or do we want to call it an opinion? >> I think it's a fact. What do we think? No gone. >> No, you you're not gone. >> Nice. >> All right. Wonderful. Michelle, >> I've got nothing. >> You've got nothing today. >> No, I'm sorry.

009>> Should we Oh, and we always invite I I'm sorry I didn't invite you. >> We We I just went straight to Well, Michelle is a wonderful participant. >> Yeah. And not today. I I don't I'm too tired, I guess. Well, it's always an invitation to participate, never an obligation. >> So, I'm gonna pass it along to my good friend this way. >> Oh, wonderful. Iris, we [Laughter] >> know she loves these games. Irish, we invite you in. He always wins. She always wins, too. >> Oh, yeah. There's prizes, by the way. I forgot to mention there's there's high stakes. High stakes. Um I so Iris we invite you to participate in our activate well-being activity today. >> So mine is school family community partnerships is a focus of this committee. >> Okay that's a

010fact. Okay. >> That is a fact. It can't be refuted. It can't be can't be refuted. Not today anyway. Okay. Would you like to invite someone, Iris, to participate? >> Look away. Um, so a fact about comm about about Okay, put me on the spot here. I mean, every time I I really think about um the communication that goes on in our district, really think about what an asset parent >> to, you know, um the communication and um so that's just where my mind goes. Um I think we have my dripping. So, um well, you can speak for you. Well, I think I think we have a good um a percentage of parents who participate in parent square is what I was trying to say >> and um so no, I think that's been a

011great tool that has been very helpful to our school district >> and and that is supported by the data that we've looked at in this committee. Um so yes, no gong. >> No gong. >> Very good. Would you like to invite any person including our folks online? Of course, we have our um participants here. Mr. Caruso is kind of getting in the shake, but I would like we always >> It's almost like you asked who's going to take the minutes. I'm always the one that's not >> I have no choice. >> I'll pass it to you. So I think it's a fact that school family community partnerships is ongoing work or I it's ongoing ongoing you're ongoing working at it and building those relationships. There's um not an end to it. >> No gun. >>

012Please don't g me. >> No, I'm not I'm not going to gun you. I think that's wonderful as as evidenced by the work that we do in this committee and the the great work that we see in our district that it's ongoing. We we continue to build our capacity to support one another to support to support the school community and the community at large. Yes, I think that was well said. >> You're very welcome. >> You invite Mary >> kind of want to say something to get it wrong just >> just to hear. >> Oh does not like this. That's a reel in you over there. But I would say that my factual statement is that the school system, the police department, the Boys and Girls Club, and Park and Wreck have a very strong

013relationship in Bristol. >> I would I would agree. Very good. Would you like to invite in >> um having come to several meetings um I think that when you when you use the word partnership I I think there's a lot of authenticity in that word in Bristol because I often feel as though when I'm invited to come to your meetings I'm treated as a partner not someone who is here to just skew um stuff to you know to sort of share my expertise or whatever feels like when I come to these meetings I'm a partner in your work I appreciate that >> that's a beautiful that really is >> yeah that's like that really means a lot you ruffling over Jody, would you like to invite me? >> I would love to invite me. >>

014I knew that was coming. >> I saw that coming, too. Um, >> having never been to one of these meetings before, I I But I have an idea here. School, family, and community partnership committee meetings are best because of chocolate. [Laughter] >> That is always >> and a plan. That is something I learned. Early on when I was a teacher, when we had our staff meetings, the principal always, who I loved him, always brought chocolate and it made the meeting so much easier to get through >> and um people have a hard time being upset with you when you offer them something to eat. So, thank you. >> Um um how about our friends online? Can we invite anyone online to share a fact about effective school family community partnerships? >> Erica. >> Oh, thank

015you, Michelle. Um, >> oh, you're muted. You're muted. >> Oh, can you hear me? >> How about now? >> Can you hear me? Try again. >> Hello. Can you hear me? >> No. This is not a good partner. >> Oh, it's your lucky day. I can't hear you. But we are we are we are going to have participants from online. So hopefully we sort it out. >> Um do you know which one I'm trying to switch? [Music] Um over here that audio Click the arrow to the right of that. >> That gives everyone an opportunity to >> online think about where did you >> Erica could you just >> Oh yeah. >> Can you hear me now? Yes, I can hear you. >> Okay. Um I was going to say it's vital to progress. >>

016Yes. So effective family community partnerships is vital to progress. >> Yeah. >> Absolutely. Simply put, beautifully put, succinct and factual. >> Would you like to invite anyone Erica to participate? [Music] Well, um, I see Dr. Huber just came in, so I can't pass up the opportunity to invite him into the conversation. >> I would love to join. I'm sorry I'm late. I was at the gym. Dr. Brick, I think you should have been there because you need to bulk up a little bit. So, I just wanted to >> call you at 5:17 tomorrow morning when I get to school. >> I'm not going to answer your phone call. Um, so first of all, effective community partnerships. I see one of our parents here and I think about the relationship and the connection that we have

017and I couldn't be happier that she is with us. Um, but I think the most effective partnerships are those who give voice to people who don't typically feel that they have a voice or have had a voice and when we open up to to those folks we truly get the uh diverse perspective of the families in our building. So that's my response. wonderful, factual, on point, and I can say that I personally experienced that as a parent of the school that um Dr. Huber is the principal at. Um I have a son there, and that's that's how I feel. I feel welcomed. I feel like my voice is valued and heard and um it it makes all the difference. I wonder if we could invite our the the parent that Dr. Huber was talking about

018Christina. Um, would you like to share a fact about effective school family community partnerships? >> Hi everybody. Thank you for having me inviting me here tonight. Um, so I think a fact that comes to mind is just um having communication among the parents and like other parent. I think a lot of parents feel like they can't voice opinions in the school that it's like a place for the teachers and staff to voice their opinions. Um, so in my position, I feel like I open the door for people and I feel like that's what this um, community leadership that you have going on, Maria does, which I think is so essential in the school system for people to relinquish their kids to school, but also feel like they're involved in what's going on. Thank you for

019creating those pathways and and we're going to hear more from Christina. Um when we go to our next agenda item, community partnerships reports. Um but be before we do and thank you for that fact. Um I feel it's important that I also get put on the spot and I'm making it easy for myself because I'm going to take something out of the everyone wins book. Um and according to the everyone's everyone wins book um cultivating and nourishing family partnerships leads to a positive school culture and retention of staff. And I I I found that to be um a pretty substantial statement because the school culture is exactly sort of what Dr. Dr. Huber and Christina were talking about and actually what we all have been talking about how we build that through partnerships and the

020retention of staff making sure that we're keeping our skilled staff because they want to be there and it's a place where they're developing and being supportive and obviously that has a positive impact on students and school and community partnerships. So I would like to thank everyone. Well, is am I gonna get gone or no? Are we hopefully >> you got a source? >> I don't know that I gone yet. No, thanks. >> I know. >> We're excited right here. So, um, so thank you to everybody. Um, I do have prizes. I haven't figured out yet how we would select our winners. >> Not rock, paper, scissors. >> I'll have to think about that. >> I do have great prizes. I've got little Bath and Body Works prizes, but we'll figure out how to do that

021after because I want to get moving to the real good stuff, which are um our agenda items. So, we have a standing like a recurring agenda topic, community partnerships, and we bring in um either an organization or a group, a a group or people who are really impacting the the school community and really embodying what community looks like and it's aligned with the work that we do, but also the goals that we created around the work that we do. So today we have Christina who is the are you there? She is who is the president of the Southside School PTA and she is fantastic. She and her team are absolutely fantastic. She's got her amazing Southside School PTA t-shirt with her name on it. Her other team members she's the president. her her her cabinet.

022They have matching t-shirts. And when they came on board, it was like this storm of support and positive energy and amazing uh resources for our students and staff. So, I'm going to pass it over to Christina if you would wouldn't mind introducing yourself and talking a little bit about what the Southside School PTO um is bringing to partnerships. Thank you, Maria. Well, first, like I said before, I'm um grateful to like be invited here tonight to like talk a little bit about what uh we've been doing this year. It's been a a whirlwind because I've never been the president of the PTA before. So, um it took a little while for me to kind of get my bearings. I I picked up when the PTA was actually dissolving. Um so a lot of things weren't

023being done in the school in that aspect. Um so it was a lot. It was a lot but it was really important to me and u my vice president and the treasurer and secretary to step in and kind of like create um an environment where parents felt really comfortable getting involved in the school. And the best way that we were able to create that connection was to kind of make everybody feel welcome and valued and want to be involved in the school. Um, Maria talked about the t-shirts. That was one of the first things that I did was like get us all t-shirts that set our position and our name. And I wear it every single time I go to the school so that they get to know my face. Parents get to know my

024face. They know that I'm there. they know that the PTA is active and we're doing things in the school and it's made a big difference because it makes people kind of want to be involved and they see the same face all the time so they gain com like comfort in that. Um we've done a lot of program or like fun events in the school for the kids. We did two free events this year um through fundraising and running the school store which has been was out of Southside for quite a number of years. Um most of our big fundraising has been through there. The kids absolutely love it. They like come to school on Friday. I think I uh Dr. Huber can correct me if I'm wrong, but I got his attendance rate up a

025little bit with the school store. Um cuz the kids are so excited to come in and shop and get all these cute little trinkets. But it's also helped so much with fundraising um and being able to offer free events to our Title One school for families where they could bring their kids and not feel that they have to outlay. Um, it also created a really amazing environment for people to come and want to then volunteer for these events. Um, cuz they felt like they could come. It could be open to a family that maybe wouldn't have come if there was a $10 charge for per family. So, I was really happy to be able to do that twice this year. We also did an amazing teachers appreciation week which I felt really proud of because

026every single teacher came over and was feeling so appreciated and I feel like that is so important because the teachers need to feel good so that they could give the best of themselves to the students. Um so that was a really good outcome that we had. Everybody felt really loved. We also did a Valentine's event for the teachers um which also made them feel very appreciated. So, it's been overall a really good year. I'm like really proud of what we did and I'm excited for next year. We have a lot of new families um that I spoke to at kindergarten orientation. We had a table there um that are excited for next year to like come on in and get involved in the school. So, I I'm really excited. I think we made um a

027good positive changes this year and I look forward to next year. >> Christina is actually very humble um the feedback from the teachers for the we have to see it to believe it what they did and I know I asked Dr. Huber if maybe he would speak a little bit to it as well but or just to the impact that the PTA has had in building partnerships but this was a beyond amazing the decorations the coordination with Wicked um it was just and the feedback from the teachers they were just blown away. It was extraordinary. Um we there was an event that Southside school put on. It was um Dr. Huber, the the last event where where we were invited in as parents and then there was the school store in the hallway. Can you

028speak to that and how many families attended? I think it was during lunch and recess. >> Yep. So, first of all, the the new blood in our PTA is probably the most exciting thing that's happened in my 10 years at Southside. Um, when Christina said that she didn't know what she was doing, that's what was the most effective because then we stopped doing what we've always done. Um, we have one of our PTA representatives, her husband comes in for band every Thursday and he comes to the afterchool band in Richmond because he wants to volunteer and be part. So they've created an environment where families want to come in and participate. The event that you had talked about was we had an inschool learning day third of the year and based on family feedback, families

029wanted to come in during lunch and recess. So it was families coming in for lunch and recess. There was a school store. On average we have about 200 people that come in. Um and we're getting more people coming in and volunteering just because of what our PTA is offering now in terms of like a welcoming fun environment. Um, they listen to feedback, they listen to criticism, and they are the most fantastic group of people I've ever had the chance to work with. >> That's amazing. Wow. That is that's amazing. >> Thank you. I appreciate that. Yeah, the to speak on the school store. We did do the school store during um conferences this year, which was the first time that was done. It was so amazing because the kids were going in to see their

030teachers. They were getting good feedback and the parents were so happy to come down and be able to give the kids a little gift um to congratulate them on their good, you know, report cards or their good progress. It was it was we got such good feedback from parents because it was such a great environment. Um it didn't feel you know daunting. Sometimes kids feel it's so daunting uh parent teacher conferences. So, it definitely changed um the vibe for the kids and the parents too. We got a lot of good feedback for that as well. >> Could I just add one more thing? I think the most helpful part of what Christina and her team has brought in is we have totally blurred the lines of our budgeting and support of it doesn't matter school

031FRC or PTA. We take a look at what needs do we have, what resources do we have and how can we make it happen. And I can say that not one thing this year that we wanted to do irregardless of budget constrictions or whatnot or restrictions that we haven't been able to do. Um and so how we'll partner together of like the PTA is going to contribute to what used to be an FRC activity so we can make it happen. Um and again it's because of the forward thinking of our family volunteers that um Southside is very very lucky to have. >> Thank you. And that that in-school learning event when I pulled into the parking lot, the parking lot was so packed. It was probably the most packed I had seen it. I was

032floored for an inschool learning event because it's during the day and not all families are often able to to um participate. But because it was sort of lunch and recess, parents were able to come in maybe on their lunch, their breaks. And uh there was a staff member, a teacher, and she said, "This is the best event I've seen." and and to hear, you know, parents, we get excited because we get to be there with our kids. Um, but to hear a staff member like really energized and seeing families enjoying really organic experience with the kids and interacting really beautifully with the staff and then to walk into the hallway and see our PTA rock stars with this amazing school store. My third grader was so excited to be able to pick things out and

033amidst the chaos, smiling faces. It was amazing. And I feel like I have enough experience in education to be able to say when when a school has it right, a school has it right. And Southside has it right. And I was just really appreciative as a parent. And you know, part of having this agenda item is to demonstrate that in whatever way we might be able to contribute to building community, a sustained community. You know, this is an example of how it can be done. A parent inspiring, energizing through the direction of great leadership. Um, it it it changes a culture or it enhances a culture or it grows a culture. and we're just so appreciative to all that you have done. So, interestingly, number five and number six almost become one. Our school community

034shout out, which also has become a recurring agenda item because we while we have some other people who have some uh school community shoutouts, I want to give a school community shout out to our PTA and to Dr. Huber for the amazing work. And I know I'm spoiled because I get to experience this at Southside. Um, but it's really an extraordinary learning environment and I'm proud to be a part of it and I want to thank you both for all the work that you've done. Um, and I know Dr. Huber, you're you know, you're moving on to a different district, which is why I think it's also important to make sure that you're acknowledged and and in this school community shout out for the things that you've done over the past 10 years at Southside

035School. So, just really want to thank you and we're going to miss you >> very much. >> It's not too late to say. I'm just putting that in there. I'm just throwing that in there. But we'll we'll we'll move on. So, um thank you. Thank you both. >> Thank you so much, Maria. Thank you. I appreciate it. >> Thank you for coming and sharing. >> Yeah, they're extraordinary. Today was a wonderful field day event as well and Christina was there rocking her t-shirt, handing out waters and and little ice cream pops and you know just again showing what it means to be you know immersed in the in the in the school community. So it was fantastic. Now I know we have some other school community shoutouts. >> Yeah, >> Mary. >> Yep. So, Mountain

036View School, who is under um Alyssa Keane, decided to try something different because we have so many sports going on this season and um we're pulled away at night so much that she put together a breakfast and blooms breakfast for any family that wanted to come. And it was a hot breakfast, eggs, bacon, you know, everything. And then you could go into the gym and do a craft and plant a little flower with your kids. And I've never seen numbers like this. Out of 200 out of 350 families, came. >> Wow. >> Yeah, >> that is fantastic. >> Shout out Alyssa Keane. You are amazing. >> Well, thank you Alyssa. She's not on with us. We're just acting like Jesus. >> We are. And then when when we share out next week at the full

037board meeting, we'll make sure to give, you know, public shout out to our school community shout out um >> people that we're recognizing. >> Thank you. Thank you for sharing that. >> Do I have any other school community shoutouts? >> I have one from public school. >> Wonderful. Um they just started this coffee conversation with Mr. Posi and Mrs. Dio. So of course Mrs. Dio is the principal and Mosi is the wonderful social worker at Hubble. Um it just started yesterday. Um all families are welcome. They have coffee, juice, donuts and more. And it's just really open time for people be able to come in chat share ideas and how they can support the students. Um it's kind of a variation. I think other school principles have done things where they have coffee sometimes some

038in the community. I think Dr. Huber did something where somewhere in the community met with families. Um just an opportunity for them that open dialogue. >> Well, that's that's amazing. Thank you for sharing that. And the hope is that we expand this school community shoutout so that we find ways to have people reach out to us because they want to recognize um members of their school community. Um and that was kind of that bring a friend uh bring a friend nudge that this the work that we do here while it might not be finance which tends to be you know a hot topic but it's it's it's celebrating the great work that we do and really emphasizing the importance of the partnerships and the relationships that we we forge with our school community. Um, so

039I want to ask again, let's bring a I feel like I brought some friends today, people. I showed up. So, you know, >> you know, pressure. Let's let's let's all let's spread the word and I want to talk with you guys about how we can be really explicit and letting um members of the school community know that we've got the school community shout out and we and this is tying into to liaison's next um but how we and and Jod's work and how we want to build our um build our approach to really making sure that we're celebrating the work that's happening and that idea spread like wildfire. Maybe uh one school will hear about something great that's happening and another school will try it. Um but we did ask our wonderful cave representatives uh

040to be here tonight so that we could get their expertise and information about liaison and Hampton's heroes. Um, so if we can have you introduce yourself and then we can get into our next sort of agenda item which is the work of liaison but also the great work that you did with and heroes. >> Sure. Sure. I'm Jody Gooler. I'm the senior policy associate Connecticut association boards of education. I've been at Cave now for just over two years. And prior to coming to CA I was a superintendent my last eight years at Hampton. I was a superintendent in region 14, Woodbury Bethlehem for three years and in Avon for a year. And in each of those three um districts, we had programs for the board. It was called in Avon was called Avon Achievers. In

041region 14, we had 14's finest. And in Hampton, we had Hampton Heroes. And I'm thinking Bristol's best. I don't know. the name you brought like that. Yeah, that's amazing. >> I was looking at cinnamon for good invest. But but the overall issue for me as a superintendent was for the board to have exposure to the good work it does. Often boards get mired in the in the policy work, the management work, the the issues facing any board of education. And what what tends to be absent from many board me is is opportunities for joy, right? Opportunities for to to celebrate system systemically or systematically the achievement of students and and the good work of students and and we have programs, we have honors programs and all kinds of things for that recognize achievement. We have

042sports programs that recognize physical fitness. I was looking for a program actually modeled after the cave leadership program which looks at looks at the the the good things that students do. The the the things that students contribute the the way that they they bring um bring good things to the school to to the betterment of the school. And so what what this program does is it in in Hamic we have eight eight elementary schools, a large middle school and a large high school. Every board meeting began with a with a Hampton hero. And it would be a student who would be picked chosen by the school. It would be a staff member chosen by the school and it would be a community member. We actually added community member to the school as well for the

043school family partnership to to support that. And and And so the principal would come and the student and the family would come and and it was it was the first part of the board meeting um would be a full house. We have parents of the staff member, parents of the student, parents of the community me or family members of the community member and and it would be 15 20 minutes with a board representative for the school would would come up and and be there to give out the certificates for each person that would recognize that they were a hand in hero. It would it would be the principal talking about what the staff member has contributed, what the community member has contributed, and what the student has contributed. So, it would be it would be

044something heartfelt and understood by the principal. and um and there we take a picture of of each person with the principal, with the superintendent, with the board representative, and that picture would go um was it was always the first thing I would see when I would walk out of my office with a big bulletin board handed heroes and you'd see the September handed hero and this and October handed heroes and and this November and the entire year and and the board would fill up with the outstanding staff, community, and student representatives of our district. And and it's just an amazing thing. We had visitors come to the school, they would see it. Anyone who came to my office would see it and ask questions about it. But it was just a really positive way to

045begin every single board meeting. And then after the 15 20 minutes recognizing um th those recipients of the of that particular award um we would then give them permission to to leave the leave and then and then the board would engage in its own work and and but I really felt as though it set the tone for the meeting and I would talk about it with the board as being this this is a manifestation of the work that you do. It's a manifestation of the values that you hold as a board. And so this is your good work. So rather than talking abstractly about student success and and partnerships and all those things in very abstract ways, this is a these people at this meeting and their families and people who care for them. They're

046here because of the work that they did, but the fact that they were supported by your work at the board, policies that you developed, the the people you've hired, the support you give the superintendent, it's it all it all works together. And so what so I would always begin would be the first thing on the agenda after we did the pledge and that I I would introduce I would step step outside the the deis and and and talk to the community about what this award means and what it means to the board and invite the board representative up and and then invite the principal up and and we talk about those contributions. I just again I just think it's just a really it's a great way to create a system and and a regular way

047of of recognizing your good work. >> And I love that it's just part of the pra it's just a persistent practice. It's just what it is. It's what you do every meeting. And it's great at the end of the year when we do have like we have our cave leaders. We just recently had our cave leadership recipients and that's be my goodness. It's so energizing >> and to be able to have that energy at the start of every meeting, like you said, it sets the tone. It's really foundational. And we're persistently, consistently celebrating the great work, not just doing it one time a year >> in spring in the spring, >> right? >> Because we know that the great work is happening every day. >> And so, and the person who really did helped me

048a lot was my my executive assistant. and and she would I'd work with the principles to create the order. We'd have one one elementary school the smaller elementary school would be paired with the middle school, but we figured out a way of scheduling it so that each principal knew when his or her month would be up and and how they could prepare for it because you didn't want to be something that you just telling loose ends, you know, a week before the meeting. You want to really plan it out and have teachers looking for the right people and you know think think about it in serious ways and then certainly you can call anybody. You can call Taran Donamo and Ham has all the certificates um you could just fix it to meet your own

049um how you want to do it. Any certificate would have a sentence or two about what that person does or be individualized for that person's contributions for your work in developing this or for supporting um your teacher and and your grade level doing this. So you have something kind of you know specifically targeted for the person getting the report. >> I know the first time you and I discussed it when we talked about this when we're also talking about less I was just so inspired by that. It was really in really line in alignment with kind of what we're doing in this committee and kind of the idea that we want to celebrate more of the great work that's happening but also build like build our ability to to look at partnerships in a different

050way. What is what do we really want partnerships to look like? What does it really mean to us? What does it mean to build an effective school community? School family community partnerships. Um, so I don't know. I feel like, you know, the balls in Iris's court. >> Well, you know, after the last meeting such a great toll, even people who were on live, oh, that was such a great thing and such a great energy with the kids. And then there was Southside kids, the bicycles. And if we could do this every meeting, some sort of way of really being student focused They've always said a nice children. >> It's great. I love this idea. >> Exciting. >> Yeah. >> I know we've discussed it before, too. And you know, you've been so supportive. And I

051think also set the tone is all of that student art. We were like in the center of that student art. It was just such a >> change the feel of the meeting. >> Those are always my favorite whenever the students are there because are always my favorite. You walk into the board of ed room and kids everywhere. >> Right. >> Well, thank you for sharing that and your experiences. We also have you talking about your experience with liaison or um you know your direct work or the work that you may have done in your role as um in in your cave role. And I know that you and I have discussed what you've seen as the work of leaison, but also maybe how we can do our work a little bit differently um in Bristol.

052>> Yeah. And so again, minding my experience in Hampton, we had each board member had a connection with the school and and again Nick and talked to you about board roles and and and and the importance of of when you are a school, you're not there to to to um run the school and to ask for personnel records and things, but you're there just to listen. I go back to what you were talking about. You're you're you're there as a person from the board acting as an agent of the board to just give the opportunity to to the principal to his or her administration to listen to teachers um about the school. And again, not to be there as the um ombbudzman for the board, but to be there as as as a sign of

053support that the board has for the school and also listen to what the the concerns that that are being expressed are. And and generally speaking, I don't I I think it's really important when when you do something like that to have very clear guidelines as to what a is doing, what the purpose is, what the charge is. Um I've had some experiences with particular board members who took it upon themselves to become investigative reporters. You know, I didn't need a roll or a bear or going into and doing investigations on Um, nor did I want him to sit there with, you know, team of people to get all complaints of the the teachers. You know, that that's that's a superintendent's job to talk directly to teachers and hear what those concerns are. So really the

054the leasan was really a person who you know I I think of one board member in particular who was was a student at a particular school when he was growing up and he was a board member and he was the actual um leazison on to the school. He just had a real affinity just love the school and he was just he was just there as as a real strong advocate for the school and and I think people just saw him as a representative of the board and and was appreciative of his just being there for them and sharing with the board um what what the overall needs are. not specific needs a particular a teacher who was not approved personal day but um just you know looking at the school maintenance the infrastructure those kinds

055of things is really a nice signal that the board is has direct connection with schools in the district >> to throw a couple things in because as Jody was talking I'm thinking of some of the horror stories I've heard um you know there's a difference between advocating for a school and being the school advocate. And um you want to make sure there's that separate. I I love the idea of making sure to clarify in the policy what the expectations are. I think it's also important for your staff to know what those expectations are because it can be abused very easily. And so you want to make sure that a staff member knows if a board member comes in, you don't have to immediately drop everything and do what they say that they need to understand

056the vision well. Um, the other thing I would say is and having been a student going to back to this and being a board member in a district where I grew up, um, I learned the hard way that while everybody's like, "Oh, we're so glad to have you back and it's nice to see a student of mine doing this, what they really were doing was setting me up to be their advocate." And a couple times I got egg on my face when I became that school's defender and found out that I really only got half the story from the principal in one case. And so, um, I think with the appropriate, I don't want to use the restrictions because we don't want to make it a chore. Um, but it can be hugely beneficial because

057everybody feels that there's a conduit, you know, to your idea of the partnerships. You need that to have that partnership. >> That's really helpful. Thank you. I I I do think as we explore this idea of what Yeah. I know have the policy, our liaison policy, which is 9133. um as we like really explore what a healthy relationship looks like and how we're able to define that and then sort of looking at what our roles are currently and is >> I want to add one point there's a board with seven board members and they were elected by district so and the district is housed around the local elementary school so they and and they are the liaison to that school um and what happened was the district had to close to school because they they

058had seven half empty schools. So they had to consolidate they academically it wasn't helping the students not to mention the cost. Um they needed and I had to facilitate seven meetings with the public to get everybody on board that we h one had to agree that we had to close two schools and then figure out how do we figure out which ones to close. It got to the point, the final meeting where we went around the room, everybody agreed. Yes, we do. We do. We do. We do. Went back to the final board meeting where they were going to vote on it. The motion failed because I I would vote to close any one of their six schools, but I'm the advocate for mine and I won't vote for it. And that happened seven times.

059And six years later, they're now having the same conversation. So >> again, drawing the lines of where you represent and where you don't because it can it can get a little messy if you're not here. >> Thank you for that example. Yeah. >> What not, >> right? >> Although what to do Yeah. would would be if you were looking at for example an initiative that required considering closing a school. If you had board me, if you had a liaison program, you'd have board members who are really wellversed and educated in in around each of the elementary schools and you could have that kind of conversation and planning to really kind of get into not just simply through the public meetings and hear from the community, but also having board members be able to say, well,

060you know, have some of those conversations, strategic conversations to to to help not advocate necessarily for the for the for the school, but to share some of the things that the board might not be aware of regarding the school in the community. >> Like we have one school that was um clearly if if you were just looking at num maintenance issues, it be a no-brainer to close a particular school, but it was our most diverse school. It was a more stable school. It was our most successful school in a lot of ways. So there's it didn't necessarily have to tip the scale to not close that school because of the condition of the school, but it had the full board with a better understanding of what that school offers when the obvious thing would have

061been closer. >> Well, we appreciate that. Hopefully we don't have to get that situation. But you know, I think the way that our role is now as leaison, at least what I've seen us do the most is just at board meetings, which Joey, I know you mentioned that this wasn't necessarily a a practice that you've seen or at least experientially at at our at our board meetings. were kind of reporting out what what the monthly happenings are at the school and I I I feel like we've been a little bit boxed into that role without really knowing what our liaison role could be. At least I this might be just my experience but I know from having conversations with others and just observing what we do every month at our our board meetings. Um, so

062it would be nice to kind of re-evaluate our roles as liaons and and how we want to show up in that role. Makes me think about our purpose in that role. And um, I like the idea of really thinking about, you know, what those guidelines and expectations are. And I think that could help direct how effective we are. The other potential challenge might be that you know if you have nine board members all nine people aren't going to be able to make the same commitment. >> Yeah. >> And so what school starts to feel short change because they don't see their board member they don't see their liaison. Again just something to think about >> that's real that's a real >> have not policy on >> I'm sure we do. I have I'm looking at

063um exchange programs and I'm looking at guidelines policy 9133 and yeah I could certainly say that too. I appreciate that because when you know as we talk about liaison and from just some of my own things that I've seen there's been quite a bit of blurring the lines at times and so it is a fine line and I know when I get on the board um been at the same school a long time like it's almost like careful board member in the building right and and it took a minute but um it's I you know I I have concerns too that that there are proper boundaries. >> I think that's really valid. I think the overall question you want to ask yourself looking at a liaison program is what is the value of a liaison

064program to the board? That's where is it valuable for the board to hear about what you know the the recess at I Ivy Drive you know and all and and the activities and and the camping trip and I mean is it is that of value to the board or so so I think in looking at such a program it's certainly you Nick Nick and your comments are really valid in terms of guidelines expectations even the language you use whether it's a use it conduit or you know choosing your words really carefully to make sure that people have a true understanding of what this program is I think the overall question is from a board perspective is what value does a program provide to the board what kind of input what kind of information are we

065getting information do we need to make good decisions around policy around around programs around supporting Overall, same in the balcony, we can ensure that all the programs that we're providing our students and families are what we should be looking at. >> Yeah, that's something we could look at in policy to explore what we have, see if there's any other model policy, and then >> maybe work to build something with fidelity like what does it bring to the board and really look at that >> and the policy. So, I'm gonna add that to my list. >> Anything else on this topic? >> I know more to come. More to come on the topic. Thank you. That was really helpful. Um if there's nothing else on liaison, we can move to student representatives and we have Nick

066Caruso. And if you want to introduce yourself and >> Sure. Um Caruso um originally elected to the Bloomfield Board of Education in 1983, served 10 years. Um at that time I was very involved with Cape as a board member. Eventually became vice president would have become president if I stayed member of my board. Left to change my career and a month later got a call from Kate saying would you like to come to work with school boards and I was in heaven. That was 32 years ago, November, and I'm still feeling that way. I love what I do. Um, and I like to think I helped. So, um, this has become my life application. It's part of my identity at this point. Um, and when we got, we were having a conversation and started talking

067about student representatives. And, um, I guess a couple things to think about because, you know, the legislature even thought it was important to create legislation saying, "We really ought to have them." Um but in most districts what it is and I've been to so many board meetings where it's you have public comment and you have student comment and students go there was a dance at the high school and we did the football team won the game and then it's like thank you very much we know you have homework go back to go back home and kids are way more sophisticated and can add so much more their their voice is so important um and I think you you know you have to create an environment where they're comfortable speaking, they're acknowledged. I think a lot

068of that has to do with the board chair who anytime there's a motion on the floor, make sure you deliberately call out the student reps and say, "Do you have anything to add?" And make sure they know that they get the agendas. Um, the work I've been doing with the Hartford board for a couple years now, I think is a great model. In fact, I'm trying to talk sadly the the current superintendent's leaving and she was instrumental in making this happen. But they have 11 high schools in Hartford. Each high school has a student council. Each student council elects two members of the student senate. So there was and actually was a few other like charter schools and stuff, not um not charter but magnet schools involved. There was about 27 students and they had

069me come in and talk to them about what schoolboards do. We've done that twice. And then from there we start to get them energized because that student senate not only elects the two student reps to the board u which is typically the president and vice president of the student senate but the superintendent has a monthly meeting with them and it's her student advisory council. So it's the same group. So they have a real voice at the table and um part of their training was you know go back to your schools you'll have the agendas talk to the kids about what you see on the agenda when you come to the board meeting it isn't going to be to talk about the dance or the football game it's going to be you're going to share your

070school's perspective on what we're voting on um during those trainings there there were some incredible things where like one two students came from the magnet school for arts and music um or music and arts. I forget the exact title. One of the students goes, "You know, we know there's budget problems, but we don't even have microphones. If we want to sit there, we have to bring buy our own microphone." Now, fortunately, the board chair and the superintendent were in the room and they welcome, please tell us these things, but they also students had to understand what you go through when budget hits and there's cuts and do we keep a teacher, do we keep a guidance counselor? So, they needed to understand that better. So there was this great conversation. Both times we wound up

071the kids and said, "We want to hear from you. We want you to talk about what you see as issues." And typical high schoolers, nobody said a word for about five minutes. And I I'm waiting you out. I'm not starting. We're not changing. Somebody's going to start talking. And once the first student started, everybody kept going. And we we ended up going longer and cut out half the agenda because they we let them go. The other thing I'd say is the sincerity of we're going to ask you for information. We really want you to know we feel it. I was working with the board. We were there for training that started at seven. There was a subcommittee meeting of their policy committee prior to the training. Policy comm. They had invited student leaders to come

072and talk about bullying appropriate conversation. >> So the the and the board you could tell they had already drafted a policy. They had their perception of kids beating up each other, kids bullying each other, and the students all to every single one of them said the same thing. Yeah, kids are mean to each other. We know that and we need help controlling that, but our concern is more the adults bullying the other adults and adults bullying kids. There's a real it's pervasive in the high school, pervasive in the middle school. Teachers um belittle students. They belittle each other and they and but the board members and this is I guess my my point here was yeah yeah yeah but you know but it's really about the kids and the kids that we're concerned about and

073they're telling the board what is important to us they should I think they should have listened and so you can ask them make sure you really listen and and if you can show them that by hearing them that you're actually adjusting the decisions you're making and making it better for them I think you you have a wit that goes back partnerships. What better way to have a partnership than a partnership with the students? >> Yeah, I think it speaks to that nothing about us without us. You know, how do you really get students to feel like their voices matter? Include them. >> And and to give you an idea how incredible some of these students are, this was a diff, this was another city. It was a few years ago, New Haven. There was a

074student rep on the board and they came to all the training and I was there quite a bit that for a couple of years. Um there were some challenges between board members in terms of who might be the next chair when there was the next election. This student was working her way around the room getting votes to make her the chair of the board. Now I don't think it would have flown but in New Haven they were official non- voting members of the board forever. >> So and they had and they had empowered them. So she felt I'm going to go for it. Now it did not happen. But the fact that they had a student with that much gumption, that much energy, that much sophistication, >> that's a win. >> I mean, she needed

075she needed to learn her how to do that successfully. But what a what a great student to have in your school district. >> Wow. That's >> Yeah, I get goosebumps thinking about it. >> Yeah, it's very different than what we are experiencing currently, but you know, that's why we want to have this conversation. We we've been in some conversations and Nick, you know, talked with you and you've guided some of those conversations, too. >> I also think it's really important that the princip because a lot of times the principal has a lot to say who the student reps are going to be from that building. They need to be brought on board that this isn't the same student rep that you may be used to. We don't want the star athlete. We don't the same

076ones that typically got the awards on awards night. We want somebody who's going to buckle down and do the work and be it maybe that quiet leader or somebody who they they're very shy, they're introverted, but you could see that spark in them. Let's bring them on board and see if they can do it. So, um you have to retrain, I think, the people choosing those students to make sure that you're getting that right type of student. >> Yeah. Do you have um have you found um this word I'm looking for? Challenges I suppose with um sometimes comedian go late, right? So, with having a student who could be wrapped in up in sports, perhaps work, >> homework, um having the ability to come and stay for a duration of a meeting once a month

077or however >> and that varies from night to night. I think wherever I've seen it successful, the chair reminds a student, we'd like you to stay as long as you can, but we know that you have other obligations. So, if you pick up a link, we respect you and thank you for coming and contributing what you can. I think it also gets back to good board practice anyway. How many of our agenda items that are really, really important show up at night, 10 o'clock at night when we've gotten tired? And so putting the substantive discussions where you want that student voice involved up front so that we're having those decisions where they can participate but we're also more fresh and and alert. I can I can't think of one good decision our board ever made

078at 2 o'clock in the morning. We made many of them but not one of them was good. So um to that >> they were ever here to we're actually doing okay there in the morning. My first night to us is 10. >> My first night as board chair, I made a declaration. Our meeting would end by 10 o'clock. We started at seven. We ended at 11:05 and we were all grateful because we actually sped it up and we got better at it. We actually changed our policy to say our meetings were over at 10 unless there was a two-thirds majority vote to extend it for an additional half hour, but no more than that because if we put it on the next agenda if you have to. It also means more carefully looking at the

079agenda and timing things which you can't always control but um it gets back to effectiveness and and but I think you can restructure the agenda a little bit to make sure they're there for as much as you can but it's going to be a concern and it's going to be busier at the end of the school year when they've got all these other activities or maybe during finals but you do the best you can. It's different now too because the driving age has, you know, changed quite a bit. When we were kids, you know, 16, you're ready to go. Now it's forever driver's ed. And >> yeah, >> so I would say that often students that are that involved that want to do that kind of work are also very busy in everything else they

080do. But they people who are busy find time to do it at all. I don't know how that but you know because you're not only just doing this, >> you have jobs. you have other civic things that you're doing. I can remember the list I had to do every month. Um, busy people find a way. But yeah, and those and if they're that persuasive, they're also convincing mom and or dad pick them up and bring them home. Yeah. What would you suggest our our beginning steps or our next steps would be to explore expanding what we do with student representatives? >> I I I would say it's going to sound like a broken record tonight. Start by looking at your policy. >> Does it articulate what you want your student representatives to do? because some

081it's usually either very nebulous language or report on what they're doing in the school that again that's not helpful for what you're trying to do but to say we want them to be a true representative of the student body on the board of education etc etc I think it starts with the why you know why do we want them what is their purpose and then from there start you know to figure out okay what does that mean I think in Hartford there's also the idea that they will rotate from time to time so that they'll be letting different kids try it. So, you know, there's a benefit to that. There's a side a negative to that because if you have the same kid there all the time, they've got the conduit set, they know who

082they're talking to, you get to know them, they feel more comfortable over time. So, you can have discussion on a lot of those things. maybe at a board retreat when you want to have a a a good solid conversation about something that isn't um it's not something that we have to deal tonight or we don't have to write goals or whatever. Let's just have a and part of that will be just a discussion of what we'd like our student. Um I think that would would be a very sol and it's a especially in a less formal environment you can have a real conversation about things like that. Last night I was with the board where they were talking about home uh not homework um um um I'm getting tired now too. Oh recess and they

083started talking about recess and they're like well our school has 20 minutes today. Our school is starting with today. Well, is it in the mornings yet? No. No. Stop. Stop. Stop dealing with the why and the how. What do you want recess to be? Is it to help children recharge? Is it to get them to let the energy out? figure out what that is and then your administration can help you figure out the best way of effectively doing it. But as policy makers, I think you start with the why. What is it we want them to do? What how can they benefit the Bristol public schools or Bristol Board of Education. What's in it for you? >> And I did did just revise the our model policy on that. So I'll add that to the

084list of things I'll send to. >> He sits in his office all day. policy policy >> policy in so it makes me think of another thing about all that is when we get to a full board meeting a lot of times a lot of the work's already done right so is it more advantageous to add a student representative to the committee work right where they can in a less formal um atmosphere really talk about the why or the things that drive them rather than in the full >> that's a really good point. I I could see both sides of that because having them at the board table lets the community know you're also listening, but the more substantive conversations would be at a meeting like tonight. So, um, and I think that that may be

085part of what you you offer them the opportunity to say. We have the board meetings on the evenings. That's where we vote on things. We have committee meetings where we really set up what's going to happen. We'd love your input on both. We'll work around your calendar. Whatever Whatever you can do is fine. um recognizing how busy they are and and the different priorities and the need for rides or whatever. I mean, that's all got to be taken into it. But I would say the fact that you recognize that and and I from everything I'm observing, you really use committees the right way and you use them effectively. A lot of boards, they have them and then they go back and regurgitate the whole thing all over. You wasted all this energy. Um so if

086this is where you're doing your work, it might make more sense to have just knowing the community as well. Sorry to interrupt, but you're hearing how there's I think a lot of model districts who are doing it really well probably talking to their boards of education how they use this it's important but even here in Bristol on our the the youth commission we have youth reps there they are voting members you know they can't be obviously in this situation but there's historical president in this community a quarter mile down the road of kids showing up you know once a month on Tuesdays really serving as the voice of the community as to what's going on. There have been situations where kids said we need, you know, better lights at this park or that park so

087we can stay like and it's happened. And so I just think we have a really strong foundation here already. So as the group learns more, as missions learn more, you tap into that, it can thrive because it has happened. if if as an example, if you wanted to bring together leadership of your student governments, um I'd come out and do what I did for Harvard and do the training for them and sort of try to fire them and give them an idea of what power they could have, what voice they could have. Um and it seemed to work in Hartford and um your kids are every bit as energetic and ready to go as they are, I'm sure. I going back to like looking at the why I would love to also have students a

088part of that conversation like why do we have student representatives what do we want from that similar to what we're asking ourselves about liaison like what kind of value is it bringing what kind of value are student representatives bringing to us right now and if it's if we're underwhelmed by that you know what do we really want it to be if there was no ceiling right if there was no limits or barriers. What would a really like robust, healthy student representative experience look like? >> Yeah, I am killingly I was in one way blown away because the students both of them very well prepared. They had scripts and there was a PowerPoint and they're going through all I mean it was a real slick really great presentation but it was all had a dance had

089football game etc etc. So, it was a level up, but it wasn't changing the dynamic of them participating in the decision making rather than just, you know, giving you another one of your celebrations in a way. That's what they do when they just do those things. You're celebrating what's going on. You're recognizing them, but they're not really being part of your work, >> right? >> Yeah. >> I think I feel like these there were like Yeah. big big topics tonight that really kind of connect to one another. >> Absolutely. >> The the ways that we're celebrating our school community. Can we do that in a monthly, you know, in a way doing it monthly liaison? What are we doing with liaison? Um and then our student representatives. how are we like looking at what this

090means to us as a school community? liaison, student representatives, how we celebrate staff and and students in the school community. >> And looking at your role as as a board as a board member, it's about governance and decision-m. So So looking at from a board perspective, what are these programs? What are these enhancements to this work to um these opportunities for us? How do they improve our decision making? How do they inform our decision making? And that's that's really to me um as as a superintendent, as someone who worked worked before, it's that's the value of all this. The the the output is really the recognition is is that's the opportunity to shine and let the students shine and see the see the the outcomes of your good work. Um because you want to see

091that the reason why these students and staff members and community members were chosen because they represent your values. And so you're seeing that as a reflection of your values, but the the liaison and the student representative is about my perspective is about you're getting good information to make good decisions on behalf of students. >> Yeah. >> Gets back to your opening exercise with facts >> and not opinions. And how do we get them to come to your table not with opinions but facts? >> Yeah. Well, I think there's a lot more conversation to be had on all of these topics and and making sure that we're engaging the right people in these conversations, too. Um, and making sure that it's all aligned with who we are, at BPS, like who are we? So, um I

092I think we take some next steps um in policy but also maybe having some retreats or you know and also with student representatives and Dr. Broadick is the assistant principal of Bristol Central and he's been very active in the meetings that we've had with the representatives and really trying to bring some of that work forward, move some of that work forward. So, I don't know if you know, do you think having Nick come in and maybe doing something with our student reps would would be something >> I think >> the structure is going to be so important that's something I think the board has to decide so again what is the purpose of having these students it's if it's beyond just sharing out we all know the prom was in May and it was fun

093you know so how can their voice be used to inform the really important work that's done >> and again I think once that's clear not only do we know the type of student that we're looking for how do we nominate those students how they get to place how do we ensure they are the right fit for this and and there's systemic things. I mean, you we were talking about what Joy said earlier at the beginning of each meeting, a school comes in and we have the celebration that the Hampton hero, the Bristol's best, whatever it might be that works in conjunction with the liaison, which also works in with student reps. Like there's a systemic way to do this. So they're they're a system of one and not and all interf. And there's a lot

094of different districts that have similar types of things that I think are worth exploring. So I appreciate that and I appreciate the work that's happening here where I think they'll work in tandem to make decision- making process clear for all nine of you. >> So yes, short. Yes, we love Nick. You're always welcome. And and the other thing I would as I said before and I don't want to talk more work on the superintendent but the fact that the superintendent brought these students together regularly and said here's here's what I want to hear from you today about or help advise me. I mean really letting them know that I am here listening to you. You are important. I think that was a because that built up their confidence to when they come to the board

095meeting they're not intimidated also because we've had that voice. That's a really good point. >> I think I talked about that to do that. >> I have a round table. >> Yeah. Having it be part of the fabric of what we do just like, >> you know, part of our values and it's part of the fabric and it's they're not standalone things that it actually all kind of comes together. >> Tells the story. >> Yeah. >> I mean, imagine in Harford with 11 to 17 schools, depending on how you count them to meet with the superintendent. They had to coordinate buses to get these kids from all these different schools at the same time at the same facility. And I mean, that's how important it was. >> It was a priority. >> Yeah, >> it

096was a priority. >> You don't have that much problem. >> No, just just the two high schools. So, >> um >> well, more to come. >> I know my mind's working. So, we'll we'll have to unpack that. I'm sure everyone has their kind of thoughts. Maybe we can unpack that, you know. take next steps. >> We're happy to be partners in this one. >> Yeah. Thank buzz word. Thank you. No, I appreciate that honestly. Um because we're going to need you both. We're gonna need you both. Um is there anything else on this topic on this agenda item? Now we have Dr. Broadick here. I know this is going to be sort of your last meeting in your role um as doing your own I3 program and really working to support and report on the

097school family community partnerships action plan. We created an action plan and goals based on um our roles and responsibilities as delineated by the bylaws. and you've been amazing every month coming in and reporting on the progress and really truly being, you know, a strong partner in the work, not just reporting on it, but actually believing in it. Um, and you did, uh, put together some sort of summitive work here. Um, do you I don't want to ask that you go through it quickly. I I know it's late. Do you want to How do you want to work? I think it's up to you as a group knowing the work that's here. I think there's >> my part was actually very quick. So just I was tasked with looking at both the district strategic five-year goals

098um superintendent White's goals as well as this committee's written goals and finding the alignments between them reporting back on more of that math level data satellite data over top which helps tell the narrative the more street level data that you know you might hear from students in those meetings. Um, a lot of mo I I think there's a couple I can go through very briefly. A lot of the data is the panorama which recently closed so we don't have that yet. So, you know, that will be deferred to August or September to really identify where that stands. Um, there are a couple some slides in here that Erica maybe just wants to give a quick update um on some things as well. So, just you know, I always start with the committee's goal. This is

099where we stood. If we go ahead a couple slides. >> All right. um let me know where >> do one more. So goal one of this committee was to review and monitor district goals attainment of goals related to family engagement. So that kind of set the purpose for the year. So what I did was go through and find all of the goals that we have in different forms. Where is their alignment and what data do we have to support them? The ones under here really do align with the panorama survey. Um these slides are verbatim what we saw as baseline data earlier in the year and then once the summitive results are and we can supplement that here to see you know growth or other areas in need of improvement. Um so again you can

100read the goals there the indicators of success I don't think we need to go through that again these have been written by a variety of constituencies both in this committee and other um community members. Again just another goal that was written there as our baseline from the fall. So we look and see how that works at the end of the year. Um and again just the last kind of panorama. So results will be coming soon. I know Eric has been working diligently. We've been working super hard trying to get participation um families, students, faculty. There are challenges that I think are some of the work ahead is how do we engage more of our folks with both of these surveys? um especially on the parent side, you know, at the high school level especially, but

101the on student side as well. >> And I think we'll have some of that data to speak to like in August be able to kind of like unpack it a bit and maybe look at if we met the goals, but if we didn't meet the goals or maybe if we improved, what do we think a trip >> why did we improve or why didn't we improve? Okay. >> Yeah, that'll be great. >> Y if I'm going too fast or too slow, let me know. Um our next indicated success priority three um was that one school had a team that would be trained in some of this work. We see the district level leaders have been both high schools have been in different programs the majority of middle schools as well as some of the elementary

102schools. So you know with this goal being by 2030 this happening just in year one and there's a lot more work that will be coming out uh during district climate camp on the July I believe it's written down. So this is work that is accelerated and then making a difference quickly. >> Is that what George Do? >> Yes. >> Okay. >> Y >> another goal of this committee was reviewing district partnerships. Um again big shout out to Erica and Christie. Um creating this you know at the beginning there was a 16page document of all the different resources that we have within the community. everything from health care and mental health needs to basic needs such as food, medicine, doctors, orthod you name it, it was there. Um, and so they continue to spread that news

103to schools and we have this as a resource to share with families as well. Um, we had talked about, you know, making sure that some of our liaison that welcome news families to the district. You know, a lot of them have this already, but really are clear as families come in saying, "Here's all that we have to make you feel at home and make sure that there needs to be provided for the second they become residents of Bristol and and families of >> and not only are our resources part of that, but also like our CBOS, right, the business, the organizations that we partner with." >> Yeah. Yeah. There's so much there. It's ever growing, ever changing. there can speak to that. But again, the work that they have done has been exhaustive. And you

104know, as somebody who grew up in Bristol and has worked here for 18 years, there's things that we have left. >> Wow. Like, and then that's just it shows >> how strong this community is in community education. It is. And you know, as we continue to build these partnerships with these agencies, it'll only support our kids and families. So, with that said, um Erica, I know I was going to kick it over to you. Um there's a bunch of slides that she's used for other presentations here. So I'll let her kind of control how much and when. Um but there's some really good news and work that's happening here as well that we've reported out as well. So getting some more of a summitative piece. >> Thanks Erica. >> Yep. No, not a problem. I

105had to create this slideshow for the grant. Um I applied for the grant in I think it was December. So part of it was that we had to use um all the money by May 30th. So it had to be a quick turnaround. So I had decided to do um a three-ight event for um for using up um this grant. So looking kind of at like mind, body, and spirit was how um was how we looked at it. Um so the next slide, Michelle. Um you can you can go past that. So this was just things that we wanted. They needed to know our demographics. So the demographics were there. um you guys know the demographics of it. So we can move to the next one. And this was all of the pre and post

106surveys that was required for the grant of the event, what the families um got out of it. So as you can see here and um they wanted some impact stories of what they saw. Um so this was just some of those. Um the next slide, Michelle, we can get to some of the good stuff. These were the flyers for the event. So, one um was a nutrition class. One was QPR, which is question, persuade, and refer, which is a suicide prevention um model in um your child and anxiety. So, we had all three of these sessions were in English and in Spanish. The next slide. So, our QPR event, which was great. we were able to get, you guys all know Cecilia Gray, she's like a celebrity here. Um, she was able to be trained

107in the QPR model as a facilitator. So, um, that made it wonderful cuz as this is a sensitive topic, she it wasn't translating, it was her facilitating this. So, it was wonderful. We had, um, books to give out to families as well as community resources. Um, and then they were, these were just some of the giveaways here. We had Kathy Crowick who is a school social worker at Mountain View School. She facilitated um the English session for us. The next slide, this was my favorite. Not that I'm supposed to have favorites, but we had a um family nutrition workshop. And when we talk about our community providers, we had a nutritionist from Bristol Health facilitated um this for us. We had two nutritionists from Bristol Hospital. Every family that attended was given a $50 gift

108card for Stop and Shop. They were given this cooking kit that you see in front of the kids. Uh recipes, um all recipes and everything was bilingual instruction and families made three recipes and they absolutely loved it. It was healthy and um the turnout was amazing. We had to cap it at 50 families and I think it filled up within like 15 minutes of me putting out the flyer. So, it was wonderful event. Like the kids were so happy. It was great. And we had all ages there, which I was shocked. We had even high schoolers rocking the apron and hat for a bit. So, that was that was good. And the next slide, this was um your child in anxiety. So, we had some of our Wheeler clinicians, they were some of our school-based

109clinicians came in. They provided the um their session. Both Wheeler and Bristol Health was all in kind. We were able to provide every family, we had copies of the Anxious Generation book in English and in Spanish. Um, as well as age appropriate books for them to take home to their children that deals um that helps them deal and cope with anxiety. Every family was able to take home a calming kit. You can see an elementary one and the middle school one for them to utilize within their homes. in again English and in Spanish. So it was a wonderful session. The we had um I think we had 86 families sign up for this. So what we did find is they need more than an hour obviously conversation with dealing with anxiety. So what we think

110we might be doing is we have additional copies of the anxious generation and we're probably going to be doing a book study with some of the families to kind of give them the opportunity to talk about some of the struggles that they're having here. I think that was it for this one. These were just some of the um the providers that helped us with this event that we included at the end. And then Ryan, was this you? >> Yep. >> Okay. >> Thanks, Eric. Sharon, I think there's again so many conversations that we have around the data and and how is this stuff working, but again those pictures are just testament and it's so important, you know, not only now at the end of the school year next year to keep remembering these programs and

111how successful they have been. It's just it feels so good to be part of something which families are signing up that quick and demonstrating the need for that. So really great. Again, the work that Eric has done and Christie has been doing is is just fantastic and and they this is what they lead and drive, you know, which is wonderful. I loved seeing that there was like I felt like there's a lot of diversity in what was being offered. You had food and nutrition and then you had sort of you know the mental health piece but and it was it was really um interesting to see how that part expanded >> and um I remember Erica mentioning how seats filled up so quickly for that the food and nutrition event and that's how you know

112it's something that people really um are are really interested in that resonates with them. So, well done on selecting those. >> Yeah, the nutritionist wants to come back in the worst way. She's like, I want to come back. How can I come back? I'm like, well, I got to see how I can figure that out for you to to come back because food doesn't cheap right now. So, we have to get creative and see what other opportunities there are out there like grants-wise to do more of this because they did. They loved it. And if you get a chance with the links, those pre and post surveys were um it was it was pretty impressive, especially the QPR ones, what people took out and took away from it, which that's the that's the most important

113thing, what they took away from the session. So >> that would be interesting to see sort of, you know, quantitative and qualitative piece. Um >> interesting too to see if there's a way for the nutritionist to work with food services our school lunch program. I mean it I'm always interested to see >> food >> share food. Oh yeah. Yeah. >> But thank you bringing that in >> and seeing where how we can like continue that work. >> Thank you Erica. And then the last couple slides here um to go back to the more mundane but you know goal three here was um just to continue to review and report and success metrics of district communications which we've been doing monthly throughout the course of the year. Again parents wear the revised website superintendent whites weekly

114message. So these are things that continue to happen. Um goal four is highly appropriate for tonight with our guests. I mean this is the work that's been discussed for the year. you know the upcoming adoption of the climate policy more discussions around student representatives and and so you know there have been meetings had between you know the board and school administration and the current student reps and those conversations will continue as you I think keep hearing best practices from other districts having Nick and Jody kind of as good resources there as well because the work is happening and it's really successful in a lot of places and I think we have a such a strong foundation to And finally, um, actively engaging members of Bristol and the education community. You know, we talked about welcoming

115walkthroughs last month. A lot of the activities that are happening, the connections, relationships, partnerships we have with Bristol Boys and Girls Club, Bristol Youth Services, all of the communities that or the organizations that Erica just these are ongoing at the school level. We are meeting with these people regularly. It's often I mean there's often monthly sending me text message. Hey Steve, I need this. Hey Ryan at Bristol Parker. So it's it's really it's happening. Um so again a lot of work has been done this year I think by this group and by the the district at large and it continues. There's a long way to go and we know that. So you I'm appreciate this opportunity to come here every month and kind of spend time with all of you and share the the wonderful

116work that's happening. And I'm thankful for Superintendent White and supporting this work. When we talked early in October about kind of what would this look like, I think we both landed here pretty quickly. So, I'm just thankful for that support and looking forward to continue work for schools. >> Yeah, thank you very much. >> That was really fast. That was >> keep talking. Keep talking over there. No, thank you for your support and um also, you know, you're on the full what's happening in the district. That's really helpful. Um, sometimes we're at we're looking at the 30,000 foot view looking down and when you're a person, you're able to help guide us and you know that's really helpful, you know, for us moving forward, we get to take what you've presented us and we the

117goals that we crafted were really based on the bylaw language. So, it was there for us as a template. What I think we will do when we come back in August is um do our own year review and take a look at we think we were able to target um the areas that we want to in this committee and maybe we look at possibly revising some of the bylaw language if because again we just crafted the goals based directly on what we're tasked to do by the bylaws. Um and We think that that is the the best pursuit for us. Is this targeting what we want Spooky Community Partnerships to do and look like and um when we do that year review seeing if we got from it what we wanted to get from it

118and maybe that means we keep it the same or we pivot a little bit and we work with what other um districts might have or what CA has for model policy in this arena. might not exactly be school field and community partnerships but community relations or whatever is in this area and we develop you know from there but I feel good about what we did. I feel like we had really like meaningful conversations, open honest conversations. I don't know if anybody else has any feedback. I know it's late, but you know, moving forward about the kind of direction we want to take. >> That was great with meeting. I was taking a ball out of the woods earlier. So, I'm afraid I'm like starting to itch with some poison sumac. So, I'm I'm getting ready

119to Oh, yeah. But I think this is a great um meeting. I'm get and I don't know if it's in my head but I've been very itchy the last 10 minutes but um no this is really interesting and I appreciate um everyone you brought in to speak and um thank you guys for coming. It's very helpful. >> We appreciate all of our partners really. >> Um well with if there's no other comments with no other work before the board we'll return the meeting at 8:42. Thank you everyone and have a great night. Right.