001Good evening and calling the meeting to order. Welcome to the West Hartford Public Schools Board of Education meeting. It is Wednesday, November the 5th, 2025. Ammani, may you please call the role. >> Mr. Gagman, >> present. >> Mr. Goldman, >> here. >> Dr. Harris, >> here. >> Mrs. Nessarella, >> present. >> Miss Maramman, >> here. >> Dr. Dr. Thomas Farusen >> here. >> Mrs. Yagalof >> present. >> Bridgette Feny >> here. >> Kayla Jaw >> here. >> Thank you. And Kayla, may you please lead us in the pledge of allegiance. >> I aliance 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. Thank you. And there is a proposed revision to the agenda order. I would
002like to make a motion that we move section 7 referring to the financial report to go before new business, specifically the appropriations of non-lapsing unexpended education funds account to the fiscal year 2025 2026. So again, making a motion to move the financial report to precede new business. Is there a second? >> Second. Thank you so much. Discussion. All of those in favor say I. I. >> Any oppose? Any abstain? The eyes have it. Thank you for your flexibility. Now we shall proceed to public communications. This is where we're able to hear from you your thoughts, your questions, your suggestions, your concerns. Each individual is allowed three minutes to speak. We ask when you go to the podium to please share your name and your town of residence. Please be mindful of Ammani who will hold
003up a yellow card when you have one minute remaining in your time. And when your time is expired, we ask for you please to conclude your sentence and respectfully take your seat. Please also be aware that we are attentively listening to what is being shared. However, it is policy that we do not respond to comments as they are being made. I first also want to make us aware of what the agenda items are for this evening. However, we are receiving comments on any topic. But for this evening, the agenda includes revision of policies 1240, 1900, and 5560 as a second reading, appropriation of non-lapsing unexpended education funds account, adoption of educational specifications for partial roof replacement at Brayburn Elementary School, enrollment in class size, approval of financial report period ending September 20th, 2025, and approval
004of minutes from the October 21st, 2025 board of education meeting. I will start by those who've signed up to speak on agenda items. However, I see a name here, but then there's a an X. I don't know if that's a decorative piece or >> All right. >> That we're going to say it's intentional because we now shall call on Heather to come, please. Right over there. Yes. Okay. Hello everyone. My name is Heather Ryan. I'm from Berlin, Connecticut, but I'm a grad student at Central Connecticut State University and I'm in the school counseling program. So, I have an assignment to advocate for something meaningful to me. And um after reviewing the restorative practice response policy, I find this to be very meaningful to me as I will be working as a school counselor in a
005school in the future. And I want what's best for our students. And I really value what this policy represents. Uh it focuses on helping students take responsibility for their actions, repairing harm, and rebuilding relationships instead of relying only on punishment. Um traditional punishment approaches obviously aren't working very well. Um, students might face consequences for their actions, but they aren't always taught how to take accountability and address the behaviors that keep happening. So, they just are going to keep happening over and over again unless something is done about it. Um, restorative practices um give students the tools to understand their impact and make better choices moving forward. Um, data will also be collected and tracked to make sure these practices are being used fairly and consistently for all students. So, not only will this make sure
006that all students are treated equally, especially students of color and students with disabilities, but this will also be good to show that the policy is working and you'll be able to see if it's actually making an impact. Um, and yeah, overall, I think that every student deserves a chance to be heard and to make things right and to grow. And that's exactly what restorative practices make possible. So, I just wanted to come up here and show my support for the policy. Thank you. Thank you. Now, let's go to the next list and I'll just read based on the order they are written and I will apologize in advance if I mispronounce anyone's name. Please charge it to my head and not my heart. We have Stephanie Corsy T. Please. Thank you. very short. Hi, I'm
007I'm Stephanie Corsy Tvali. Um I live in West Hartford. I'm a parent of an elementary school student. Children are being read to in class by YouTube videos or disembodied bots instead of by their teachers with teachers saying they don't have enough money to buy actual books. Nearly a dozen paraprofessional positions remain unfilled at the elementary schools. The dismal pay for these roles make them unattractive to qualified applicants. Children in first grade receive tickets for good behavior that they can trade in for even more screen time on an iPad while at school. Unauthorized users break into district approved apps while our children are learning off of them. If this sounds like a near future dystopia, it's not. This is what is currently happening right here in West Hartford in our elementary schools. It it is um
008we parents are noticing the slow creep of screen time and AI enabled gamified technology into our schools with little transparency on how these apps are being used, if they improve outcomes, and what work has been done into verifying the safety and privacy features of these apps. You may have seen the widely reported news that nationwide reading scores are abysmal. While the adoption of AI enabled tools to teach our children and overall amount of time on screens, particularly in schools has soared, we are concerned about the safety and efficacy of these tools and believe that too little consideration is being given to the risks of AI. For example, its biases, its tendency to hallucinate, and how it is being engineered for maximum engagement. Similar to social media, West Hartford's new AI policy encourages staff and teachers
009to adopt and support the use of AI in the classroom, while parents are concerned that our town is taking the cheaper way out by paying for tech at the expense of validated physical resources such as physical books and more teachers and support staff. Extrapolate these current spending trends to their logical conclusion, and we can easily imagine a future of halves and have nots in our education system. The HABs continue to be educated by high highly qualified human educators but uh who teach not only math, science, and history but foster human connection and teach children to care for each other and problem solve within their community. The have nots will be on screens all day educated by AI bots and receive little to no human interaction. Human skills will suffer. We've read Jonathan Hates the anxious
010generation and we know what happens when kids are on screens and social media all day. The book's title says it all. Please don't allow this generation of children to be the guinea pigs for even more screen time and technology that even its creators struggle to understand. Thank you. [Applause] Thank you. Next we have Heather Ryan. Oh, yep. We heard from Heather. Yes. Okay. All right. Yes. Thank you. Next we have Shaina Quinn. Hi, I'm Shaina Quinn of West Hartford here uh to offer my two cents about the topic of instructional technology alongside some other parents tonight. My perspective comes from 18 years as a certified English teacher with 11 years teaching experience at a Connecticut uh public high school. I also hold a master's degree in educational technology. This topic is near and dear to
011my heart. I'm lucky to have the time now to volunteer in a school library shelving books. And today I witnessed a lesson that seamlessly blended high-tech, a data projector with graphics and sound effects with the low tech as the teacher librarian read from a story about the beauty of baking rye bread in honor of Native American Heritage Month. The story enchanted these fourth graders as sizzling sounds enhance the librarians read aloud. Next, students use paper and pencils to note sensory details from the book, followed by the opportunity to illustrate and write about a cooking tradition from their own lives. It was a lovely lesson to witness. I also witnessed a research lesson that began with a readaloud followed by a chance for first grade students to conduct online research at their own pace using Pebble
012Go and a set of headphones. Students took notes using pencil and paper on what they learned about bats. I regularly receive links to my fourth graders quest projects and she and her groupmates collaborate and produce them together. I share these anecdotes only a fraction of what happens around the district each day. I'm sure to emphasize the importance of balance when it comes to tech use. When used thoughtfully, technology enhances learning and accessibility, but it's a matter of quality and context when using those tools. High-tech tools must be implemented into the curriculum using using a balanced hybrid approach in conjunction with low tech strategies. The yin with the yang. Blended learning environments where digital tools complement in-person interaction lead to higher student engagement and achievement. It is possible for schools to maintain both efficiency and human
013connection with intentional instructional design. This brings me into my point. Based on the district's Department of Information Technology website, there is only one full-time educational technology specialist in the entire district. And that individual, if I'm not mistaken, also runs the district website. There must be experienced educators working daily alongside administrators, specialists, classroom teachers to design, revise, and successfully implement research-based curriculum of tech integration across all disciplines from preK to 12th and into post-secary. And it's not just about computer science and AI. I realize there is currently the Envision CS team of teachers working diligently to build a scope and sequence regarding uh computer science skills, but those team members have other teaching priorities. First, I encourage the board to consider the implications of this disjointed organizational structure of the edtech professionals within the district and
014how it impacts the quality of our digital literacy curriculum in town. technology in its myriad of iterations, touches every single student in town in some way every single day. I also encourage the district to conduct an audit of how much time a typical student, elementary, middle, and high, spends on the computer each day. A cohesive educational technology department would allow the district to streamline its mission, its curriculum, and ultimately strengthen student learning outcomes. Thank you. Thank you. Next we have Daniel. Hi. Um I'm Daniel and I know I was going to um give it about you Chad, but um so I wanted to just come on here. I don't have a speech or anything. Um I go to KP and I'm from West Harford WHPS. Um, I just wanted to come on here and raise
015a concern about class sizes because so my language arts uh class size has a lot of kids my seventh grade it's like it's a lot and um instead of like having people running around like wild rats like I think it would be better if people had like individualized um experience through literacy and as you said like on technology people can do that But it's not the same as having an actual teacher that is giving students individualized time. And I think like small groups and stuff do that, but I think it's not enough and that teachers need to do more of that. So I just wanted to come on here and say that. And I think the class sizes are affecting it because I think it's not all the teachers fault, but I think the the
016class sizes like it a it's a fire hazard and b it's hard for the kids to focus when there's so many kids and one person's talking to their friend and the other person is doing this and that and then the teachers have to deal with it and then they don't have time to teach and then it's a whole thing like on Wednesdays like we have 30 minutes of time and it's hard to implement. and everything we want to do into 30 minutes. Um especially when again people are running around like wild animals. So um so I just wanted to come on here. Thank you. [Applause] Thank you. That's all who we have signed up on the list. However, we'll see if there's anyone else in the audience who would like to make a public comment.
017Yes, please come to the podium and again share your name and town of residence, please. >> Hi, my name is uh I'm Laura Joerger. I live in West Hartford. I have two kids who are in school in town um middle school and elementary. Um I kind of want to piggyback off what Daniel was talking about with class size and give a couple specifics. So, um, my kids have had some really amazing resources through the town and I have mostly just so much gratitude. Um, I have a son who went to Bugby and then it was recommended he go to Mory for behavior reasons and the experience has been in general fantastic. So Mley and Brayburn have programs where kids with behavior issues get sent to that school from other areas and so students are coming
018with all sorts of needs and have access to a social worker and a learning center. Um the last few years up until third grade the class size I think has been fantastic. Fourth and fifth grade takes three classes and puts them into two. And so we went from a class of around 16, which is amazing, to close to 25 this year. Um, and at Mory, where there are students coming from other schools with behavior issues, it's a lot for one teacher to have non-verbal students, autistic students, kids with behavior issues, all sorts of things in a class of 25. I would really ask the board to consider capping the limit 23. Something that allows teachers to do what they need to do with the students. That's my perspective. Thank you. Yes, please come to the
019podium. Hi, my name is Ariadna and I'm also a resident of West Hartford and I now have two elementary school students. I'm also really concerned about class size and I had a similar experience with my older daughter who went from a class of 16 to now 23. They're not getting quite as much attention and what I'm actually really concerned about is the guidelines as I understand them. um that for the older classes the guidelines are up to 28 children per class and I don't know when the last time that these guidelines were revised but from what my research it's sometime in the 80s. I don't think that's in line with a lot of the competitive school districts and I really do think that this needs to be taken under consideration. I don't think that people
020who choose to live in this town uh choosing most of us are choosing to live here because we really value public school education regardless of what other options might be available to us. We we are choosing to be part of the public school system and that's why we are here. So again to echo what Laura said would really urge you to consider revising those guidelines and inviting public comment. Thank you. [Applause] Thank you. Is there anyone else who would like to make a public comment? I'll ask again. Anyone else who would like to make a public comment? And one last time. Okay, we shall pause on public communication. Now, moving on to non-staff communication and reports. And this is where we're able to hear from our student representatives what's going on within their schools. So,
021Bridget, may you please share with us what is going on at Connard? >> Of course. Um, hello everyone and happy November. Um, Connor's Veterans Day celebration and flag dedication will be next Tuesday, November 11th. So, if you're interested in attending, please contact Miss Tambber Noel, the principal. As part of these events, we will be regarding the reading the names of Connor veterans and honoring our veterans through a flag raising ceremony. If you're a veteran connected to Connard or know a veteran connected to Connard, make sure you email Miss Tamber Nobel to be included. Also, a big thank you to the Connor PTO for organizing this event. Uh, moving on to the sports section. Connard's girls swim and dive took first place at the CCC West Championship, defeating Hall and other schools. And today, girls field
022hockey plays against Hamen. So, we wish them luck. This Friday, you'll see Connor football has a home game this Friday at 6, and we hope to see you there. Uh for the loud language section, Miss Martin's intermediate Spanish language class walked to Walit Park on October 27th to examine the connection between nature and happiness. They participated in forest bathing, which is a Japanese practice of observing nature with all five senses, excluding taste, of course. Students were able to reflect on the impact of walking through the forest and spending time with their classmates on their levels of happiness. and students will use their observations gathered during this excursion to complete their end of unit assessment in the coming weeks. Moving on to our blood drive. Connor experienced a huge success with our Halloween blood drive, obtaining
02340 pints of blood from donors. We are looking forward to even more donors at our spring blood drive on March 13th. And Connor's homecoming dance theme has been announced. It is Tangled. Ticket sales open today and we are very excited to dance the night away right here in town hall on the 21st of November. Um, for the art section, Connor Drama had a successful soldout run for our fall play, Good Kids. And we're now getting ready for the 10-minute play festival featuring 90 Connor students, 20 student directors, and more than 70 actors. This festival happens the week before Thanksgiving and is always a highlight for our year. Connor's music program also had an exciting last Wednesday. Select concert groups were excited to play their first concert of the year, Autumn Falls. Many people showed up
024to support our exceptionally talented musicians and appreciate their skills. Connard's improv troop has their first show tomorrow at the Blackbox at 7 and we look forward to seeing their first performance. And both Connard and Hall guitar students will pursue in a roots to branches program, a collaborative experience involving a field trip to the Folk Americana Roots Hall of Fame. The goal in this experience is to share with the students the diverse cultures contributing to the history of music and art. Students will be given the ability to explore their sense of belonging and identity and appreciate the history of music. And finally, congratulations to Jessica Fall, our Connecticut Art Education, Connecticut Art Education Association secondary art educator of the year. We are so grateful to have her at our school and happy to have her as
025one of our amazing educators. Oh, and one last thing. Thank you to Laura Stack, Gretch Leez, and the West Harvard Prevention Council for bringing Laura Stack of Johnny's ambassadors to Connard. Thank you to Mr. to fix Fisk and all the student organizers from Sandy Hook Save Club and West Harford. Thank you for listening to Connor's updates >> and thank you for sharing them. Kayla, may you please share what is going on at Hall. Good evening. I am happy to back to be back with another update from Hall. On Sunday, November 2nd, student council members volunteered at the West Hartford Community Block Party, which took place in the town hall parking lot. The event drew a large crowd that enjoyed a variety of activities and entertainment and was successful in strengthening connections among residents. Hall students
026were proud to be part of it and helped the event run smoothly. The fall formal dance will take place this Saturday, November 8th, at the town hall with a masquerade theme. Planning committees have been working hard to sell tickets, obtain raffle prizes, and finalize decorations. Next Wednesday, November 12th, Hall will hold its college commitment ceremony. The event honors any Hall senior committing to play a division sport, and it's an opportunity to recognize the hard work of our student athletes. A second ceremony will take place in the spring. Later this week, on Thursday and Friday, Hall will hold its Titan award ceremony. The Titan Award recognizes outstanding students who exemplify the qualities outlined in the vision of their graduate, such as collaboration. There were so many outstanding recipients that the ceremony was expanded to two days.
027On the sports side, several teams are finishing strong at state tournaments. Field hockey, for example, is competing with an away game against Greenwich this week and football will face Manchester this Friday. Hall is also busy with music events with the annual Veterans Day concert next week where students will perform in a concert for local veterans after lunchon. Furthermore, on Saturday, November 16 at the St. James Church. There will be a fall showcase presented by select orchestra groups CSI and Camarada featuring performances by the Hall Coralers and Connor solo choir. There will be two shows at 3 and 7 p.m. Finally, in the theater department, auditions are underway for the Blackbox winter play Lord of the Flies. And that's all. Thank you. >> Thank you. Thank you both Kayla and Bridget. You continue to represent well
028and so many things going on. Wonderful. Thank you so very much. Now let us move on to unfinished business where we have revised policies as a second reading. Seeking a motion rather there is a motion by Laura Thomas Ferguson, Jason Gagnen and Gail Harris that the board of education accept as a second and final reading the following revised policies which were reviewed by the board policy subcommittee. Those being policy 1240 visitors and observations in schools and 1900 school security and safety. I am going to propose that we do one at a time. So first seeking a motion regarding policy 1240 visitors and observations in schools. Is there a motion? >> So moved. >> Thank you Jason. Is there a second? >> Sec. >> Thank you Gail. Discussion. And so again teammates this policy came before
029us before as a first reading and this is the time now for us to continue discussion and then proceed to a vote. So with discussion being open, please share your thoughts. Well, oh, Jason, >> I guess I got the I was on anyways, so um so as I understand it and as we've talked about this over the past few weeks, as we talked about in policy committee, this along with the other policy, you read them kind of in tandem. Um really is guidance coming from our legal council in terms of compliance with recent state laws, recent direction coming from the governor's office on on how to deal with uh law enforcement. u most in particular ICE um and how we best comply with federal law. Um and it's really giving guidance to to schools on
030what to do um who should be making the decisions when someone shows up um and making sure we follow the proper procedures. >> Thank you. Summarized well. Thoughts? Other thoughts or comments? And if if there are none, we'll proceed to a vote. Oh, Ethan, >> I'll go with the thoughts. Um or actually my first my question was and I realize this is coming from the state. It stresses federal immigration when I read it. Is there any other federal organization that we're afraid of coming in the door? >> I think for us and and you know I don't know that I'd use the word afraid. I think for for this policy it's really more about just making sure we have our practices and policies all aligned. And you know, I think Jason did a nice job
031of summarizing that, but is essentially if someone comes to the school, even if it's, you know, not necessarily on a federal level, but even on a local level, right, where we may have an officer come to the school, someone coming to serve a subpoena, whatever that would be, is we want to make sure we've got that process outlined, that it's handled appropriately, and that the person that's dealing with it knows how to handle that. I >> I understand. My issue as I said before was it is only as I read it focused on immigration. It's and it just seems like if you said a federal authority period, state authority period, but we have to say federal immigration. I realize it's coming from the state and we have no choice. But I'm still going to vote
032no because to me you're asking people to do well. Let me add one last question which I don't know if you know the answer to is is this a violation of federal law? >> No. Again, oh, sorry. Go ahead, Jason. >> Yeah. No, it's not. Again, it's about complying with federal law. So, I think there's an interesting dichotomy about voting no on this, which would be kind of violating state law when this policy is intended to comply with federal law, right? any any federal agent who comes to the school would have to have a proper warrant, be it administrative or judicial. We want to make sure we have the right personnel in place who can actually address that, know what they're looking at. And the fact that it's a call out from ICE right now,
033I think one, the state is telling us we need to do this, but two, I think it's really appropriate. Um, what Starford PD is not coming to places masked and separating families. I mean, that's really what what this is trying to address is the immediate concern. So, it's compliance with state law, it's compliance with federal law, and and I don't think it could be more timely or topical. There's a real concern out there among I heard this, we just all got off the campaign trail. Um, you know, there's real concern with families out there about these types of things happening. And I think if we could give them comfort, if we can give proper guidance to our teachers and our administrators, then I think all the better and we should vote for this. >> I
034go back and say I'm just uncomfortable because I feel it goes back to what I learned years ago in the military. You don't obey a lawful order. My concern is we're giving unlawful orders. I don't know. I just it seems to me it's singled out. If it just said federal authority, said state authority, I get it. It doesn't say that. It says immigration. So, I'm done. >> Well, I need to know what you think is unlawful about this because I think that's a fairly serious accusation. So, what exactly about this do you think is unlawful? Because it's not saying don't comply with federal law. It's saying here's what you do to comply with federal law. So, I don't want the implication out there that we're telling folks not to comply with federal law. >> What
035is the outcome after they do this? >> The outcome after they do this is ICE has to show up with the proper warrants. It's going to go to the administrator in charge of the building. As I understand it, their first call is going to be to Julio or someone else at Central and they're going to walk through how best to comply. How far into the building does their subpoena get them access. And why do we assume that federal government or the ICE will be doing this illegally? >> No, that's not. No one's saying they're doing it illegally. It's who's going to look at the warrant and say this is what first of all, there are different kinds of warrants, right? You can have an administrative warrant or you can have a judicial warrant. They get
036you different access to certain facilities. So the idea is they show up and somebody has had some training, someone has had some discussions about who gets to look at this and decide, okay, this is appropriate. You can come into X area or you're allowed to to do Y while you're on our property. I don't see anything wrong with giving those folks and those buildings that knowledge and those resources to fully comply because you can get into a lot of trouble if you let people into the building and give them, you know, grounds that they're not allowed to be on. Can I Yeah, that was going to be a point that I wanted to bring up. Um because the administrative team um has had appropriate training um as I think Jason's describing some of the differences
037and some of the aspects of that training in terms of what to look for in a subpoena to make sure that we're doing two things. Number one, we have a a very clear responsibility to follow, you know, all applicable laws. So, if someone's coming into our schools, whether they're local, state, or federal, uh we want to make sure we're providing them every courtesy and we're doing the right thing so we're not getting ourselves in trouble. But then number two, we want to make sure there's safeguards for um the school district in general that we don't do something um unintentionally or out of good intent like oh I see a person in a position of uh authority and therefore I'm going to do something where maybe I've actually given up a responsibility maybe I've given access
038to a child which a parent might then come in and have a legitimate complaint against the school district um because I did so out of a a really lack of understanding of of the law itself. So, we have a process in place that that basically says and you as a board are directing, hey, school teachers, all employees, you need to follow the process uh that the administration has put into place to ensure two things happen. Number one, we're safeguarding kids, not creating an uncomfortable situation for parents out of ignorance of the law. And number two, that the administrators and the and the people designated at the school who who are knowledgeable about the law then follow that law completely um to ensure that we're complying with you know valid warrants and all the rest. So
039to your point and I and I respect your example, don't follow an unlawful order. The point being it's like the private might not always know that that was an unlawful order. So we want to make sure it gets kicked up the chain of command. That that's really all that this policy is attempting. >> Question I have is what is in the fourth paragraph that's not in the first three paragraphs because to me the first three paragraphs seem to be pretty inclusive. Yeah, I I know that that that's the call out for ICE, which was the mandate from the State Department. And I think it was because as has been mentioned, I think it's uh regardless of any one person's opinion on it, it's a timely topic. It's a topic that's being debated in the public.
040And the state wanted to ensure that boards of education and school districts and school district employees were inclusive of that. So they they called it out in in this and and basically mandated that language. So I respect what you're saying that you know we've always followed this this this this won't really be a change in practice for us what we do at schools. Um it is a change in policy to to comply with the the timely notification. Hey all school districts, you you need to make sure you're doing this. >> I wouldn't have any problem with it if it just said federal authorities, state authorities. It doesn't say that. I saw uh Claire and then Shannon. >> So, um since I started teaching in West Hartford from 1998, we've had police officers come to the
041building. They know the protocol, they buzz in, they go in, they show their ID, they show their badge, or they're known by the administrator, and that is who they deal with. And I think it's naive to think that that ICE officers and things that are going on in our country right now are following regular procedure. And as a teacher, I respect any law enforcement person that comes to my building. But if a officer shows up with gear, with a mask, won't show their badge, doesn't want to buzz through the door, I want to have a policy that I can follow as an employee and make sure that the administrator is the first person that has interaction with that person. And it's a sad state of affair that we have to spell it out. But there
042is consistently daily incidents where these law officers that you want to make an umbrella to include are not following the procedure that I felt safe in my school that all law officers would follow. And so I think it does need to be spelled out because the history and the protocol that we're facing right now is not following what I as a teacher would expect a law officer to follow. >> Shannon, um I'm just going to layer on to what Claire said. I think it's called out explicitly because it is so timely in that this is uncharted. Whatever you feel as Paul said about the way it's playing out, it's uncharted territory. like we haven't encountered these kinds of law enforcement officers coming into schools and other public places in the way that it's happening right
043now. So you just want to give people the guidance for how to handle that so it's done in a way that observes due diligence is lawful. So there is in no way a sentiment that this is unlawful. It's just giving guide uh uh guard rails for how to handle these situations because I wouldn't know how to handle that if I didn't have training. And so I would want to know the chain of command, the proper order of operations so that it's handled properly. >> Gail, >> thanks. Um I have a question regarding um what you said, Paul. So I mean I don't actually have a problem with this in general. What I worry about is um because this whole situation is fairly new and it's not something that we're, you know, used to dealing with.
044Um, I'm just curious if the opposite could be true that these that we have federal uh immigration authority show up at a school and how well are the people in our school actually trained to know what they're dealing with? I mean, I think Jason, you know, speaks very eloquently here. He's also has a legal background. he probably understands a lot of this stuff that I'm not sure, you know, people in the school system um can decipher what kind of a subpoena they're looking at. And so I I worry that this could go down the wrong way because as well as the people are trained in our district um at the end of the day, they're not lawyers and they don't deal with this stuff very often. So I I just would be curious if you
045could speak to that a little bit like >> No, absolutely. in a in a you know a difficult situation because people don't know what they're really dealing with. >> So part of our training and in and ask Julia to piggyback with any additional details but part of our training early on in this process was to be able to provide to our principles who are you know going to who are identified as our first points of contact at the building. They you know so so anyone in the building who would who' you know come across the situation would reach out to the principal. principal would reach out to Julio and Julio will also have the ability to reach out to other resources. But part of our initial training was very specifically to show to show them
046the differences and to show real examples of uh this is a judicial warrant versus this is administrative warrant and and to clarify uh because that question came up and it and it came up um early on not necessarily here in West Harford but within some of the educational circles. Okay, so what is the protocol? you know, there were there were people saying they were going to ban, you know, ICE officers uh from their school grounds or things like this which were not legal actions. Um school grounds um and school offices, you know, have a certain degree of public space um just as you or I or a family uh member can buzz to the office and and and say, "Hey, my name is soando and I'm here for this purpose." So can um so can
047a police officer so can and and that's the expectation and so the involvement of the administrator is intended to assure that we conform to that same standard operating procedure come into the office state your business present identification and the training you know to your point have we had training so we know that what those differences are we do but there's a second layer to that let's say that I make a mistake I'm I'm not involvable I look at that um I wasn't paying close enough attention during the training or this administrative warrant looked different or I in real time I just got nervous and I slipped up. The point being we would want that slip up uh to occur with the administrator and a full range of support as opposed to at a teacher level.
048So at the end of the day, this whole policy is designed to provide protections and assurances of a of a procedure that's going to minimize because Julio and his team, they can do an in-depth training with 16 principles as opposed to uh 900 uh teachers or an additional 500 PAR educators, you know what I mean? Uh we want it to go through a channel that we can have the control so that we can verify that we're doing everything the right way and we're not we're not then impeding an officer nor are we providing access beyond to a child beyond what is what is a legal requirement. And I'll just piggyback on that because I think Paul said that really well and and you know and I think your point is a good one too Gail
049that things are changing all the time and so you know for for the principles they know just call me they'll call me on my cell phone and then I'll get someone that knows exactly what's going on that knows the laws and that they can tell us exactly like what is our obligation. Um because I think as Paul mentioned we we'd rather have that sit on my shoulders and the people that I can contact and it you know a teacher that happens to to fall into that and I think that's a lot more challenging for them. Ethan >> one final set. So my east problem is as I read the doc this this policy in the fourth paragraph it has three main points as I read it the first is school will do in accordance with
050the applicable law and why would we not do that for anything why does it have to be particularly this this administrator will follow the protocols outlined in school security I again I don't understand why it's focused on the federal immigration and then it defines federal immigration which nice, but not a policy. >> Um, I'm going to try to answer this way because what part of what you're saying, if if I'm understanding you correctly, is like part of what's being said, you'll follow applicable policy and all the rest, like why wouldn't you? There's there's uh as things get tested, if someone were to to to do something incorrectly or to do something inappropriate and then they were, you know, you get into a a legal situation over that and a question of liability and the person's
051defense is, well, I didn't know. No one ever told me or there was no rule. I didn't know there was a rule about that. By virtue of you having a policy that says, no, there's a rule and you have to follow the rule. there's a procedure and you have to follow the procedure. That's setting an expectation um that protects you as a board. It protects us as a district. It protects us organizationally to say hey no there there's a defined way of doing things and you need to follow that so that whatever you know in any case where there's some transgression or something where um someone's claiming that we either did an impediment or or we provided too much or whatever we you know we can say hey no there was supposed to be a
052following of a very specific protocol now show me the protocol and let's explain what happened and now let's compare what happened to what the protocol says to see if there's liability. I mean, so part of that's just legal support for ensuring things are done the right way. And sometimes you just have to put it out there. Hey, there's a rule that's supposed to be followed in this situation and we've established that rule and now we've put it on to the administration to make sure that rule is trained, that that rule is enforced, that rule is, you know, changes to it are are timely, revisions are made, all that kind of thing. So I think that's the best answer as I understood your question. >> I'm just gonna be the thing. >> No, >> I I
053understand. >> I mean to me it just could say federal authorities >> your your mic. >> To me it could just say federal authorities would be done. The only thing not to continue to be the debt hordes. But the only thing that that I would add to that is this is a group of people who have demonstrabably shown that they are not behaving as normal authorities, federal, state or otherwise. I mean, we've had instances in Connecticut where they have tased an immigrant, an asylum seeker who was at a court hearing, tased him multiple times outside the chambers and told the federal judge who came out to see what was going on that it had was none of his business and to go back into his chambers. They're masked agents. We don't have masked agents in
054this country. So I think that this is demonstrabably different and needs to be called out if only to give added comfort to our teachers, staff, administrators, and most importantly families. >> Can I respond? So I would want the same respect for authority and following the rules for them as I would want for us. So it it should work for everybody and I don't want to assume one group it will be at fault because my assumption is most people are trying to do or everybody's trying to do the like to think everybody's trying to do the right thing. I realize there will be exceptions to the rule, but it goes back to that original you you don't obey unlawful commands, you don't give unlawful commands, and it happens. >> What is unlawful about this? Because that
055>> that to me is the problem with we're highlighting a group. >> That doesn't make it unlawful. what the direct what directions that we are giving to our administrators is unlawful because I don't want that hanging out there because that will be taken by someone to say that we are telling our administrators and staff to do something that is unlawful and there is nothing in this provision that is unlawful. You may not like that it singles out ICE but it's not telling us not to comply with proper >> singles out anybody >> but that doesn't make it unlawful. >> It just seems wrong. >> That's different than unlawful. Wrong is an opinion. Unlawful is is fact or not. >> And so Claire, >> um I'm just wondering if if you could imagine the scenario where
056um there were food police going into kitchens at schools and we had never seen this happen before and all of a sudden the staff wondered why these people were coming into the kitchen. You might have to spell out if there was a trend nationwide of food being inspected and people coming into buildings and trying to come into buildings and not showing their ID, wearing masks. So there there's a a current situation in our country right now where what we expect from law enforcement agents isn't being followed by followed by one branch of government. And so it's important for teachers to know that if someone shows up in a mask with military gear, won't show their ID, the principal needs to be contacted immediately and do not interact, do not impede, do not have a problem
057with them, get the principal who is trained. >> So can I respond? Third paragraph beginning upon arrival all visitors and observers must comply with any and all applicable building security procedures including it goes on but to me that answers that question >> not following >> then they're in violation >> and what do I do as a teacher >> well I assume you've already called your administrator >> that's what this >> and that's a great segue calling the administrator and so with that >> greatly correct Yes, greatly appreciate the robust discussion here and in the passion. This is important. This is why we have discussions. This is why it's important for us all to have a sense of what our thoughts are before we go into voting because we do have plans to vote on this
058policy. I I do want to just have a brief moment for us to just go up a level because we've gotten quite granular in the details of this policy which again is a part of the process. But as has been shared before, when it comes to visitors and observations in schools, that is a policy that has been in practice for quite some time. We've already had those pieces in place. What we are here to vote on is the addition of said section. I'm going to read it because I want to make sure that we have clarity and there's no ambiguity in what we're speaking about to be added to policy 1240. And the piece, the substantive piece that we are looking to add reads, in the event that a federal immigration authority appears in person
059at a school in the district or otherwise contacts the school to request information in accordance with applicable law in pursuant to guidance to K through 12 public schools pertaining to immigration activities developed by the Connecticut State Department of Education or CSD or any subsequent applicable CS SDE guidance. Such authority shall be directed to communicate with the administrator designated for such interactions who will follow the protocols outlined in the school security and safety plan. For purposes of this policy, a federal immigration authority means any officer, employee, or other person otherwise paid by an acting as an agent of the United States Immigration and Customs Enforcement, or any successor, agency thereto, or any division thereof, or any officer, employee, or other person otherwise paid by or acting as an agent of the United States Department of Homeland
060Security, or any successor agency there too who is charged with enforcement of the civil provisions of the immigration and nationality act. And so with that going up even a higher level for our purpose as a board and we know one of our charges is to issue policy and policy is something that helps to govern the district and we know the policies that we put in place are for most importantly the children in our district. And I do not think anyone would disagree that our primary our priority for all of us is to ensure that all of the children in our district are safe and that we are here to guide all of the children in our district. And this policy is one example of that. So I don't want us to get lost in the
061granular details of pieces to lose sight of that. What we are striving to do here is to continue to practice and ensuring that all of our students are safe in our district. And so at the end of the day, persons may view it this way or that way, but I want to ensure we all are speaking of the same language. And so with that, after robust discussion, I am going to call for a vote. And I'm going to do a roll call vote, please, if we may. Ammani. >> Mr. Gagman. >> Yes. >> Mr. Goldman, >> no. >> Dr. Harris, >> yes. >> Mrs. Narella, >> yes. Miss Maramman, >> yes. >> Dr. Thomas Farquson, >> yes. >> Miss Yagalof, >> yes. Thank you. The motion passes. Now, let us proceed to policy 1900, school
062security and safety. And so again, this was brought before us before as a first reading. We are viewing it now as a second reading followed by a vote. Any comments or questions with this policy? We do. Thank you so much. Because we did have them motioned separately. So yes, seeking a motion with respect to policy 1900, school security and safety forest to accept this as a second and final reading. Is there a motion? >> So moved. >> Thank you, Shannon. Is there a second? >> Second. >> Thank you, Latoya. Now we'll have discussion. I'll ask again any question or comments with said policy on the floor. All right, seeing none, we shall Is that a finger T? Yes. >> Well, no. I was just Yeah, I was going to just say again, it just seems
063like an unnecessary policy because it's stating things that I would assume are already in our process and procedures. It's just highlighted for immigration, but it's I'm just repeating myself. So, Duly noted. Any other thoughts or comments, suggestions with respect to the policy on the floor? >> With that, we'll proceed to a vote. Ammania, a roll call vote again, please. >> Sure. >> Mr. >> Yes. >> Mr. >> Nope. >> Dr. Harris, >> yes. >> Mrs. Narella, >> yes. >> Miss Maramman, >> yes. >> Dr. Thomas Park, >> yes. >> Mrs. Yakalof, >> yes. The motion passes. Thank you. Now moving on and rather seeking a motion that is proposed by Lorna Thomas Ferguson, Jason Gagnen, that the board of education accept as a second and final reading the following revised policy which was reviewed by
064the board policy subcommittee that being policy 5560, restorative practices response. Is there a motion? >> So moved. >> Thank you, Jason. Is there a second? >> Second. >> Thank you, Latoya. discussion and so once again this came before us and yes please Jason >> so this one should be pretty familiar to us because we passed it largely as it exists right now only a few weeks ago on a six to1 vote um and the revision we're talking about is on page 13 and um while it's a minor revision I think it's a meaningful revision um it really calls out um one it was drafted in response to a lot of robust discussion we had at the table at the time but also it calls about the very origins, the very foundation of what restorative practice
065is, as well as acknowledges where we as a district have kind of historically fallen short. So, it's again, it's that call out for when we get data reported to us, which was a big issue for all of us at this table that we wanted the data. We wanted to be able to see how this is going that we wanted to make sure that we were getting data that that really focused on those issues. And so we added the language including for students of color and students with disabilities in recognition of historical disparities. And so that that's what's before us. >> Thank you, Jason Latoya. >> Yep. Um I wrote down what I wanted to say. So I'm just going to share it here. Um so um just as we're thinking about this tonight um I
066really want to just kind of share from my heart um what this policy means not just for our schools but our community um and the broader movement towards justice and education. Um I also want to lift up because I don't think I did in our last meeting that um as a school leader who was a dean of students I reduced suspension by 86% by using restorative practices um in place of traditional punitive systems. Um, this policy is more than an update to discipline procedures. It's an intentional act of repair across the nation. We've witnessed decades of harm caused by exclusionary discipline practices, suspensions, expulsions, and zero tolerance policies that have disproportionately impacted students of color and students with disabilities. These patterns are not coincidental. They are the byproducts of structural racism and systemic inequities that
067have contributed to the schoolto prison pipeline and ultimately to mass incarceration. By adopting restorative practices, we we've chosen a different path and we're shifting from punishment to accountability and from exclusion to inclusion and disconnection to healing. This policy offers students the opportunity to reflect, to take responsibility, and repair harm in ways that strengthen relationships instead of severing them. It gives educators tools to respond with empathy and structure and provides families with a sense of partnership. The amendment, the language amendment that we're proposing to explicitly name and address the disparities impacting students of color and students with disabilities ensures that our values of equity and belonging are not just words, but they're written into policy. This allows us as a board and a district to put action behind our allyship and to stand 10 toes down
068in our commitment to anti-racism and the dismantling of oppression. With 80% of public education teachers being white, unconscious bias is inevitable. And I'm not saying that uh white people today in 2025 are responsible for systemic racism, but white-bodied people are responsible for helping to fix it. Beyond the moral imperative, restorative practices are fiscally responsible. They reduce suspensions, expulsions, and long-term disciplinary consequences that often translate into court involvement and for too many incarceration. Every student we keep in school and connected to the community represents not only a life redirected, but millions, millions, y'all, in taxpayer dollars saved over time through reduced incarceration costs, improved graduation rates, and healthier communities. I also want to acknowledge that some might feel an apprehension about the role of our school resource officers and the perception that this policy excludes them
069and I do understand that concern deeply. I believe this is an opportunity not a limitation. We have restorative justice trained officers here in West Harford and a police chief who values these principles. Together, we can take this moment to model what true community partnership looks like by engaging our West Harford Police Department and restorative dialogue in community circles outside of the schools. We can help heal long-standing wounds of distrust between law enforcement in our black and brown communities. An example of this is when I was a dean of students and I brought restorative practices. Before I could help SRO's reinvision their role, I had to have them sit in circle with kids in community to address the his the long um years and years and years of historic harm. We can't just move forward and
070say, "Well, we're not like this." We have to address the wound, heal it, and then envision a path forward. And so I think with us allowing our police officers to facilitate those conversations to also lead our communities in restorative justice training, right, West Hartford PD could be leading restorative justice training at community spaces out here with the police chief helping parents learn these skills. Doesn't have to happen inside of the schools. Also, we can think about how um to include them in restorative practices as community building and prevention. So, while they might not be able to be involved in the the the disciplinary part of restorative justice, a student's consequence, if they're in our schools and part of our community, how do we embed them into the fabric of the community with the building community
071and and school climate and culture? Imagine the message it sends when our schools, our police, and our residents come together in shared learning, hosting community restorative justice trainings, leading harm repair dialogues, and modeling how accountability and compassion coexist. That's the kind of leadership that transforms systems and builds the kind of community we can all be proud of. Ultimately, by voting to pass this amended policy, we're saying that West Harford is ready to lead. We're ready to reimagine justice, build stronger schools, and offer the state a model that reflects both our values and our vision. And I just want to say for myself as a board member and as a person who's here, I am, you know, a West Harford Board of Education member, but I am also um proud to say that I consider myself
072to be a woman of God. And I feel like in the times that we are in, it's imperative that we um don't just say we love our neighbor, but we show it with action. We see humans as redeemable, and we see them um and we see them um having the dignity that we're all born with. So, thank you. >> Thank you. Other comments, >> Ethan? So I'm the one who voted six to one for the reasons Latoya referred to. Um I think if you go sit down six lines restorative practices shall not include the procure involvement of a school resource officer or the law enforcement officials. If it had didn't have that I actually I I like restorative practice after I've heard about it. I think it's healthy but I think it has to be
073inclusive and you can't do it without one group. So if we added them in, I'd be good. But weren't not our call. And I tried to take it out as a policy adjustment, but I guess the lawyer said no. So anyways, I I just think we should have everybody and be inclusive, especially if we're talking about restorative, and that's not happening here for no fault of anybody's. >> Thank you, Bridget. Yes. >> Sorry. I was just curious um if it's not include like where is it not inclusive? Just curious like where the wording is. >> Maybe I missed it. >> Restorative practices shall not include the involvement of any school resource officer or the law enforcement official. >> Oh but so it's inclusive to all the students just not to all the people. >> Yeah.
074The first paragraph is it's coming up believe from the state and it's indicating that you schools are not supposed to have our school resource officers involved in the restorative practices unless there's an actual crime and I think in general I think we're all in agreement with Ethan that you know that's an unfortunate exclusion. Um it's outside of um you know the guidance didn't we we didn't make that up. We >> I would just stress it's not just guidance, it's state law. So the state statute explicitly has that phrasing. So we're our hands are tied in respect to that. But I think we all can appreciate where Ethan's coming from. But in terms of the letter of the law, this is the way it has to be. >> That's fine. I just thought it was >>
075No, but it's helpful that you brought it up because I think that's the point of >> I was like, is it missing a group of students or something? Sorry. Thank you. >> Please do not apologize. That is why you are here. We need to hear your voice. So, we received your question. So, thank you very much, >> Latoya. Yes. >> Yeah. Um, I just wanted to um kind of uh, you know, address that. I I just to give some context um, and again, I know I've said this before, but like this, you know, just even lifting up this policy came from um, a lot of the the black and brown student union and black and brown community members and advocates. And I think again when we think about the the the history of harm here,
076again, it's not uh West Hartford PD, you know, today who might have caused harm and distrust between police officers and communities, but because we haven't addressed that yet. And the people who advocated for this policy are members of those communities who are still right now experiencing that harm. Um, in some schools in Connecticut right now, school resource officers are not operating the way that our school resource officers are. I think that's a thing I do. Um, and then u in some schools there are teachers who are abdicating their responsibilities and creating a bad relationship with the SRO's because they're calling them in to manage their classrooms and that's not fair for them. They're not there for that reason. And so I do, you know, I I can understand though that it would have been helpful
077to allow um districts to make their own decision about that. The thing is again because we're operating in a space where there is a lot of structural racism, allowing an open field like that might not yield that the the result of equity that we need. I do think that because it's a new policy, we can kind of see how things are, see how we can um connect with our West Harford PD and build restorative justice practices within the community and then maybe we go back as a community to the state and talk about what this language should be. So, I mean, I think those are just some thoughts I have around how to try to get around that and at least just see what we can do. >> The one question I had, and it's
078there's no one in the room that can answer it, is I could have seen it if they said they should be excluded in certain cases defined judge to school judgment, but to exclude them totally, it just rubs me the wrong way. clear. It does specify where they should be included when it involves violence or constitutes a crime. So if it's not violence and it's not a crime, the student I think has a right depending on how they see a police officer to be able to have a restorative circle that doesn't have to go against and say no no I don't want a police officer in here or I do want a police officer. It just makes that point moot moot that it's not a crime, it's not violent, and now we can as a community
079work together to fix the harm. The resource officers we have have very strong relationships with the kids. They're seen as a friend. They give a good um vision of police work to the students in the school. Um, not every kid feels as close to the SRO as other kids. You can't have a relationship with that many kids at one time. But it depends on their history. It depends on what their family has had interactions with police. So, you change the environment when you bring a law enforcement officer. You might change the amount of honesty that they want to share. There's a lot of things. So, I agree that if it's not violent and it's not a crime that the child should have that not present, the police officer not present because they did not break
080a law that the police need to be involved in. >> Well, I don't see school resources officers having to be involved in only crimes. And I think if you want to build the trust, I'm sorry. Well, I would say also I would add the one thing is if a student didn't want the SRO there, then that's fine. But we're saying completely there's they're not involved. I think if you're going to build the trust, you got to start and school system should be able to judge. >> Uh Gail, >> thanks. Um, yeah, I have a lot of trouble with this policy as well. Um, I do understand, you know, the idea of restorative justice and I I do think that there are some positives. Um, as we've been told here several times that, you know, the
081district is already uh practicing this practice. um yet we haven't really seen any changes um as far as I I'm aware in the numbers of um that we're trying to improve by using this practice. So that makes me first question um you know use of the of this practice and trying to um reduce certain behavioral issues. Um, I do, like I stated last time, I'll just state one more time. I have a problem with the with the policy that's mandated by the state um for every single district um of this type of nature where uh we can't, you know, change like Ethan wanted uh one sentence. Uh it doesn't I don't think, you know, a policy like this fits fits every single district in the state without really being able to modify anything that would
082work better for us. Um, I also am concerned that there are no guard rails on this policy. I think it could be used the way it's intended. I think it could be used in different ways and um that bothers me as well. Uh, we do, like I mentioned last time, um, hear our teachers complain all the time of behavioral issues in the classroom and um, you know, I I think that um, this policy may help in some circumstances. I think it could make things worse in other circumstances. Um, as far as the data that um, Latoya provided um, regarding um, the state results on um, behavioral issues and expulsions and suspensions. Um, when I tried to look through that data um, you know, it's really that data has not really been dissected. It's it's numbers
083and it's very hard to tell um based on the data that I looked at uh what actually is going on in every one of these cases. I mean, I think that you really have to do a deep dive into the data to be able to say whether um there truly is uh something going on here that's inappropriate or or or there isn't. I I'm not saying there is or there isn't. I I myself don't know and I'm not sure how well that data has been looked at. Um so in conclusion I mean I I do think that there are some positives in having this type of um policy but I I think in in the way the policies written and for all the reasons that have been discussed here that there's too many um big
084questions on it and um I I won't be able to support it the way it's written. Latoya. >> Um I just want to I do want to clarify though that we did vote to pass the policy already. And so um today we're voting on language specifically around addressing uh disparities with students of color and students with disabilities. So I just want to clarify in terms of what we're voting on. We already passed the policy. So tonight's about students of color and students with disabilities. >> And I I just want to um respond to that. Yes, I I believe that I did um vote in uh to pass this on the last time. Um but obviously there's been a lot more discussion about this and there's been a lot more um things that have sort of
085come to light since then. So um I I am not voting against it because of that particular addition. I'm voting against it because of all of the things that sort of have come up since then. >> I get it. That's what we're voting on tonight. I just want to clarify. >> We're voting on the whole policy >> with just with that amend with but we already voted on the policy. We're voting with that amended language. >> Can can I ask clarification? >> Yes. >> Because it's news to me. If we voted and I realize well voted no and the policy would be in effect but without the tracking. Is that what we're saying? No, it would just be that the language that's been added would would not stand in the policy. >> So, you did
086pass the policy. >> Voting no says you still have the policy just without the additional language. >> Correct. >> And so again, any other questions or comments? Claire. So, we passed the policy as it stands, except for what is written in blue, which says, "Including for students of color and students with disabilities in recognition of historical disparities. That is what we're voting on today." Correct. And so again, the policy already is in practice and as Claire just read, the language that she referenced is what we are voting on adding to the existing policy. >> So can I just clarify because when we have other policies that we've added or subtracted language to and then we come back and vote on them, like even some of the policies that were discussed here before, we're not voting
087just on the language in blue. We're voting on the whole policy. I I just want >> so so I can I can see how I can So thank you for the question. So if we recall in part I don't recall the exact date. It was a meeting I believe we had in September when we had some policies that came before us to vote on and as with many policies uh there are ones that would have us to be compliant with state statutes and there was uh therefore was encouraged for us to accept said policy. However, there was robust discussion about the language of the policy and about possibly how to amend it, to change it, to add, to subtract. And so with that, instead of not voting on the policy at all, which would then
088have us not compliant with state laws, we collectively voted on the policy. And therefore, then the next time we came together, there was and it was presented to us as a first reading to add said language that we are looking at today. And so again, the policy originally was put in place and then we had come before us as a first reading to add the lines that were read aloud already to the existing policy. And that was from the last meeting we had. And when that was presented, although there were different thoughts and comments shared, there was no suggestion of any substantive changes to said language. And therefore, it came before us today as a second reading. And it was motioned and seconded. So where we are right now again is with the existing policy
089voting on whether or not we should add the language that refers to and that specifically says and let me pull it up once again I'm going to read the paragraph. So the board further directs the superintendent or designate to collect and maintain data regarding types of challenging behavior addressed using the restorative practices response policy and data concerning the implementation of restorative practices that's already in the existing policy that we have on that we are practicing now. The board further directs the superintendent or designate to provide semiannual updates to the board on such data disagregated. And right now I'm going to reference what is on the floor to add including for students of color and students with disabilities in recognition of historical disparities. And then now going back to language already in the policy in a
090manner that complies with laws governing student confidentiality. So again, what we have before us only pertains to this line item to add, including for students of color and students with disabilities in recognition of historical disparities. So if a majority does not vote in favor of that, the policy still is asis, just with the exception of that line item. >> Sorry, I just want to clarify. I mean, when I vote on any policy, like even the ones we voted on earlier today, I'm voting on that entire policy. For example, 1240. I'm voting on the entire policy plus the addition of the fourth paragraph. I'm not just voting on the fourth paragraph. I'm voting on the whole policy. Well, that's why this is an >> I do under I do understand your point that if it were
091not this other policy on restorative practices, if it were not to pass, we would revert to the policy that we had before, but I still feel that we're voting on the entire policy plus the addition of that language as we do on any other policy. >> I I can see why. Slight difference though. We're voting to amend. So when you amend, that just means there's an existing policy. We want to adjust it. We're voting on an amendment. We're not voting on a totally new policy. If it were a totally new policy, then what you described would be as it would be. >> Well, 1240 is also amended. And that's an amended policy where we had it before and now we added a fourth paragraph. and and in in in my opinion and again I defer
092to other people here who know more that I didn't just vote on the fourth paragraph of 1240. I voted on the entire policy plus the amendment. So there are times when I respectfully hear what you're saying and I respectfully receive what you're saying. Nonetheless, with where the policy is, what is on the floor is an amendment which is in regard to just that line item. So if for some reason there is not a majority in favor of amending the the policy to include that line item, the policy still remains as is. So bottom line of where we are is with respect to do we want to add the line item that refers to including students of color and students with disabilities in recognition of historical disparities or do we not want to have that in
093the policy when it comes time for a vote which will soon happen. That is what we are voting on. Claire. >> Um, I just want to say I applaud the board and um, Latoya for um, not taking the policy as it stood. There was a robust conversation and we decided that if we passed it as is, it would be in place in case something came up. We were told that we had two meetings following the vote that we could add an amendment. It went to the policy board. That amendment was gone over by the policy members and the attorney and now it's come back for a second reading at which time we will vote on this. I'm very proud of everything that the district does. I think we're a great district, but this specific area
094of uh disparity among disciplinary actions on students of color and students with disability has been a mark on some of the history that I'm very proud of. But that that was a mark in an area where we fell down and we were uh brought to light that this is is not the same um percentages and we need to do something about it. And this shows our commitment to making right what was not good data in our favor. And so I'm very proud of the district. I'm proud of the board for adding this amendment and also for Latoya bringing it forward. >> Other questions or Yes, Ethan. >> So, I have questions about the um what we're actually doing. Do we have a current um statistics on these numbers? >> We Oh, sorry. Go ahead. I
095I I please go right ahead. >> By statistics, you mean previous data related to disciplinary infractions. >> We want to know that we're improving. We should have milestones and we should have an existing database that says here's where we've been. Here's where we're going to as well as an objective of where we want to be. and that that >> no I but that's why I want to see what we have now because we should have something on the table >> and so yes well received and what the data that we do have coupled with what we are going to continue to receive will help us assess where we are and more importantly where we want to go. So your point is well taken. We certainly do have data, but this policy is allowing us to
096be even more intentional with the data and how we're able to hold ourselves accountable. >> Okay. I would just like to see where we've been, where we're planning to go and tracking it because I may have seen it, but >> yeah, if I may. I mean, because I was gonna offer this earlier, but um it's we've been using restorative practices before the state made it a mandate to have a policy and um it's my hope that our usage of restorative practices will certainly help to improve us as a district. But what I was going to offer is even if it doesn't, I do feel that the inclusion of restorative practices is additive and a benefit to how we approach student discipline. Um so that student discipline isn't all by itself merely transactional for a student.
097You do something wrong, you get this consequence and that's the end of it. Um I think it is much better. you do something wrong, you receive this consequence and then you make some repairs for the wrong that happened and and you have a reset with within your community to those so that so that you can go forward. It's it's like if I had an argument with my wife and we woke up in the morning and we never talked about it versus we talked about it, we processed it and we were able to move past it. One situation is going to be much more healthy for us in terms of our climate and our environment. So, so I I respect, you know, all the other conversation that's happening, but you know, I just wanted to offer
098I do hope at the end of the day that this helps to inform and improve our the equity of our uh student discipline. But even if it doesn't out of the gate or for some other reason, I do still see it as an important practice that we that we have in the district. >> No, I'm good with restorative practices. I'm good with tracking it. My concern is if we just have data and we don't know what we're measuring, where we're going or not where we're going, but where we want to go and how we're doing against that, then we just have data. And I think it's important to set the guidance of or the objective or the goals. And I frankly would have been interested in seeing what it was and how do and are
099we comparing just against ourselves? No, we will we we will be providing you with um >> the region or >> some some kind of a some kind of a presentation and that's it's um >> going to be an enhancement from what we've done in in compliance with the new expectations and we can we can take >> you know we can certainly take that to heart in terms of uh what is it what kind of information how does what information is helpful to the board to and what information you know importantly is helpful to us to inform our practice. Uh but then how do we share that out publicly? >> And also if we could do goals just in >> Oh, we have goals. >> We'll hit them. But >> I'll share those five that fiveyear
100plan with you again. So we have we have all that. >> Other thoughts and appreciate Ethan all that you're sharing and appreciate you mentioning as well just not wanting the data, the numbers because it's always important. Anyone can receive numbers but it's how you interpret those numbers and the qualitative information that goes behind that. So thank you for emphasizing that we and so we have many opportunities to receive information via presentations and upcoming meetings about what is gathered. But again bringing us back to where we are at this time with respect to policy 5560 restorative practices. We'll ask one last time if there are any other comments or questions before we proceed to a vote. Seeing none Ammani one last time a roll call vote please. >> Mr. Goodman. >> Yes. >> Mr. Goldman numbers.
101Yes, >> Dr. Harris. >> No, >> Mrs. Nesserella. >> Yes, >> Miss Maramman. >> Yes, >> Dr. Thomas Farquson. >> Yes, >> Mrs. Yagalof. >> Yes. >> The motion passes. Thank you. And thank you all collectively for your voices in these discussions. Now, moving on to routine matters financial report. Seeking a motion that the board of education approve the financial report for the period ending September 30th, 2025. Is there a motion? >> So moved. >> Thank you, Jason. Is there a second? >> Second. >> Thank you, Ethan. Discussion. So, Barbara, so glad to see you. Thank you so much. And Jason, I believe you are giving the report today. >> That is correct. >> Right. >> So, this is actually our first report of the new school year. I believe the last report kind of
102ended wrapped up last year. Um, so, uh, we start out with the general fund and as of, uh, September 30th, 2025, uh, the projections, um, which are in line with, um, you'll recall the budget and the revised budget that came back to us from town council. Um, we knew that we were going to have a deficit at some point. Um, we're now showing that deficit. We're projecting a deficit of 675,000 at fiscal year end. You'll recall this was the impetus for taking the $700,000 that we had in additional state funding from last year and putting that in the non-lapsing fund um which I think will be follow right after this report. We'll talk about what we want to do with that. Um but the main point is that this is an expected shortfall. This is
103not a surprise. Um and anything this year this early, we don't really have a lot of surprises which is good. Uh we don't have a lot of bills or information at this point. So it's a pretty standard everything's in line. Um I just know that when you read that in the in the report that the 675 stands out, but that again was expected based on on the budget and the revised budget coming back from the town last year. Um overall salary counts are projected to be 50,000 over budget at this time with much of that variance due to 100,000 in anticipated teacher salaries. Um bas basically coming from the net effect of six more elementary classrooms than budgeted. Uh benefits at this time are within appropriations. Uh purchase services are predicted to be uh an
104overage of $25,000 at this time. Uh supplies and materials are within budget. Again, we have the non-lapsing account with $700,000 rolled over from last year's budget. uh grants right now are continuing to be uh received and funded. Uh so we've not seen any um adverse impacts at this time from anything going on at the federal level uh shutdown related or otherwise. Um as of September 30th, the district has received grant awards and carry forward authorizations totaling just about $3.7 million. Of this uh 3.4 million is available for public school use. uh special programs fund is expected to earn approximately 63,000 in interest income at this time and nutritious services fund experienced an operating deficit in September 2025. Um daily student lunch count is uh down and usually is down in September. Um I I admitted
105at our meeting that I was guilty of contributing to the deficit in September u because uh student lunch has actually increased throughout the year. Um apparently we all start off with the goal of of making lunches and you know providing them and then you know that goes out the window around October. Uh um on the uh less um less upbeat news students uh so students who qualify for free meals continue to receive that lunch. Um but the redu the benefit for reduced meal students so you recall that was being funded at the state. They were receiving free lunches. Uh reduced meals are now going back to a rate of 40 cents per meal. So, I'm sure uh Barbara can fix anything that I misstated or answer any questions that are beyond me. >> Thank you,
106Jason, for that report. Barbara, anything else to add to that? >> No, I think uh Jason did a great job. >> Likewise. Teammates, any questions or comments with the financial report that we have received? >> G have one question. Can you clarify? Um I think you said Jason we had six additional classrooms. Um where are can you just where are those classrooms? >> Sure. It was six classrooms and they were all at the um elementary school levels. Um the exact six. Oh, I'm sorry. It was teacher salary. It was the question about the 100,000 specifically. So it was um the net effect of adding those six classrooms and then there was savings seen from hiring of other positions uh lower than predecessors. So it was able to offset some of that cost. Other questions or
107comments? Seeing none with the motion on the floor regarding the financial report. All of those in favor say I. >> I. >> Any oppose? and he abstain. The eyes have it. Thank you, Jason. Ethan, you're part of that committee as well. Thank you. And Barbara, thank you so very much. But you're not going anywhere because we now we're going to new business where we have appropriation of non-lapsing unexpended education funds accounts to the fiscal year 2025 2026. Therefore, seeking a motion that the board of education adopt a revised 2025 2026 budget. Pardon? Okay. >> I'm so pardon me. I Okay. All right. That's not your fault. Ethan, I heard you first and then I was looking at you. I want to start reading again. Pardon me. That's all right. Seeking a motion that the board
108of education adopt a revised 2025 2026 budget of 21451800 to make sure we get it correct. by appropriating funds available in the non-lapsing unexpended education funds account and making the following modification to the previously adopted 2025 2026 board of education budget with it increasing out of school tuition the out of school district tuition in the amount of $700,000. Is there a motion? >> So moved. >> Thank you Shannon. Is there a second? >> Second. >> Thank you Jason. discussion >> if I can offer something and then I'll certainly turn it over to Barb for her expert um discussion. But uh as you just heard in the uh financial examiner's report um we have a planned projected uh deficit in the general fund and and that there is an awareness we included within the financial examiner's
109report the fact that we do have $700,000 in the non-lapsing fund. But just for clarity, that 700,000 does not live in your budget as yet. It is it is set aside. Uh so the whole purpose of this motion is for you to be able to take that $700,000 and incorporate it into your general fund. And as we discussed last year, we would have a transparent public meeting where we said where we would want those funds to specifically go. So, as you'll recall last year when uh the budget that you sent forward to the town council was reduced by 1.4 million, um we took the entirety of that $ 1.4 million cut from the outofd district tuition line with the expectation that we would be having surplus in last year's money that we could carry over
110through a non-lapsing fund to fill a hole in that line item this year. So that is essentially in broad strokes um the explanation of the motion that is before you. And uh I know that Barb can talk about uh the specific costs and you know how we got here and and what has changed within the state budget last year and this year that that speak to why we will anticipate the specific value of uh deficit that we're currently facing. But none of this, just to go on the record again, this was all part of a plan that we started last year uh with this as the intended outcome. >> Thank you for describing. Yes, Ethan, >> this is a process question. My memory from last year was that the 700,000 was going to be applied
111to the budget, but it sounds like it's being applied now as opposed to when we pass the budget. So you passed So it's being applied for this year. You passed last you you you you passed this budget last year, >> right? >> So what you're doing now um that the $700,000 is actually there uh is you're you're just rolling it into this year's budget, but you but we have to have a vote and we have to have your input and your agreement as to where you want that 700,000 to go. Okay. Um, so the so the plan had been as we said from last year, we we took the money last year when we amended the budget that you passed. We took it from out of district tuition with the intent that once we were
112on the new set of books, we'd come in and put the money back in. >> So we Okay. All right. So we realized that there would be need to be an increase. >> I thought it was being applied before, but that's my fault. So, >> Gail, >> um I have uh two questions. My first question is how much money is in the non-lapsing fund total? >> Sure. There's currently 700,000 and that was um put in the non-lapsing fund on after June 30th, 2025. >> Oh, so there's no other money in there. >> There is no other money. Back in COVID, uh there had been some funding that was put in a non-lapsing fund, but that had subsequently been used for transportation and other needs uh in those uh near years. >> Okay. And then I
113I questioned on the motion that was made u because I wasn't listening close enough. Are we determining exactly where this money is going or is it just sort of a general >> Yeah, your motion is to put it into the outofd district tuition line which is the which is the specific line, you know, for the public's benefit more so than the board. Uh when the town council approves a number and that number is less than what the board asked for, the town council doesn't get to say where you cut money from. you have the line item um authority. So last year uh your vote was to receive the cut from the town council's budget and and subtract it specifically from a singular line out of district tuition. >> So is that the motion on the
114table now? >> And the motion on the table is to put them is to put money back into that line based on the planned cut. >> Got it. Hi, >> Ethan. >> Just to make sure I got this right. As I recall, million four was cut. 700,000 from us. 700,000 was a town saying if we needed it, they would be there. So, it's not in a non-lapsing, but it's some lapsing one of their funds. >> Correct. We were we were cut a total of 1.4 million. We knew that um if the state money did not come through the town the town had made a commitment to to make up half of that 1.4 million for us from a town surplus. >> Okay. >> Um state money has come through and there have been other um
115machinations that that make it such that we we're in a position where we only need to fill a $700,000 gap. But we still need the 700,000. >> But we do need it because we're showing I mean as this as this financial examiner report shows, we're showing an anticipated deficit right now of 675,000. But um >> Okay. Thank you. >> Other questions or comments regarding the financial No. No. Regarding the motion on the floor regarding the non-lapsing unexpended education funds account. All right. Seeing none, all of those in favor say I. >> I. >> Any oppose? Any abstain? The eyes have it. Thank you very much. Now moving on to adoption of educational specifications for partial roof replacement at Brayburn Elementary School. As we have teammates come to the table. Mr. Rua, thank you very much
116again. seeking a motion that the board of education adopt the following educational specifications. Is there a motion? >> So moved. >> Thank you, Jason. Is there a second? >> Second. >> Thank you, Shannon. Discussion. Passing it to our All right, our table meets here. Starting with Julio. >> All right. Good evening again. So, as you may recall, last year the board initially approved this educational specification on December 5th, 2023. However, during that state's grant review process, they've come back and requested some updates on the uh grant proposal. So, I will turn it over to Bob who can walk us through the specifics of that. >> Sure. So, uh in past years, we've been able to uh we part of the grant process is developing this educational specification which talks about the the building and its
117use um and gives some details about that. Um, and typically we you just we we didn't have to provide an exact square footage of roof we were going to replace because we hadn't designed the roof at this point at that point or evaluated it completely with an architect. So, uh, unfortunately they're coming back to us and saying that we need to have the exact square footage to in this document to match all the other documents that we have. Uh so we're coming back to uh redo this document to get the correct square footage into the building uh into the document and also to provide the updated roof key which was provided by the architect during the design process. So that's the change that we're looking to um approve to this evening. So >> thank you.
118And if I may ask or presume that uh needless to say they need a new roof. >> Uh yes they do. Thank you. >> Can I >> Yes, Shannon. >> Just I want to say thank you as a parent whose child just left Brayburn. I saw firsthand the need for this. So, thank you very much for making it happen. >> Sure. >> Other questions or comments? Seeing none, with a motion on the floor. Oh, >> sorry. Just one quick question. Is there any in different um cost to this than what was originally presented to us? >> No, we're still estimated at about 1.8 million for the cost of the roof. >> Was that the original? >> That that's the original. Yeah, roofing has been pretty stable through all this construction inflation stuff. So, it's been
119pretty consistent. So, >> Okay. Thank you, >> Claire. Um, if I remember, this is uh the membrane the the duralast or I don't know if it's duralast. Um but do you anticipate um energy savings as well from the new roof? >> Yes. Uh so we will add additional insulation uh as part of this roof and also additional drainage. Um so it does build up the roof to get more insulation. Um it also is a typically we put on a 30-year roof uh versus a 20 year. This the roof that was on there now was a 20-year warranty roof which lasted 25. Uh this will be a 30-year roof. So >> other questions or comments >> seeing none with the motion on the floor. All of those in favor say I. >> I. >> Any oppose?
120Any abstain? The eyes have it. Thank you very much. Thank you. Now moving on to staff communications and reports where we shall receive our superintendence report. Passing it over. >> Thank you so much. Um well uh here we are in November. Uh we've seen the fall weather join us, right? Uh getting a little cool and crisp out there. Uh we've also undergone daylight savings which has been great uh just as a safety measure for our kids when we're coming in and even early when I'm coming in. I can't believe how bright it is. Does make for earlier evenings and our athletic events for our kids. So I'll just, you know, ask for caution and safety as kids are uh going home in the evenings. Um, and November also brings a number of themed celebrations. We
121heard uh in public comment uh someone sharing about some of our Native American Heritage Month activities. So, I was very excited. Uh reminder, we have World Kindness Week coming up and be very happy to celebrate Veterans Day on November 11th. So, I am very excited to share some uh celebrations that are happening across our schools. Uh Connor High School has recently participated in the daffodil project which um was also celebrated here at the town I think this past weekend. Um it's a it's a national effort that aims to plant 1.5 million daffodils to honor the equivalent number of children who died during the Holocaust. Uh so it's a very uh meaningful event. Um and it's great to have kids kind of engaged in that as an ongoing legacy. And kudos to Lindseay Tringali over who
122brought the project to Connard. Um, I want to congratulate three members of the class of 2027 within our open choice program. They're recipients of $6,000 scholarships that are provided by the ECMC scholar program, which not only provides financial support, but also mentoring um to students uh in support of their entrance to post-secary opportunities, both college and career. Uh, I want to throw a congratulations out to Hall senior Eleanor Farquar, who is Connecticut's Girls State winner. So, if you are not familiar, Girl State's an annual leadership program for high school age young women hosted by the American Legion Auxiliary and it focuses on the fundamentals of government and citizenship. So, I'm trying to learn as the Connecticut winner. I think my understanding is that involves a trip down to DC. I'm trying to verify that with
123our with our American League. To to then be to participate in Girls Nation. Yes. >> Um >> Girls Nation is a separate thing. >> Separate thing. >> Yeah. The governor doesn't go to Girls Nation, just senators. >> But but it's still a really important thing. >> It's still a really big thing. Still. So years ago we did have uh boy state winner that went down to u I guess boys nation. So it's very cool. Very cool. Um but congratulations to Eleanor nonetheless. That's outstanding. I want to thank the generosity of an anonymous community member donor uh that supported I think you heard a little bit about it in our student reports uh uh the uh THC awareness and prevention program put on by Miss Laura Stack uh called Johnny's Ambassadors uh is extremely impactful and
124empowering presentation uh that was uh coordinated through the support of the West Harford Prevention Partnership and um there was uh two different assemblies at Connard and Hall to accommodate the full student body and then there was an evening program that or an afternoon program that happened over at the West Harford Community Center. Uh extremely well done. Um I spoken to some students about it and uh received very positive feedback and there are efforts underway currently between our middle schools and the West Harvard Prevention Partnership to see if we can bring that this year to uh to them. So, great stuff. I want to share some great things going on at Cedric uh middle school as part of uh an adjusted curriculum PE class in collaboration with uh the health program and our intensive academic students.
125Uh our teachers started a garden there a few years ago and each year they expand on that garden. Uh this year they built a greenhouse uh to grow things over the winter and they recently harvested harvested 32 pounds of sweet potatoes uh that are currently being cured and will then be donated to the Cedric Middle School cafeteria to be cooked and used as part of our meals. So, it's a great example of a number of things and I'll share a few few more things in upcoming reports uh about what we're doing um kind of in support of that concept of uh farm to school because we do have a lot that is happening. Um kudos to the 201 runners that participated in this annual elementary cross country run. It was held this year at Aken
126Elementary or in late October. Uh third graders run a half mile and fourth and fifth graders run a mile. And we're very uh very very proud of our runners um and their focus on fitness. Um I want to give a huge shout out to Ann McCernan and her entire staff uh for the coordination of professional learning uh for our secondary teachers around the topic of AI technology. And to some of the points that were being made earlier this evening, uh the entirety of our professional learning is uh being broached on a balanced approach understanding that uh we do need to uh attend to the realities of what is in front of our children and at the same time hold strong to uh those skills that we uh that we value and and how to integrate
127and how to provide you know we've already provided some guidance u to students So that there's an expectation for them as to when something is um you know does not have technology allowed because it's intended specifically for a purpose of u what I would call um I've lost the phrase that we use but um absent technology uh when things are going to be technology adjacent when things are going to be technology inclusive and kind of talking to students so so that they have um a clear picture of what expectations are. I want to give a shout out to Matt MVvis of Ed Advance who was our keynote. Um, and he talked about the benefits, impacts and cautions of this rapidly evolving technology and the importance of educators roles to support responsible and ethical use. And
128one of the key things he talks about is where we keep humans in the loop. Um, finally, schools are preparing for a host of different educational and community engagement activities to celebrate Veterans Day. Uh, this includes flag ceremonies, assemblies, guest speakers, breakfast and lunch celebrations, classroom visits, letterw writing projects, donation drives, and much much more. So, a huge thanks to the entirety of our veteran community and all of our military families. Um and lastly, just because it's coming up as questions, um November ushers in uh one month from December. December brings our holiday break. And so folks want to know um on December 23rd, which uh this year is on a Tuesday, will we be following our traditional early release, you know, early release Wednesday schedule? And the answer to that is yes. Uh we
129will follow an early release Wednesday on Tuesday, December the 23rd. I will make certain that that information is reflected on our websites and shared out with the community through the school newsletters. Pending any questions you might have. That's my report for this evening. >> Thank you very much. Teammates, any questions or comments regarding the superintendent report we've received? All right, seeing none, thank you. Thank you. Thank you. Now moving on to staff reports and board discussions. Hello once again we now have enrollment and class size analysis as of October the 1st, 2025. So welcome back again Miss Barbara Rua who will report. >> Thank you. >> Good evening again. Uh thank you for the opportunity to share current year enrollment and class size data with you. I'll provide an brief overview of the report. It
130begins on page 24 of the board packet and then I'd be happy afterward to answer any questions. The data in this report is as of October 1st, 2025. That's the official state measurement date for all Connecticut school districts. Um please note this information is still preliminary and that the final student counts may change slightly um and continue uh as they've continued to change over the month of October as well. As we look at overall enrollment for the district, we have 9,081 students as of October 1st. Of those, 8,655 are in district K through 12 students with the balance being pre kindergarten students, post-secary students, and students who are outplaced due to their educational needs. Table one details systemwide enrollment by both school and grade. When we prepared our enrollment projection for the 2526 school year,
131we anticipated that enrollment would be relatively consistent with the 2425 school year. Actual enrollment indicates that on October 1st, we had 31 fewer students than the prior year and 37 fewer than projected, both a variance of 4%. The chart on the top of page 25 depicts the enrollment variance by grade level. You will see that it compares both the actual enrollment for current year versus the prior year and the actual enrollment for the current year versus what was projected for the school year. For those 37 fewer than projected that I mentioned on October 1st, that is the net effect of um 48 additional elementary students, 31 fewer middle school students, and 54 fewer high school students than anticipated. Table two on page 28 provides a comparison of projected and actual enrollment by school and grade
132level. These charts detail how the variance of 37 students is spread amongst grades and schools. Projections at individual schools and grade grade levels have a lower level of accuracy than overall projection. As you can see by the variances noted, enrollment projections are a key factor in determining staffing levels and class size. As shown in table three on page 29, at the elementary level, the district has 202 sections with an average class size of 19.4 students. This average, while it may be higher than the 21-22 school year and the 2223 school year, is less than the prepandemic level of 19.8 students in the 1920 school year. All elementary class sizes are within class guidelines with one exception, and in that case, additional support has been provided. At the middle school level, the average academic and unified
133arts class average anywhere from 18.4 to 19.8 8 students at the high school level. The core academic class average is 21.4 students at Connard and 21 at Hall High School. Detailed information on the number of sections per subject area, the average students per class, and the corresponding staffing levels can be found in tables four through six for the middle schools and tables 7 through eight for the high schools. You will see that there are also some explanatory notes at the bottom of the high school tables. While this report provides information for the current school year, we're already looking ahead to the 2627 school year and long-term projections and that information will be presented to the board in February of 2026. I know this was just a is a brief summary. Um, if you have any
134questions, I'm happy to help. >> Brief but thorough summary. Thank you very much. teammates, any questions or comments regarding the information we have received? Claire, um I was just curious in the high schools when the enrollments down, um are you pretty much obligated to keep the course? I mean, I see some classes had six and 10, but if it's part of their um plan of study and part of their goal towards graduation, I would hate to see them not get high enough enrollment and then the class be canceled. How do we handle low enrollment um in a high school course? >> So, it it really depends upon the course. Um, generally speaking, when when we see a low enrollment course, um, excuse me, and those figures come out, you know, I think the, uh, course
135selection happens sometime between December to January, and then we're finalizing those things into February and March and some sometimes even a little bit later. Um, there are certain courses like one that comes up with frequency is AP Chinese. um it's a capstone in a in a sequence of courses. We've tried to uh protect that course. It can become a low enrollment uh but it you know we try to protect that to be able to preserve the opportunity for students. Some of the other low enrollment courses at times can be um typically very specialized. Perhaps they're falling within um uh something specific to people services or I'd have to look up some of the footnotes as to um if there was a specific class that you were questioning. Um but we we try to make those
136decisions I think to best answer your question upfront in the student um during the student registration process where immediately following requests when we see that a course has not had sufficient interest um or looks like it's it's a singleton and it's got a low count we have to make a decision. Are we going to preserve that course or not? Because the second step to that is then it schedules. And sometimes the issues of what else the student has asked for will take a course that might have been lower enrollment, lower interest, and all of a sudden uh it creates conflicts in the schedule because other things the student wanted. You know that if that course only has one opportunity in the day to meet, maybe the students other selections don't allow for the student to
137take it. And so it didn't we say it didn't fill. And we don't we don't like to cancel a course once we've already made the decision that it's going to run. We try to do that earlier on in the process and then and then talk to kids about what their second choice might be. >> Other Ethan and then Latoya. >> So the one exception the one you said there was one exception outside the norm or outside the standard. What what actions have been taken? >> Yes. Um, so that is at an elementary school and there is now >> Yes, there is a teaching assistant supporting that grade. >> Okay. Thank you, >> Victoria. Yeah, my question was um kind of to that effect about the classes that have um the 24 so a lot of
138the a few of the fifth grade um classes that have 24 students. Um are there additional staff in there? uh paras or >> no your your class size guidelines for fourth and fifth grade actually go to the 27 as was mentioned. So um it's it's not necessarily uh there true that we would have a teaching assistant. There may be teaching assistants in certain classes by virtue of student individualized education programs or something like that but but not by design. In cases where we're exceeding the class size guidelines and it's happening typically uh either right before the start of school to where we weren't able to break an extra section, that's where we we have a policy where we will provide we will hire uh a teaching assistant specifically to work within that grade level or
139within that class in order to support that larger uh number of kids. Thank you, >> Jason. >> So, again, on that one uh section, that's an exception. I think when we talked about it at the beginning of the year, you said you'd be keeping kind of a close eye on it and see how it's going. Do you have any feedback on how it's going? That's such a setup. Anything I say now is going to it's going to be taken poorly by the other side. Um I I will simply say that um we have exceptional teachers at that school that are working exceptionally hard. It's it's obviously um you know not our ideal if we had had those class counts a little bit earlier on in the process. Um we would have liked to have broken
140that. We we are we did break uh a significant number of sections. I mean, we're six sections um over budget right now. So, it's a it's a it's the right thing, but it's a financial strain and um in an ideal world um you know, we would be providing even greater relief in that particular grade level. However, u I'm very confident um in in the teachers. I have been out there to visit. I haven't been in the last 3 weeks or so, so I I can't uh uh I can't say that I've had my eyes on it. Uh I did go out earlier on in September. Uh but uh I keep tabs with the principal and things are going smoothly. Um but obviously teachers are working hard and it's and it's not the ideal. So >>
141when we budget, can you remind me what we what value we place on each additional section? What what's the cost that that we use to budget? >> Yeah, generally speaking, we're using $100,000 per section to to cover sort of like an average salary plus benefits. >> And I will just add that Julio's predecessor did leave the policy committee with a a lot of resources that we were looking over as part of a review of class sizes. So, um, that's still on the policy committee's agenda and I I suspect will be taken up when we sit a new board as well. So, >> that's my understanding. >> Other questions or comments? >> All right, seeing none, thank you so very much. Now, moving on to approval of the minutes. seeking a motion that the board of
142education approve the minutes of the regular board of education meeting of October the 21st, 2025. Is there a motion? >> So moved. >> Thank you, Jason. Is there a second? >> Thank you, Ethan. Discussion or suggested edits. Seeing none, all of those in favor say I. >> I. I. >> Any oppose? They abstain. The eyes have it. Thank you. Moving on now to information and reports. Board members, do we have any communications and reports from other organizations or any other comments to make? Claire, I just want to shout out to WHCI TV is having their birdhouse fundraiser this uh Saturday. Um did you do a house? No, >> I think there may be a friends of house. I'm not 100% sure, but there's an involvement. Yeah, I think the count is o over 30 houses
143now are being done by local artists and um so it's to help the station. They do a whole lot of work for our schools and for uh broadcasting, town council and board of ed and uh it's a great way to support them. >> All right. Wonderful. There's a flyer. Wonderful. Thank you. Any other comments or reports? Thank you. Hearing or seeing none, moving on to future business where we have announcement of future meeting dates. Our next board of education meeting will be Tuesday, November the 18th, 2024 here at the town hall in room 3:14 at 6 pm. Again, that is Tuesday, November the 18th, 2024 here at the town hall. >> Apologies, that's a typo. 2025. >> Oh, and I'm repeating the edit. Pardon the error. Pardon me. Thank you so very much. That's why
144I was getting some of the looks as I was reading that. All right. Let me say that once again. >> Just don't want to go. >> Oh boy. Don't get me choked up, Jason. >> All right. Once again with Future Business, we'll next come together on Tuesday, November the 18th, 2025. Here in room 3:14 at the town hall at 6:00 p.m. Once again, Tuesday, November the 18th, 2025. Room 3:14 here at the town hall at 6 p.m. Followed by Tuesday, December the 2nd, 2025. room 3:14 at the town hall at 7 pm. Those that will be here at that time, followed again by Tuesday, December the 16th, 2025 here at the town hall, room 314 at 700 p.m. Do we have a request for any future agenda items? Claire, I just want to point out
145for the public that the Tuesday meeting is not a traditional board meeting with a full agenda of agenda topics because it would I don't Is there going to be a posted agenda even though >> Yeah, we will still post an agenda, but you're right. It will be um it will be light on topics as the board will um be doing its swearing in of new members but also sort of gratitudes to those members who are departing. >> Thank you for for that note. And with that we'll say we know that of our of our team here we just had an election. And so do want to give congratulations to our teammate Jason who has will continue on with her board for four years and with Gail who will continue on but not in this sector
146being a part of the town council. So congratulations to you and as was referenced at the next meeting on the 18th you all will meet your new board members. So we certainly will welcome them as well. And so with that, any request for any future agenda items? Hearing or seeing none, do we have any visitors who would like to make a comment? Seeing none, we do not have an executive order. And so therefore, seeking a motion to adjurnn. >> So move. >> Thank you, Ethan. Is there a second? Second. >> Thank you, Shannon. Meeting adjourned.