[28:31] [Captioner present]
[31:46] [Background conversation]
[31:58] >> I pledge allegiance to the flag of the United States
[32:00] of America and to the Republic for which it stands one nation
[32:03] under God indivisible with liberty and justice for all.
[32:11] >> Roll call please.
[32:14] [Roll call]
[32:23] >> Thank you and the calendar please.
[32:39] [Reading calendar]
[33:09] >> Thank you.
[33:10] And so the first item on the agenda --
[33:18] >> Thank you.
[33:18] The first presentation on here this evening
[33:20] is from our assistant superintendent.
[33:22] I did a recap on our summer school program.
[33:37] >> Thank you.
[33:38] Good evening.
[33:38] I'd like to start tonight by talking about summer school
[33:41] from 2026.
[33:42] We had a really successful summer school program this year.
[33:46] We were very busy and we had tons of support.
[33:48] I'd like to take a moment to thank
[33:50] all of the great people who do such great work in the summer
[33:53] to help make our Summers run successful including
[33:55] our teachers and assistants, principles, custodians,
[34:00] transportation, administration and the coordinator
[34:03] to make it all happen.
[34:04] We're very proud of our summer school program
[34:07] and it does there's a lot of great work being
[34:08] done by really good people who are very dedicated to this.
[34:11] We will begin.
[34:14] So we'll start for the K to five MTS Success Academy coordinated
[34:20] by Abigail Roessner.
[34:22] This program meets four days a week
[34:24] and for three weeks and three hours a day.
[34:26] Students receive support in Ela and math.
[34:28] This year we had 29 students total and the students who
[34:32] participated in the program com a 97% of them
[34:35] met their reading goal, 93% met their writing goal and 97%
[34:38] met their math goal.
[34:40] And total, there were 119 students referred
[34:43] to the MTS Success Academy.
[34:46] There were four that enrolled in it and 11 of those
[34:49] were then enrolled and ended up moving
[34:52] to ESY rather than the Academy and six moved over
[34:56] to the Summer squad program.
[34:58] For the improvement progress, we used email,
[35:02] we sent letters home to families and made
[35:05] phone calls and did outreach to students at the building level.
[35:08] Moving on, this year we started a new approach to middle school
[35:13] summer school and we called it the Middle school High Impact
[35:16] Summer teaching.
[35:17] It was a new model for 2026.
[35:19] We intended it to be more flexible,
[35:22] so that families and students could
[35:24] have a little bit more autonomy with the manner
[35:29] and the manner at which they received summer instruction.
[35:33] We felt that based on past feedback
[35:35] we'd gotten from the middle school level,
[35:36] it was time to look for a change.
[35:39] For this, we looked at providing targeted instruction, individual
[35:44] and small group instruction to keep
[35:46] the focus very tight with the students
[35:48] and very individualized.
[35:50] And also to kind of bring in a curricular alignment
[35:52] that the students saw, like practical tie ins,
[35:57] specifically through summer reading.
[35:59] The option was given to students to either
[36:02] do it virtually or in person, depending on their preference.
[36:06] Based on staff availability for this program,
[36:09] we focus on Ela only.
[36:10] There were 53 students from DMs who were invited to the program.
[36:15] There were 12 that attended.
[36:16] There are 22 students invited from Wickford Middle School
[36:20] and we had eight attend.
[36:21] And all those students worked primarily,
[36:23] really with their Ela teacher who worked with them on reading,
[36:27] writing comment comprehension.
[36:28] I also want to mention at the middle school level at DMs,
[36:32] we've had this continue as a after school program,
[36:36] not a summer program but we have run for a few years where
[36:40] many students take advantage of it and see a lot of value
[36:42] in that as an option to get academic support
[36:46] and ramp up during the school year.
[36:48] In addition to summer option.
[36:52] The high school program, Bethany coordinated,
[36:57] happens five days a week for three weeks.
[37:00] This summer we offered 14 courses
[37:02] with instructors and also an online course
[37:06] which students could take.
[37:10] If that was the preferred method of getting
[37:12] their online coursework done.
[37:13] There were 107 students taking 152 classes in total.
[37:18] 141 passed or earned credits of those classes.
[37:22] You can see the list of classes there.
[37:25] Is a wide range of courses we offer
[37:26] in the summer to support students
[37:28] in whatever their needs are.
[37:30] Credit recovery is primary focus on the summer program
[37:33] at the high school and we were proud to offer the support
[37:38] for students to obviously keep them in line
[37:40] and on track to graduate in four years, which
[37:44] we keep a close watch on.
[37:47] Next is our countdown to kindergarten program.
[37:50] This is coordinated by Jackie Dilorenzo and Lydia Hanhart.
[37:54] The countdown to K program is a joyful event.
[37:59] District wide and in collaboration with the Office
[38:01] of Family Learning, the Child outlet outlet --
[38:06] transportation Department and PCOS around our district who do
[38:09] such a great job in preparing for and supporting our students
[38:12] and our families and what is a very exciting transition
[38:15] to kindergarten, so this year in the summer we had 160 incoming
[38:19] kindergarten students attend, out of 224 that was registered
[38:23] and invited, which is 71.4%, nice numbers there,
[38:28] and all schools, across our district had attendance rate
[38:31] above 50%.
[38:34] Again, we're always looking to continue this work,
[38:41] seek feedback and get as much turnout as possible
[38:45] as we know that forming that connection with students
[38:47] and families especially as they are entering our district
[38:50] is very important.
[38:52] Moving along, extended school year,
[38:56] EC services coordinated by Julia Alfano from Student Services
[39:00] Department.
[39:01] 4 to 5 week program, four days a week,
[39:05] Kendra is also a support as assistant director
[39:08] as part of this program and focuses mostly
[39:11] on high school EC.
[39:12] In this program, there are 188 students referred, 161 of them
[39:17] accepted their services and pre-K through grade eight.
[39:22] And nine through 12 we had 16 students
[39:24] plus ten students who participated in transition work
[39:28] experiences as part of their summer program.
[39:31] There were 17 students walk in speech language and three
[39:35] students who did walk in occupational therapy.
[39:39] Services offered included preschool skills, reading,
[39:43] writing and math, social emotional learning, and also
[39:47] related services such as adaptive physical education,
[39:50] occupational therapy, physical therapy
[39:52] speech and language orientation mobility, vision therapy.
[39:56] Services are designed to provide educational programing
[40:00] beyond the traditional 180 day schedule for students
[40:04] who are eligible with disability to qualify
[40:08] and that's outlined in the outline the Individuals
[40:12] with Disabilities Act.
[40:13] We're proud of the work there and the coordination
[40:15] of participation that goes into our program.
[40:20] Summer squad come on know the program
[40:22] that we are proud to offer and something that I think really
[40:26] distinguishes us in a very positive way.
[40:28] Lydia Barnhart, Maya Lima our coordinators of Summer squad
[40:32] and do a fantastic job here there's 4% of the students
[40:34] at McKinsey are eligible and 61% of them are free reduced lunch
[40:39] eligible, 31% -- and we have 51 students representing all five
[40:45] of our elementary schools.
[40:47] The program is hosted at Quindecim Elementary
[40:50] and held for six weeks.
[40:53] For meetings a week and it includes
[40:57] things like reading and math, hands
[40:59] on learning, about various topics that
[41:02] are of interest to the students, also
[41:04] relevant, there were 63% had 41 hours of direct instruction
[41:09] over the summer and 73% took the bus.
[41:13] Having that option for students is really wonderful thing
[41:16] and we thank again our bus drivers,
[41:18] transportation is not easy coordinating busses
[41:20] in the summer, it is somewhat a challenge
[41:22] being a different schedule and we thank them
[41:24] for their excellent work to make that happen.
[41:27] It's a quick note, summer squad is grant funded.
[41:30] There are four teachers and teaching assistants part
[41:33] of this program funded through learning to hundred 65
[41:36] and one teacher fund funded through McKinsey.
[41:40] That concludes the presentation of our summer programs
[41:45] in North Kingstown.
[41:47] Thank you and I'm happy to answer any questions.
[41:54] >> I have a few.
[41:55] So for K to five, 29 students who participated,
[41:59] do you have any idea why the decrease in participation?
[42:05] >> We were aware of the decline and it is a concern.
[42:08] It's something we have to look at.
[42:09] The timing of things matters.
[42:11] We were a little bit later starting this year
[42:14] than we have been in the past.
[42:16] We also saw that many families make plans in the summer.
[42:22] With various options with their, with their summer
[42:26] camp or other options in the summertime,
[42:28] NTSS with it being half a day is kind of
[42:31] difficult for some families so I think that was
[42:33] a restrictive piece to it.
[42:35] We also saw some who had just made,
[42:38] who maybe were interested in it but had no other option
[42:41] and chose another option.
[42:42] Again we'd like to get those numbers
[42:43] up a little bit for sure.
[42:45] It was a dip this year.
[42:48] >> When you say later starting, do you mean later in the year
[42:51] or do you mean later in our region correct
[42:54] >> Later in the year.
[42:58] >> I think invites went out or notifications went out
[43:00] at the End of May.
[43:02] As a parent, most things in February for that,
[43:09] so I know it's difficult, but it's
[43:10] hard to determine who might need it or might not.
[43:13] I wonder if there's some sort of way that we could get out some
[43:16] information to families in February ish even if it's not --
[43:21] some of the options that will be available,
[43:23] give them a timeline of what the when the information will go out
[43:27] to the schools that they at least are aware of.
[43:30] >> Absolutely.
[43:30] We had some conversations last year.
[43:34] We had turnover of staff and had conversations
[43:37] around different options.
[43:38] We went to middle school route a little differently
[43:41] than in the past.
[43:42] This year anticipate being a little bit firmly grounded
[43:47] in getting it going a little bit sooner so
[43:49] we I feel confident in that that's going to happen.
[43:53] >> Any other questions quick
[43:55] >> Do you think some of the kids might have chosen Summer squad
[43:58] over the miss?
[43:59] I feel like the summer squad it's options.
[44:05] >> We did have some who did.
[44:06] Some felt that was a better fit and we always
[44:08] tried to accommodate people in terms of their, what
[44:11] meets their >> In terms of the middle school program,
[44:16] I know last year it was eighth grade, correct?
[44:19] >> Correct.
[44:21] >> Was the only eighth grade this year?
[44:22] >> We opened it to all three grades.
[44:25] >> So did we have precipitation across all the grades?
[44:28] >> We did.
[44:29] >> Last year you had information that showed what percentage
[44:34] of students for their goals outlining for students
[44:37] in the program this year.
[44:39] >> For middle school?
[44:40] It's a little different in middle school this year.
[44:42] We wanted to go a different route
[44:43] in terms of like it being more curricular based
[44:45] as opposed to goal based.
[44:47] We feel like students at that age see a little bit more
[44:51] of a tangible connection when they see it
[44:53] tied to curricular goals the.
[44:57] So summer reading for example was one focus of the summer
[45:01] program to give them support in completing
[45:03] the work that was happening for them over the summer.
[45:06] Again, it was, were a little bit with the middle school
[45:11] level looking at trying out some different things to try and get
[45:15] engagement from students and see what
[45:16] works for them in the summer.
[45:18] >> How many of the families chose virtual and how many chose
[45:21] in-house?
[45:22] >> I'll have to get back to you that.
[45:23] I don't know that off the top of my head.
[45:26] I believe it was more virtual.
[45:28] >> Would you consider a path of success doing it this way?
[45:33] >> I do.
[45:34] I think it was a step in the right direction.
[45:37] I think that having more personalization
[45:40] and giving flexibility is a good model to follow.
[45:43] This summer is a bit of a roll of the dice
[45:47] sometimes in terms of like families
[45:49] interest or willingness because there's different things that
[45:51] are happening over the summer.
[45:53] We try to be understanding of that.
[45:55] I do think that outreach earlier can help.
[45:58] We're definitely going to set that as a goal this year.
[46:02] I think that we're optimistic based on the work that we have,
[46:07] the people that we have on board are very passionate about this.
[46:11] >> High School the number of students that attended,
[46:14] as well as the classes, is that participation (Indistinct) based
[46:22] on students who need to remediate grades?
[46:25] Bam >> And that is not optional?
[46:30] >> Summer is always optional.
[46:32] But with the credit recovery piece,
[46:34] high school students often tend to be quite motivated
[46:37] because they want to stay on track,
[46:39] they want to stay with their peers in terms of credits
[46:42] and getting out on time and things like that.
[46:45] >> And then the countdown to, we had a 10% drop in participation
[46:48] on that from last year to this year.
[46:50] Do you know why?
[46:52] Any ideas why?
[46:54] >> Do you want to speak to that?
[46:56] Lydia hand off to your
[46:58] >> I will just say --
[47:04] Lydia Henot.
[47:06] The weather did not cooperate with us for countdown
[47:12] to kindergarten this year and we had to reschedule due to rain.
[47:17] A couple of locations so one things
[47:19] you might notice for example is fishing numbers
[47:22] were surprisingly lower.
[47:24] That's where we took the biggest hit and that was a reschedule.
[47:29] Like was already stated, summer schedules are complicated
[47:33] for families, so there were families who may have originally
[47:37] set aside, but we had to push it back the original day,
[47:41] but then because of the weather, we had to push it back
[47:45] into the next week, so I really think --
[47:48] >> That's good context.
[47:51] Thank you.
[47:52] You might want to stay for the next question for summer Scott.
[47:55] So last year, it said that 59% of the students, 56 to 51
[48:01] students come a 59% have 50 hours direct instruction
[48:04] in this year with 53% had 41.
[48:07] Can you explain quick
[48:10] >> There was a couple of changes,
[48:11] one we had two holidays as part of that six week period,
[48:19] so the total maximum number of hours was a little bit less.
[48:24] We like all the programs have a -- attendance can be an issue.
[48:33] It's one of the reasons we go with that six week model
[48:35] because we feel that we get that kind of contact hours
[48:38] spread over larger period of time that we're shooting for,
[48:44] but in terms of the overall numbers,
[48:48] again, we like some of the other programs,
[48:52] have a slightly later start in terms of improvement
[48:55] so we were working from the previous year,
[49:00] we had a lengthy wait list.
[49:03] We did not have that this year.
[49:06] When a family told us that they wanted
[49:08] to participate but they were going to be away
[49:11] for a week or two, because we had the capacity,
[49:14] we said we'd rather have them come and have
[49:17] the contact for four weeks, but that
[49:21] did impact our overall numbers, but we have the capacity
[49:24] to have those kids because of that
[49:27] and so we welcome them because we
[49:31] knew that having those kids participate for the weeks
[49:34] that they were around was in their interest
[49:37] and there was a desire for them to participate.
[49:42] >> Last question.
[49:43] Did bus driver ship went down and I
[49:46] didn't see any mention of bussing into summer camp.
[49:51] >> It was done this year.
[49:54] Last year, we bussed to multiple camps in terms of we also offer
[50:02] transportation to camp Roesner.
[50:04] This year we all only offer transportation to the four rec
[50:08] camps and we did continue that.
[50:10] I hadn't added that specifics, but we had not a huge number
[50:16] who go to the playground camp from their,
[50:22] off the top of my head it would say it's about seven kids.
[50:26] A sizable enough number to continue offering that, but not
[50:34] the majority by any stretch.
[50:37] >> I think last year it was like 14.
[50:40] >> That is probably in the same ballpark.
[50:43] >> Thank you.
[50:45] Other questions? >> I have questions on middle school.
[50:48] Are we thinking next year of adding math quick
[50:51] >> We want that math did year we didn't have the staff to support
[50:56] it.
[50:58] >> Same question.
[51:00] We like search for math instructor
[51:03] and couldn't find anyone that wanted to teach.
[51:07] Were the students that would have participated
[51:09] in that offered some sort of virtual, like a modules
[51:15] or did we just ignore that.
[51:20] >> Again, the program was designed in a way to be a little
[51:23] bit more personalized with a 1 to 1 instructor,
[51:26] so we didn't offer that.
[51:29] They did have summer work in math,
[51:32] but that wasn't fitting with the goals of the program.
[51:38] >> My other question was, like I know you invited 53 students
[51:43] and 22 from Watford are those students also in Ela support?
[51:51] >> I'd have to go back and look.
[51:53] The students who identified through multiple criteria,
[51:56] the teachers provide, so it's not
[51:59] based on one specific measurement,
[52:02] it's based on a a multitude of data
[52:05] that they look at and determine that they would be invited.
[52:09] >> Like they need help in the summer,
[52:11] I feel like support for that and Ela is really helpful
[52:15] for the kids, so I know that they maybe couldn't make it
[52:18] in the summer, but having that when they go back to school sort
[52:21] of helped.
[52:23] >> Any other questions?
[52:26] Thank you so much.
[52:29] Moving on to second presentation.
[52:34] >> Next presentation --
[52:40] Tracy Wilkinson are the coordinators for that program.
[52:44] Thank you for coming tonight.
[52:48] >> Thank you for having us.
[52:49] I'm Tracy Wilkinson.
[52:52] I'm the admin person at Lincs.
[52:55] And the financial person.
[52:57] Just for a bit of background, Lincs
[53:01] was established 66 years ago in 1970
[53:04] as a separate nonprofit organization for poor performing
[53:08] district wide PTO style services at a time when Ptos really
[53:13] didn't exist in the way we see them today for the way they
[53:16] support the schools.
[53:17] We've been a part of the district ever since.
[53:22] Since that time, it's grown and adjusted
[53:25] according to the needs and demands of the schools.
[53:28] Nine years ago we underwent a major restructuring and at that
[53:33] time, reduced the fees that we were charging which were
[53:36] variable based on the number of --
[53:40] to a fixed cost.
[53:42] They came down from 35,000 to a fixed cost of 20,000 which is
[53:48] where it stands today.
[53:51] The stipend that we get from the department
[53:54] is used to cover the majority of payroll costs
[53:57] and which is about 85% of payroll
[54:00] is covered by this stipend.
[54:01] It covers us two who are the two part time employees who provide
[54:06] the services to the district.
[54:08] The three core services we provide
[54:11] are the mentoring program, the academic guide program,
[54:15] and the administration of the volunteer Background
[54:18] database on behalf of the school district.
[54:20] I'm going to talk about Bci's and then
[54:24] Tara's going to talk about mentoring and academic.
[54:27] So background checks as you probably all know, are required
[54:31] by Rhode Island general law and there are
[54:34] a whole bunch of policies that school departments
[54:36] have put together.
[54:37] I think it's for.
[54:39] We apply the policies as people apply to come
[54:43] into the schools as volunteers.
[54:46] As a school department, and through the state,
[54:51] every single school sponsored event
[54:53] has to comply with this law.
[54:57] Events such as field days, school trips, booster club,
[55:02] after school, library duty, musicals, all grades,
[55:08] all schools anyone who steps foot in our buildings
[55:12] as a volunteer has to have a background check.
[55:15] Once a volunteer is cleared, they
[55:18] can go in any of our schools so just because you've
[55:21] got a kid at Fishing Cove, if you
[55:23] want to go into the high school, as a mentor,
[55:26] but if you want to go in there to help or to do a field
[55:31] trip because a short period you are free to go.
[55:35] Each year Lynx handles around 900 BC I
[55:39] including a number of national background checks
[55:42] which are required for out of volunteers
[55:45] peer, those living in state and those
[55:49] planning an overnight trip.
[55:51] Such as volunteers for robotics team and they
[55:54] go off to Texas on their challenges.
[55:57] The list, which it's called a list because it is the people,
[56:02] but it makes it sound secretive and it really isn't.
[56:05] It's just your name, the date that you got your BCA.
[56:08] There's nothing secret in there and if you ever
[56:11] get background check we just mark it off
[56:15] so you know that you're going to do it overnight.
[56:17] So far today, we are at 126.
[56:22] We had 957 last year.
[56:25] It's maintained as a Google document,
[56:28] so it's a live document which only Tara
[56:31] and I can make amendments to.
[56:33] I own it, Tara is an editor on it.
[56:36] We give viewer access to a range of different things including
[56:40] all the admins in the buildings so the principals and office
[56:45] staff can see it.
[56:47] We include, guidance counselors and we
[56:54] include a PTO representative from each school.
[56:57] The only way the PTO representative can have access
[57:01] to see the list is if one is on it,
[57:05] we don't think it's right they should be able to see everybody
[57:08] else's if they're not on it and if they have to agree to certain
[57:12] terms and conditions, which are essentially this list is to be
[57:15] used for the purposes only of checking the volunteer's name
[57:19] to make sure they're eligible..
[57:21] It's not to be shared, downloaded,
[57:24] used to check to see whether or not your friends are on there
[57:27] because you want to know.
[57:29] It is totally for the volunteers in the school.
[57:32] They access I wipe off in the database gets cleared
[57:37] at the 30th of June every single year and we start fresh on 1st
[57:40] July so you have to have a new BCI every academic year.
[57:44] I know people say well you got mine done in June
[57:47] and I'm coming in in September.
[57:49] We've got to the point where if a person comes
[57:52] in August, to help out with summer program, that's great,
[57:57] but then when we get to the end of the year,
[58:01] it's not valid anymore.
[58:04] We can't expect the teachers to remember that you were okay
[58:09] because after we check.
[58:13] That's the access.
[58:16] Everybody who has access to this, the organizers, teachers
[58:21] staff members, is supposed to check their volunteer
[58:25] for each event.
[58:27] So if you're a library do, your librarian
[58:31] has the office staff can you check the X's on the list
[58:33] and they say yes, that person can come in.
[58:36] We have streamlined the process as much as we possibly can
[58:41] by putting in a whole bunch of information data
[58:44] onto our website so all the forms are there
[58:48] and pre-filled where appropriate and they just get it
[58:51] all from the AG's office.
[58:54] >> And there's a couple ways to do that.
[58:56] Try to make it as convenient as possible to people.
[59:04] >> Mail-In or drive in.
[59:06] Sometimes they get it from the police department
[59:08] the police department are willing.
[59:10] We don't like to impose too much on them.
[59:12] That's about it.
[59:13] I don't know if you want to do questions for each of us
[59:16] or whether you're not you want to wait till the end.
[59:20] Chair: You all finish and then we can do questions.
[59:24] Did you all purposely coordinate?
[59:27] >> No.
[59:33] I told you you should have changed your shirt.
[59:37] >> On that note, we're very coordinated program.
[59:41] So in addition to being a purveyor of Bci's, links
[59:46] includes trains and supports academic guides and case rules
[59:51] so I'll talk briefly about the programs.
[59:53] The academic guide program is available to teachers
[59:56] and elementary school.
[59:57] The teachers can request volunteers
[59:59] to come into their class and help out.
[1:00:05] For a variety of reasons.
[1:00:07] They might go to parents first.
[1:00:09] Does most common.
[1:00:10] Teachers will ask from their parent list,
[1:00:12] but sometimes teachers really appreciate
[1:00:14] having somebody that's not attached
[1:00:15] to the child in their classroom and so they'll reach out
[1:00:19] to see if they'd like extra help with certain subjects
[1:00:24] or a certain time of the week and so I try to provide
[1:00:27] academic guides for that.
[1:00:30] Sometimes, I'll have community members that would just
[1:00:35] really like to help out in the school
[1:00:37] and it's one way they can do it.
[1:00:40] This of course helps students with usually reading,
[1:00:44] writing, math.
[1:00:45] It can also really help to give them a sense of self-confidence
[1:00:48] by getting that little extra bit of attention that
[1:00:51] can be hard for a teacher to give with 25 or so students.
[1:00:57] So we found that this can be very positive
[1:01:00] for the teacher, helpful for the help positive for the child.
[1:01:06] Volunteers are screened to an interview
[1:01:10] and they come in and get a little bit of training from me
[1:01:14] on what to expect by going into the school.
[1:01:16] The teacher works with them on exactly what
[1:01:18] they want to have happen in the classroom.
[1:01:23] That's an academic guide program.
[1:01:26] These numbers have gone down a bit.
[1:01:31] There have been steadily about 10 to 15 academic guides
[1:01:36] in the year and I think that's because teachers tend to do more
[1:01:42] with their own classrooms and also
[1:01:45] they just don't have time for volunteers as much.
[1:01:49] They're working with different rubrics and curriculums.
[1:01:53] They don't have the time to pull in somebody else
[1:01:58] when it's very specific curriculum.
[1:02:01] So North Kingstown mentoring program
[1:02:04] is a program that's available to students in grade one
[1:02:08] through 12.
[1:02:09] The teacher's guidance counselors, principals
[1:02:13] refer students to the program after obtaining parents
[1:02:17] and guardian permission.
[1:02:19] Referrals are based on the premise
[1:02:23] that the student would benefit personally and academically
[1:02:27] from a 1 to 1 relationship with an adult mentor mentor.
[1:02:31] The students are usually matched when their elementary school
[1:02:34] or middle school.
[1:02:36] They're not matched in high school.
[1:02:37] The mentors are supported through high school.
[1:02:41] Quite a few of them continue on right through high school.
[1:02:45] A mentor is not a tutor, not a specialist, not a social worker.
[1:02:53] It's an adult who's willing to get to know a student
[1:02:57] and become a positive consistent,
[1:03:01] it's a really important piece of it, role model,
[1:03:06] attentive listener and honestly, a friend.
[1:03:10] Just somebody who just is there because they're
[1:03:13] interested in them and they want to be there and that
[1:03:17] starts to resonate with the students.
[1:03:21] A mentor commits to spending about
[1:03:24] an hour a week with the student or at least for one school year.
[1:03:30] That will continue on.
[1:03:32] What they do during that time varies,
[1:03:35] but it's not a tutoring situation.
[1:03:38] It is really just hanging out with a student.
[1:03:41] It is visiting with them.
[1:03:43] It's very often playing a game.
[1:03:46] It's quite amazing how games are to just sit and play a game
[1:03:51] and have a conversation during that game.
[1:03:54] If you're interested in knowing, is the number
[1:03:56] one go to game for mentors and mentees
[1:03:58] and I've had mentors who quite honestly
[1:04:01] have said I don't know if I can take another game of Uno.
[1:04:05] I say but but that's the same for the child.
[1:04:09] The child knows it and knows what's going to happen
[1:04:11] and they're really good at it.
[1:04:13] They're really good.
[1:04:16] That feels good to them and that is
[1:04:19] something that matters in relationship
[1:04:22] and so I have mentors and mentees that continue to play
[1:04:27] and these are kids with all the things
[1:04:29] that are coming to kids these days,
[1:04:31] who will play Uno right on through high school
[1:04:33] with their mentor because they can chat.
[1:04:37] It is something for them to do.
[1:04:39] Just a little side.
[1:04:41] They play other games to.
[1:04:44] >> We teach chess.
[1:04:46] >> That is another thing that happens.
[1:04:48] In fact, I'll mention that too because chess is something that
[1:04:55] has been taught by quite a few mentors to their mentees
[1:05:00] and that can really have a powerful effect on a student
[1:05:04] when they feel like I've learned this hard game.
[1:05:08] Teachers who have noticed what that does for their students
[1:05:13] in the classroom and have learned chess with their mentor
[1:05:18] because suddenly that's the smart kid game
[1:05:21] and they're doing it and they're sometimes doing it well enough
[1:05:25] to start beating the mentor and so yeah,
[1:05:28] games can be from very basic to ones that require more skills.
[1:05:34] The primary goal of the program is to positively influence
[1:05:40] the life of the student.
[1:05:43] When a mentor gives a student undivided attention,
[1:05:47] listens to that student, really hears them,
[1:05:51] cares about the perspective, their well-being, their success,
[1:05:55] and honestly, when their mentor just keeps showing up,
[1:06:00] every single week the mentor just keeps showing up.
[1:06:03] Sometimes they have other commitments
[1:06:05] and they let the student know you're either ahead of time
[1:06:09] or they call the school and they let the student know.
[1:06:11] Those little things can make a huge difference
[1:06:14] to some of the students in the program
[1:06:15] because they're being thought about enough that the mentor is
[1:06:20] going to show up at each week because they
[1:06:23] want to spend time with them.
[1:06:26] They're very strong role models.
[1:06:31] I want to end here that teachers do this every single day.
[1:06:36] Teachers listen, they care, they hear
[1:06:40] what the students are interested in,
[1:06:43] they hear what their goals are.
[1:06:48] They do it every day and they had amazing mentors.
[1:06:53] Mentors that have made a difference in their life
[1:06:57] and what they're doing in their life.
[1:06:59] I get emotional about that.
[1:07:01] This program allows the teachers can't do that for an hour
[1:07:07] with a student who really needs a little more time.
[1:07:12] A mentor can be just part of the puzzle adding
[1:07:15] to what the teachers do.
[1:07:18] Along these lines every day.
[1:07:21] And so, having one on one relationship with a mentor
[1:07:28] can improve the student's sense of effectiveness,
[1:07:31] ability to relate to adults and peers,
[1:07:34] self-esteem and confidence, sense of responsibility
[1:07:37] and motivation, attendance, academic performance,
[1:07:42] and overall positive feeling for school.
[1:07:47] I present this in this list but it really
[1:07:50] manifests itself in isolation.
[1:07:52] These things building each other as a student
[1:07:56] spends more time with their mentor.
[1:08:03] I'm in communication with the teachers in elementary school
[1:08:10] and primarily that have relationships going.
[1:08:15] With guidance counselors in the middle and high school
[1:08:22] with students and whether improvement or the teacher
[1:08:27] might see personal growth or academic growth
[1:08:30] in their student.
[1:08:39] Even just the attendance is going better.
[1:08:44] Increased involvement in class discussions.
[1:08:49] O sometimes it's very specific Next item
[1:54:47] is the update on Human Resource Director search process.
[1:54:51] That is a big mission.
[1:54:52] We had a large pool of candidates come up
[1:54:56] from that pool we continued come at six candidates come up we
[1:54:59] are still going through this process
[1:55:01] right now with first interviews and second interviews.
[1:55:05] We had a successful first and second round.
[1:55:08] Basically at the point of us doing some reference checks
[1:55:13] and making a decision come a hopeful that our next meeting
[1:55:17] I will be bringing a contract forward for you to approve
[1:55:21] the contract of the person I am recommending for that position.
[1:55:27] Lastly, just another announcement regarding
[1:55:32] our projects and our public forum coming up,
[1:55:35] I did put out another newsletter last week about our CRT,
[1:55:41] just going through the entire timeline,
[1:55:47] everything we have been discussing ,
[1:55:54] all based on design and budget process, in October,
[1:56:02] we are going to hold a public forum on October 22nd at 6 p.m.
[1:56:08] In the high school that everyone is invited to.
[1:56:12] That is all for my report for today.
[1:56:15] >> Any questions?
[1:56:17] >> I would like to thank you for sending that out,
[1:56:19] it is exactly what I was looking for.
[1:56:22] >> Anything else?
[1:56:25] >> I would like to make a motion to move up new business item
[1:56:30] eight D, condition of North Kingstown Tennis >> Second.
[1:56:39] >> Moving that item to the next item.
[1:56:45] >> Aye.
[1:56:47] >> Motion to discuss.
[1:56:48] >> Second.
[1:56:51] >> Anything you want to add regarding what you said earlier?
[1:56:56] >> I put a memo forward, some of what I had talked about,
[1:57:02] outlining concerns, this was put together,
[1:57:06] myself and our assistant athletic director,
[1:57:11] just putting it out, documenting what the concerns are,
[1:57:14] the needs of the courts, safety concerns,
[1:57:18] temporary planning right now, us moving forward,
[1:57:22] coming up with a funding source, so we can get them replaced,
[1:57:27] they can't be used at this time.
[1:57:31] Want to make sure that we have courts at our high school.
[1:57:41] >> I have some very serious concerns about this item.
[1:57:44] To me this item is a symptom of a larger problem
[1:57:47] that this district constantly comes into time and time again.
[1:57:51] I say this as one of the chairs of the Building Advisory
[1:57:54] Committee.
[1:57:55] As someone who has been advocating time and again,
[1:57:59] as both a resident and school committee and building
[1:58:03] Advisory committee chair, for maintenance of our facilities.
[1:58:09] We cannot seem to get out of our own way on that.
[1:58:16] Things that don't have to be prioritized
[1:58:19] are being prioritized.
[1:58:20] That is the blunt response.
[1:58:22] That being said, we have to work with what we have,
[1:58:25] what we are given at this point.
[1:58:28] I never see --
[1:58:30] I always see everything as putting out fires.
[1:58:32] I never see anything as planning in advance for a rainy day,
[1:58:37] saving up and taking responsibility
[1:58:39] for our properties, our facilities,
[1:58:42] because they are not just buildings come up they are
[1:58:44] places and locations where our students work, go to school,
[1:58:48] play sports, our faculty and staff work, I mean.
[1:58:52] Time and again this happens.
[1:58:54] So while this may have been brought to the Asset Management
[1:58:57] Commission in December, I have to say
[1:58:59] that being on this building committee come out the way
[1:59:03] I found out about this and the state of the tennis courts
[1:59:08] was, I got back from dropping my son off at college last week,
[1:59:11] Sunday morning I got up to a flurry of text messages
[1:59:14] and emails about an online petition on Facebook
[1:59:17] about the tennis courts that the parents had started,
[1:59:20] and I honestly truly felt like, what a slap in the face,
[1:59:25] meaning, how am I finding out about this through a petition.
[1:59:28] We have the athletic director here
[1:59:30] in April who came and spoke to us.
[1:59:33] I don't believe, I was here, I don't believe I remember
[1:59:37] this ever being mentioned.
[1:59:38] I cannot believe that if you look on Google Maps there are
[1:59:41] cracks that you can see.
[1:59:43] I'm sorry.
[1:59:44] I apologize.
[1:59:45] If I had known about that, I would
[1:59:48] have been screaming, not just about tennis courts.
[1:59:51] It's not just about tennis courts.
[1:59:53] Tennis courts is just one building.
[1:59:55] This is just one piece.
[1:59:56] This is happening with our capital improvements,
[1:59:58] all over the place, we have got to get our priorities in order.
[2:00:02] I have been saying this for years,
[2:00:03] I'm going to keep saying it, I don't care who is offended by it
[2:00:07] or who doesn't want to hear it.
[2:00:08] This is a huge symptom of a major problem.
[2:00:11] Until we learn that we need to plan for the future
[2:00:15] and not when something actually happens and we
[2:00:18] have to pour water on the fire again and scurry for money,
[2:00:21] this is just going to keep happening.
[2:00:23] That we have to go -- we are a very healthy, wealthy district.
[2:00:28] We pay good taxes.
[2:00:30] That we have to go out for grant funding for a tennis court
[2:00:34] at our newest building in this town is, to me, unacceptable.
[2:00:39] And that is the tennis courts.
[2:00:42] And you want to talk about equity and inequity?
[2:00:45] When you say that right next door, our wonderful facilities,
[2:00:51] sports facilities, that is sad as well.
[2:00:55] If we want to talk about equity, let's
[2:00:57] look at things that are inequitable amongst buildings,
[2:01:01] between schools, how about this entire state.
[2:01:04] Facilities in other places, other districts,
[2:01:06] doing better than ours.
[2:01:08] So I am sorry that I had to hear about it this way.
[2:01:12] I am glad it has been brought to our attention,
[2:01:15] I'm glad that you acted quickly, but I
[2:01:19] don't understand why it had to get this bad
[2:01:21] before there was any action.
[2:01:23] I don't think that should happen.
[2:01:25] As far as an RFP goes , send it out yesterday,
[2:01:31] you don't have to wait to get an RFP on this, I do agree,
[2:01:34] I looked into it as well, I don't agree that that estimate
[2:01:39] -- yeah.
[2:01:39] It's going to be way more.
[2:01:41] We have not planned for that.
[2:01:43] Get the RFP out, please, I would recommend getting the RFP out,
[2:01:48] get a legitimate estimate, let's get started
[2:01:51] on what we are going to bring to the Asset Management
[2:01:53] Commission in December now so we have a plan in place
[2:01:57] and we are not screwing last minute
[2:01:59] and you have to stand up there while the rest of us
[2:02:04] have no clue what we are asking for.
[2:02:13] >> Can I respond, because I feel like it was directed at me?
[2:02:18] >> Can I say I don't think it was directed at you,
[2:02:21] I think there are other people on this school committee that
[2:02:23] prioritize other stuff come up sometimes I am you come up then
[2:02:27] we are not focusing on, like, this shouldn't have happened.
[2:02:31] We should be working on our facilities
[2:02:33] and putting a list together and planning
[2:02:36] how we are going to do it.
[2:02:38] The tennis team should not be going to Jamestown.
[2:02:42] >> I would like to share, so everyone knows the work that
[2:02:45] our staff is doing, we have, since the spring,
[2:02:50] been doing walkthroughs of all the buildings come up myself,
[2:02:54] with the principals, noting what we need to do at all
[2:02:59] of our buildings so we can start putting the plan together,
[2:03:03] so we can have it ready to present to asset management
[2:03:06] and the buildings and the school committee with our budget this
[2:03:11] year.
[2:03:12] I have been trying for three years --
[2:03:15] I know that sounds a lot, to put together a system.
[2:03:19] When I have a new facility supervisor every single year,
[2:03:24] it is very hard to do that with the change
[2:03:27] of our administration.
[2:03:29] And it is hard to do.
[2:03:38] Unfortunately, he was great, and he left.
[2:03:43] We have someone new now finally who has been here and knows
[2:03:47] and is helping us, he is working with myself
[2:03:51] so we can have a plan and put something together,
[2:03:58] because we need a system in place that shows the life
[2:04:05] expectancy of our buildings and what the needs are so we do not
[2:04:09] run into issues like this but knowing, that boiler is going
[2:04:13] to last X numbers of years.
[2:04:17] >> One question I have, do you know when the courts were last
[2:04:20] redone, resurfaced?
[2:04:22] >> I don't have that information.
[2:04:26] >> I was curious.
[2:04:30] >> More recent than that, my youngest son come out graduated
[2:04:33] in 2020.
[2:04:37] >> In 2020, they were relatively new.
[2:04:46] >> Thinking of how long the life expectancy is, I agree with you,
[2:04:52] as we are thinking about the turf, the roofs,
[2:04:57] I was thinking about that.
[2:04:59] Other questions?
[2:05:00] >> I have a few.
[2:05:03] The documentation that I have says that it was roughly
[2:05:08] the same, the full replacement at 400,000,
[2:05:13] was there another request?
[2:05:30] >> It was in --
[2:05:30] I had to go back.
[2:05:45] >> What I have now -- >> It was less than what we have.
[2:05:52] So >> what That I is had not from them
[2:05:54] was something different.
[2:05:55] What I have now -- still didn't get the money .
[2:05:58] regardless.
[2:05:59] >> A resurfacing Between life cycle and fitness come on who
[2:06:18] makes the determination .
[2:06:22] The sports field come on not just tennis courts but anything.
[2:06:31] Speaker if we are looking at any time.
[2:06:36] On our buildings we have inspections that happen periods.
[2:06:40] >> It sounds like the boys team got switched in the spring
[2:06:44] of last year because of a concern for safety.
[2:06:48] So who makes that determination?
[2:06:52] >> If we are going to use them or not?
[2:06:54] That is determined by the athletic director.
[2:06:59] >> Okay so if they are asking to be --
[2:07:10] >> I don't know that.
[2:07:15] Is conversation
[2:07:25] >> Who determines it ?
[2:07:32] If they were determined that they were not fit to play on
[2:07:35] and I do know they were played on in the summer
[2:07:38] by the rec department.
[2:07:40] Why were we playing on them when they were determined not to be
[2:07:44] --
[2:07:45] >> I don't know why.
[2:07:47] I know our athletic de director are determined .
[2:07:56] We didn't close them.
[2:07:59] >> From a liability standpoint.
[2:08:00] W e are saying they are not safe.
[2:08:05] >> We can lock the gate and close it off.
[2:08:08] >> Where are the players practicing right now ?
[2:08:14] Are three courts they are practicing on.
[2:08:25] >> What I was curious about .
[2:08:30] In your memo you did a nice job outlining what's not usable.
[2:08:33] The assessment.
[2:08:37] Did rill say they weren't usable?
[2:08:39] Who approves facilities like that?
[2:08:41] Is it an internal process?
[2:08:44] >> It is internally.
[2:08:46] >> So we wrote this?
[2:08:47] The memo.
[2:08:51] I wasn't sure.
[2:08:54] I don't know about RILL
[2:09:03] .
[2:09:04] >> I'm not disputing they are not usable.
[2:09:08] If the boys played part of their matches at Wilson
[2:09:11] is it not an option this year?
[2:09:14] Are there not courts -- do we have to go to Jamestown ?
[2:09:32] Have there been discussions with the town?
[2:09:35] >> We have not talked to the town.
[2:09:38] >> I think that's where the budget and Finance advisory can
[2:09:43] talk.
[2:09:43] You can talk that through because we
[2:09:45] knew about it as an issue.
[2:09:46] We presented it to the town.
[2:09:48] What is tricky and what I am not seeing in the years
[2:09:52] is what we present to the town or not getting separately
[2:09:56] funded outside of operations.
[2:09:57] That is a challenge that we have these identified needs.
[2:10:01] It was not to the level that was in the bond.
[2:10:05] Other priorities for academics.
[2:10:07] T his we knew was a priority and that's the challenge.
[2:10:11] Does the school department internally
[2:10:12] fund it or does the town fund it through their processes?
[2:10:18] Or is there some sort of collaboration?
[2:10:21] That is the biggest challenge.
[2:10:28] They're not funding those priorities.
[2:10:30] >> Assuming an RFP goes out tomorrow what is the timeline
[2:10:37] to the courts being playable again?
[2:10:40] >> We need money.
[2:10:42] >> Money aside.
[2:10:45] >> I don't think I'm the expert on the when and how.
[2:10:53] They come back and they review the bids.
[2:10:58] What they offer, and then we get into the season.
[2:11:05] I don't think they would do anything until the spring .
[2:11:10] On what the plan would be.
[2:11:15] >> It's clear that we are in agreement that the RFP needs
[2:11:18] to go out .
[2:11:22] >> We can do the RFP.
[2:11:29] >> Along these lines.
[2:11:32] I'm not getting upset.
[2:11:33] >> No, no come on no.
[2:11:36] I just want to make it clear what we are doing day-to-day.
[2:11:43] >> I've got it.
[2:11:45] Trust me.
[2:11:46] I've got it .
[2:11:50] What I'm going to say is there were some questions
[2:11:53] you weren't able to answer.
[2:11:55] Understandably because you have people
[2:11:56] who work for you who should be able to answer these questions.
[2:12:01] With respect, when an agenda item such as this
[2:12:04] is on the agenda and this has happened with other agenda items
[2:12:07] as well, if perhaps we could have people who might be able
[2:12:18] people who might be able to come in if we could have people here
[2:12:20] so we come for discussion and possible vote
[2:12:23] we have some resources to bounce our questions off of.
[2:12:28] That would be really helpful.
[2:12:30] And if these people cannot attend,
[2:12:32] if they have subordinates who could come.
[2:12:35] If they can't come come and maybe we
[2:12:37] have to put this item off.
[2:12:39] I don't expect you to be able to answer
[2:12:41] all the questions on tennis courts
[2:12:42] Pairc you are a very bright man.
[2:12:46] That may not be your wheelhouse perk.
[2:12:52] >> Any other questions or comments ?
[2:13:00] >> Do we need to do anything from a liability standpoint .
[2:13:07] Can we double-check that?
[2:13:09] >> Liability standpoint.
[2:13:13] >> They are not on our double --
[2:13:21] >> The courts belong to the town town.
[2:13:27] >> That's fine.
[2:13:29] Maybe an moa.
[2:13:30] Just to make sure we are good there.
[2:13:33] >> We don't have to do anything about a liability standpoint
[2:13:37] saying our courts are not suitable for use and we are
[2:13:40] still allowing people to play on them ?
[2:13:46] >> I am even less of a tennis expert but I don't know
[2:13:50] the distinction.
[2:13:51] When someone says unsafe to me, that
[2:13:53] means unsafe as opposed to not playable or something different.
[2:13:57] I don't know.
[2:13:59] If we are afraid of a liability issue.
[2:14:03] >> That's what I'm concerned about.
[2:14:07] >> I am Bridget, director of operations.
[2:14:10] I've been reviewing the tennis courts situation.
[2:14:14] The town come away we've reached out
[2:14:16] to the town they are using the courts which
[2:14:18] is why we were not able to.
[2:14:20] In the spring we were able to figure out some of the matches.
[2:14:24] >> You're talking about Wilson.
[2:14:26] >> Yes.
[2:14:28] I can say that I know the tennis courts have been resurfaced.
[2:14:32] Some of the cracks have been filled previously
[2:14:34] and now we have gotten to the point where
[2:14:36] that is no longer an option.
[2:14:38] That's part of where we are.
[2:14:42] >> So the town, our tennis courts on the high school
[2:14:47] property, does the town allow usage for the public
[2:14:50] for the tennis courts?
[2:14:51] Speak O then bam people for the public
[2:14:54] do come on the tennis courts.
[2:14:59] >> I don't know if it's town programing.
[2:15:02] >> Regardless if it's being used.
[2:15:05] Conversation with the town manager and the town facilities
[2:15:08] people to say if we are sharing.
[2:15:11] Regardless, if we are sharing perhaps
[2:15:14] we could talk about fund sharing as well.
[2:15:19] >> I think, I know it's a community space and some
[2:15:24] community members come on a random sunny day.
[2:15:29] >> To that point, it's on high school property.
[2:15:37] There's three different levels.
[2:15:38] T here's random people walking on
[2:15:40] and playing tennis for leisure.
[2:15:41] There is the rec department using the facilities
[2:15:44] and then our school department using the facilities.
[2:15:47] We talked about this before as far as usage.
[2:15:52] Maintenance and all those sorts of things.
[2:15:54] It's an example of having continued conversations
[2:15:56] with the town.
[2:15:58] It does add extra wear and tear to the facilities.
[2:16:03] I think we should have great partnerships like that
[2:16:05] with the town facilities but there
[2:16:07] are is where I get concerned, additional usage.
[2:16:11] >> My experience in different districts,
[2:16:13] there's a partnership for a usage agreement but it may not
[2:16:18] be that the courts are left open 204 hours a day.
[2:16:22] Maybe on Sundays this community day or something like that.
[2:16:31] >> I can't remember if someone said this.
[2:16:34] If we are concerned about our athletes being on it,
[2:16:37] do we need to put a sign up?
[2:16:43] >> Anything else about the tennis courts ?
[2:16:50] It sounds like putting an RPO.
[2:16:56] >> It's on the budget and finance agenda to look at.
[2:17:00] >> Correct .
[2:17:03] >> And then we have a meeting.
[2:17:08] We put it back on this agenda ?
[2:17:13] >> I think it's just for us to discuss.
[2:17:16] But you're going to put the RFP out so
[2:17:18] what are we going to discuss at the next meeting?
[2:17:22] S.
[2:17:23] >> If we are talking about funding sources.
[2:17:28] >> Okay .
[2:17:32] >> Anything else ?
[2:17:37] Thank you so much.
[2:17:40] Moving back up against the consent agenda.
[2:17:43] Can I get a motion.
[2:17:45] Excuse me.
[2:17:47] Does anyone want to exempt anything
[2:17:49] from the consent agenda?
[2:17:51] >> I want to make a motion to remove a one and a two.
[2:17:57] Speak oc1 and C two.
[2:18:03] >> Anything else?
[2:18:05] Can I get a motion to approve the consent agenda minus a one
[2:18:10] and a two and C one and C two?
[2:18:16] Any discussion?
[2:18:18] All those in favor.
[2:18:21] We will go back A up to1 and 2
[2:18:30] .
[2:18:31] >> I make a motion to approve.
[2:18:37] Is this the new agreement?
[2:18:38] >> This is the new agreement.
[2:18:40] Where you are seeing the blank, that's
[2:18:43] assuming the committee approves that tonight's date would
[2:18:46] be inserted and when you see the blank exhibit B, exhibit two,
[2:18:49] we would be attaching the minutes from this meeting
[2:18:52] to evidence that the school Committee took the vote
[2:18:54] and that was the action taken.
[2:18:58] >> My only other question, should we also be signing this
[2:19:01] agreement or not ?
[2:19:05] >> You are not the first person to ask this.
[2:19:07] We went back and forth about this.
[2:19:09] From my perspective come with the attachment of the minutes
[2:19:12] is the official action of the school Committee.
[2:19:14] I don't think there's anything for you to sign to be honest.
[2:19:18] >> Very respectfully I would recommend someone signing it.
[2:19:22] What I have seen as far as record keeping over decades.
[2:19:27] If an attachment gets misplaced and doesn't
[2:19:29] have a signature from the school department
[2:19:31] it might be a good second.
[2:19:34] >> I thought that too.
[2:19:39] >> We can add a city line for the chair but it's not going
[2:19:42] to change the validity of the thing thing.
[2:19:47] >> Do we have a notary?
[2:19:52] Obviously the chair and Leanne.
[2:19:56] >> What I have seen with the agreements that have come back
[2:19:59] from the bos folks come and they've been notarized.
[2:20:03] They have been addressing it on their own .
[2:20:08] >> Does do they need a notary ?
[2:20:17] Bam I. will put a signature line from the chair
[2:20:19] and I will keep the signature line for the driver with notary.
[2:20:25] >> That makes sense.
[2:20:28] Do you need me to add that to the motion?
[2:20:31] >> Approved with the amendments as discussed.
[2:20:37] >> Motion to approve A1
[2:20:47] with the amendments discussed.
[2:20:50] >> Second.
[2:20:51] Any other questions?
[2:20:54] Thank you for the administration and district Attorney
[2:20:56] for working on this agreement.
[2:20:58] It's great progress which is exciting.
[2:21:00] Any other discussion?
[2:21:04] Okay.
[2:21:05] All those in favor.
[2:21:08] Moving on to the next one.
[2:21:13] >> I make a motion to approve A2 .
[2:21:26] Of exhibit one did not have the title.
[2:21:31] Are we missing the title on this?
[2:21:33] >> The ones we put forward title?
[2:21:48] >> I am Bridget.
[2:21:50] We should move forward.
[2:21:53] Secure the funding last week so the title is in process.
[2:21:57] It is insured currently and registered.
[2:22:02] Yes.
[2:22:04] I believe it's in use, yeah.
[2:22:07] >> We don't have the title to this bus and we are using it
[2:22:09] with kids on it?
[2:22:11] >> It's insured.
[2:22:13] >> It's registered and insured.
[2:22:15] >> I understand.
[2:22:17] How does our insurance company not know if we own a.
[2:22:24] If there was an accident or something happened.
[2:22:27] >> You get insurance before you get a title.
[2:22:33] >> I can tell you it must be insured to us
[2:22:37] because that's the reason we can do this process because it
[2:22:40] can't be insured to the driver alone.
[2:22:43] >> Insuring it without the title transferred.
[2:22:46] Okay .
[2:22:49] >> I know it is insured to us.
[2:22:52] >> I will attach the title.
[2:22:56] >> It was in the last school committee meeting you guys
[2:22:58] approved the financing.
[2:23:00] One bus needed financing and the other one didn't.
[2:23:05] >> Is there a negative impact on students if that is the case?
[2:23:12] >> Obviously not because they are using the bus right now.
[2:23:17] >> I'm just saying.
[2:23:19] >> That's the common sense answer.
[2:23:21] >> I get worried when we don't have the proper attachments.
[2:23:25] >> I agree.
[2:23:27] I would like to see it.
[2:23:28] >> As long as there's no negative repercussions
[2:23:31] for students.
[2:23:32] >> Can we table this until the next meeting?
[2:23:36] Do we need to make a motion to do that?
[2:23:40] >> You can make a motion to table but I'm going to make
[2:23:42] the changes we talked about so when you get the next draft.
[2:23:47] >> I'm going to make a motion that the new contract.
[2:23:52] To table to the meeting on October 6, 20206.
[2:24:00] >> As a point of clarification, that's how we'd like to move
[2:24:04] forward all the time.
[2:24:05] Waiting for all the documents until we move forward.
[2:24:08] >> A quick question on the motion.
[2:24:12] I don't know how fast titles appear
[2:24:14] in the state of Rhode Island.
[2:24:16] We want to save that date.
[2:24:18] >> Get rid of the date.
[2:24:21] >> I'm going to make a motion to approve the new bus contract.
[2:24:28] To table the new bus contract.
[2:24:32] >> All those in favor please say I.
[2:24:39] >> Thank you come on Bridget.
[2:24:45] >> Making a motion to discuss.
[2:24:48] Minutes approval.
[2:24:53] >> Do we have a second?
[2:24:55] >> Second.
[2:24:57] >> I sent out an email this afternoon and I apologize
[2:25:00] for the lateness of the email.
[2:25:02] It just came to my attention.
[2:25:03] As I understand it we are still having significant issues
[2:25:07] with the new software and I don't
[2:25:10] want to say my understanding is when we input the information it
[2:25:16] looks one way and we try to print it out and get it to you
[2:25:19] folks it looks completely different.
[2:25:21] It changes the formatting and some other things.
[2:25:26] I was asked how to handle it today.
[2:25:29] We've got a certain amount of days to get these approved.
[2:25:34] What the statute does allow for is this body
[2:25:38] could extend the time.
[2:25:40] And publicly state the reason.
[2:25:41] My suggestion and I haven't gone through double --
[2:25:47] I got the call and it was universally accepted that.
[2:25:55] The vote that it's extended to the sixth.
[2:25:58] The reason being they are not accurate.
[2:26:00] They are not readable.
[2:26:02] I spoke with the clerk as I was walking in today.
[2:26:06] Tomorrow or Thursday meeting with the Granicus people
[2:26:12] to talk about the inputting and the format.
[2:26:19] One of these we already did once.
[2:26:21] >> Would we make a whole new one?
[2:26:24] >> I would make a motion to postpone both of these until
[2:26:30] the October 6th meeting and clearly state the reason being
[2:26:34] is they are simply not accurate and we are having technical
[2:26:37] difficulties getting them correct.
[2:26:39] I think that's accurate.
[2:26:40] >> Do what we did before.
[2:26:42] Make it to the eighth so if we approve it.
[2:26:45] >> I don't want to lose track of this at all.
[2:26:47] I'm very concerned about it.
[2:26:49] So much so just so you know one thing we talked about
[2:26:53] and I haven't talked to anybody on the committee
[2:26:55] about but to get these published,
[2:26:57] it might even be depending on what we hear from Granicus
[2:27:01] my suggestion might be to do it through a google doc
[2:27:05] or something.
[2:27:06] We can get the minutes readable, correct, approved, posted.
[2:27:10] If we have to back them into Granicus at a different date.
[2:27:14] The longer this goes out with all this stuff
[2:27:16] I'm afraid we're going to miss something.
[2:27:18] I prefer we put it to that date and make a location --
[2:27:22] A. Notation.
[2:27:25] >> If we say the sixth.
[2:27:30] >> I rather not we keep continuing this.
[2:27:33] My thought and I defer to you folks
[2:27:35] because I'm not the Granicus person.
[2:27:37] If we get information this week that
[2:27:39] leads us to believe the situation
[2:27:41] is not going to be resolved immediately then
[2:27:43] I would do it the old school way.
[2:27:45] G et a hard copy to you guys come and get them
[2:27:48] posted and let's deal with the Granicus piece afterwards.
[2:27:52] >> Old school copies?
[2:27:55] >> Word perfect.
[2:27:58] Of.
[2:27:59] >> It's formatted.
[2:28:01] You have the minutes.
[2:28:03] What's happening is, share that Jen Turner did some research
[2:28:09] looking into this.
[2:28:10] There are problems with the coding.
[2:28:13] It does something with the coding.
[2:28:15] It's out of our control.
[2:28:21] >> Is it the sixth or the seventh?
[2:28:27] >> My recommendation would be the next day.
[2:28:32] >> I'm going to withdraw my motion and make a new motion .
[2:28:43] I'm going to make a motion to extend the time for the filing
[2:28:47] of the minutes of the school Committee minutes from
[2:28:50] the August 18th and September 8th meetings until October 7th
[2:28:57] to allow the issues we are having .
[2:29:02] >> That sounds accurate to me.
[2:29:06] >> Any discussion?
[2:29:08] I want to thank Jen for trying to work through the new system.
[2:29:11] O ptimistic that they will be able to figure it out and it
[2:29:14] will hopefully result in better --
[2:29:18] unfortunately we are having technical difficulties .
[2:29:30] >> Any other comments on the minutes ?
[2:29:36] We will call the question.
[2:29:37] All those in favor.
[2:29:41] It brings us to the end of the consent agenda.
[2:29:44] Next item is financial reports.
[2:29:46] C an I get a motion ?
[2:29:53] Any questions regarding the report presented ?
[2:29:59] >> My first question is on the bank statements.
[2:30:02] When will we -- the microphone won't pick you up .
[2:30:12] >> These are from June.
[2:30:13] When will we see the next update for the next statements?
[2:30:17] >> July is done.
[2:30:22] What I wanted to provide, I didn't
[2:30:24] want it to get so muddied because I was providing
[2:30:26] so many bank statements.
[2:30:29] I know throughout last year they were
[2:30:31] coming in different formats.
[2:30:33] I wanted you to have the clean full set for the year.
[2:30:37] July and August are both done .
[2:30:44] I usually do the financial reports
[2:30:45] at the second meeting of the month.
[2:30:50] I can put both of them up there.
[2:30:51] Usually you'll get one month behind.
[2:30:54] I will try to do them.
[2:30:57] I will try to not get two months out.
[2:31:00] They are done and they are ready.
[2:31:02] I didn't want it to get too crazy with 15 attachments .
[2:31:08] >> I have some questions on the budget .
[2:31:16] The expenses are, I took this and I looked at the projection
[2:31:22] from the last one we got was May and there was a $600,000
[2:31:30] difference.
[2:31:30] Where does that swing come from?
[2:31:33] >> It's the same thing we've talked about a million times.
[2:31:37] It's the release of all the encumbrances.
[2:31:39] We are doing things very differently in the new system .
[2:31:43] Because this is a problem.
[2:31:46] It's something that we have talked about.
[2:31:48] All those encumbrances get released
[2:31:50] and we have that big swing.
[2:31:53] Every year I have started to close out encumbrances sooner.
[2:31:58] My first year we closed them out at the end of May
[2:32:00] and then the beginning of May.
[2:32:02] This year they were cut off at the end of April
[2:32:04] so we can try and get a better handle on it.
[2:32:09] And all the principals and clerks
[2:32:11] have been made aware of this fear
[2:32:12] we are going to change in the new system
[2:32:14] how the encumbrances are done so we don't have this problem
[2:32:16] and we have a clearer picture any
[2:32:19] timeline it's going to be more accurate month to month.
[2:32:21] That is the hope with the new system.
[2:32:23] There is a habit here of encumbering everything early on.
[2:32:27] Once it's encumbered and accounted for it's
[2:32:29] really, really hard to tell without going
[2:32:32] through every single requisition every single day.
[2:32:36] Is this accurate?
[2:32:37] Has this come in?
[2:32:38] I do the best that I can.
[2:32:40] To go through and look at what's been paid to date.
[2:32:43] Because that might show it's encumbered
[2:32:45] but payments are only for February
[2:32:47] and we might be in May because we haven't gotten a bill.
[2:32:51] There was always that big swing because of that.
[2:32:54] That release come out it instantly changes everything.
[2:32:58] I know that's not a perfect answer.
[2:33:00] >> To let you better manage it?
[2:33:03] >> Not only better manage it.
[2:33:06] It's how we're going to be doing requisitions and purchase
[2:33:09] orders.
[2:33:10] Not doing these full encumbrances.
[2:33:12] Requisitions are going to be going in individually
[2:33:14] as they are needed one by one.
[2:33:19] >> I have to put in a purchase order any time.
[2:33:24] I can't do a $300,000 encumbrance.
[2:33:27] >> What happens right now in our current system,
[2:33:29] to give you an example.
[2:33:31] Some things we will.
[2:33:33] We have a contract we will do the whole thing.
[2:33:36] There is an anticipated amount we have to have
[2:33:37] and we want to make sure we have that money set aside.
[2:33:40] But we don't need to do that for Amazon or W.B. Mason.
[2:33:44] Right now that's what's happening is that let's just say
[2:33:47] a school has a certain budget for supplies and they are like
[2:33:51] okay come I'm going to create a purchase order and encumber
[2:33:54] $20,000 at the start of the year for Amazon.
[2:33:57] They may only use four of that.
[2:33:59] B ut when I employ my numbers and what's showing
[2:34:01] in the financial software is $20,000 is used and I don't have
[2:34:05] any way of knowing is there a reason without having to sit
[2:34:08] and talk to them every time and say what is your plan?
[2:34:11] What are you ordering?
[2:34:12] This is what you gave me at budget time.
[2:34:15] Is it still accurate?
[2:34:16] Is it being ordered at different points of the year?
[2:34:19] That's going to go away.
[2:34:20] We are not doing that.
[2:34:23] >> And that was effective July July 1?
[2:34:26] >> Yes.
[2:34:26] Even though we are still using munis right now
[2:34:29] we are not having anybody put encumbering orders
[2:34:32] for anything entered in munis right now is a one to one order.
[2:34:37] >> In the report you gave us through the end of the fiscal
[2:34:42] year, it is still showing things that are encumbered.
[2:34:45] Can you explain why?
[2:34:47] >> Payroll and benefits, I show them as encumbered because they
[2:34:54] are accrued back.
[2:34:55] They show differently in the system when we run reports.
[2:34:59] They actually happen in July and August.
[2:35:01] They are things that get paid out in July and August
[2:35:05] but the prior year.
[2:35:07] So I show them as an encumbrance so we can recognize those.
[2:35:11] They are not encumbered.
[2:35:12] They have been paid.
[2:35:13] They are done.
[2:35:14] It's because they are in approval so that's the payroll
[2:35:17] and then we have lingering tuitions
[2:35:20] for some of our students in student services
[2:35:24] that are in out placements.
[2:35:27] We are waiting on our DCYF bill that we haven't received.
[2:35:31] We are waiting on bills from ride
[2:35:33] for some of our transportation.
[2:35:35] Those are the bulk of what's encumbered
[2:35:36] but I think from the time I ran that report until now I think we
[2:35:41] only have four invoices left.
[2:35:45] Speak of how long does that go on for.
[2:35:47] We have a short threshold.
[2:35:52] If it's not here by this date, the next fiscal year.
[2:35:56] What is our date threshold?
[2:35:58] >> For us, our cutoff that I use,
[2:36:01] I cannot speak for what was done before because I think we did it
[2:36:03] a little differently come September 15th.
[2:36:06] That's when I pull my trial balances.
[2:36:08] I'm doing the audit.
[2:36:11] Anything past -- honestly I try to go for September 1.
[2:36:17] August 30 is my cut off.
[2:36:18] We do historically have tuitions and things that kind of linger.
[2:36:23] That's pretty normal for the audit process
[2:36:26] to go through out the summer but then
[2:36:27] once I pull my trial balances and start my audit
[2:36:30] kind of anything that isn't there gets closed out
[2:36:32] and rolled over to next year.
[2:36:36] >> We are seeing this today but this is from 9/1.
[2:36:41] >> Correct .
[2:36:45] >> Questions regarding the financial report .
[2:36:52] Hearing none we will move on.
[2:36:55] Thank you, Leslie.
[2:36:57] Moving on to the advisory reports.
[2:37:02] >> Can I ask a, the items that impact.
[2:37:08] >> Which ones ?
[2:37:12] >> Credit card fees?
[2:37:14] >> Credit card processing .
[2:37:22] In case there's any questions regarding coverage.
[2:37:27] >> Make a motion to move up unfinished business credit card
[2:37:31] processing fees and update.
[2:37:37] And new business.
[2:37:40] >> Second.
[2:37:41] >> All those in favor.
[2:37:44] Can I get a motion for the credit card fee.
[2:37:48] Make a motion to discuss the credit
[2:37:52] card processing fees update.
[2:37:54] >> Second.
[2:37:58] >> Questions from the committee.
[2:38:03] >> I wondered if there was a timeline.
[2:38:10] >> Why are you sitting back there ?
[2:38:19] >> The timeline is dependent on me.
[2:38:23] In order for me to be able to accurately do this,
[2:38:27] we might have mentioned this.
[2:38:30] Numbers are coming from a system that I did not have access
[2:38:32] to so I had to get access to be able to go in
[2:38:35] to pull all the financial information so I could
[2:38:38] accurately go through and review it and come up
[2:38:40] with solid numbers.
[2:38:42] I do have access to that now.
[2:38:45] It's a system I'm unfamiliar with so I am
[2:38:48] working to pull all that data.
[2:38:50] I would like to have something no later than the next school
[2:38:53] committing.
[2:38:54] That's my goal.
[2:38:56] Obviously if I can get it done sooner, I will.
[2:38:59] It happens that our next meeting coincides
[2:39:01] with the go live of our software so I'm
[2:39:04] going to do my best friend that's what I'm aiming for.
[2:39:09] >> On the October 6th agenda.
[2:39:15] The longer this goes on for our families come the longer
[2:39:18] it is an inconvenience for them.
[2:39:22] October 7?
[2:39:26] >> Students could be accruing debt that they will never
[2:39:31] recover.
[2:39:32] >> The situation is we have to negotiate a contract so we are
[2:39:35] waiting for these numbers to figure out a baseline to do
[2:39:38] the negotiation.
[2:39:39] Partly it depends on once we get the numbers
[2:39:41] we're working with Andrew's office
[2:39:43] having an attorney go back and forth between the person
[2:39:46] over there who seemed very receptive to making
[2:39:49] some kind of arrangement.
[2:39:51] It would be ideal if we could have the numbers in time
[2:39:53] to negotiate this contract.
[2:39:57] Depending on the response time of the other company kamala what
[2:40:00] is required on their end for approval so
[2:40:02] we can get something as quickly as possible for our contract.
[2:40:05] >> Are you hoping to have the negotiated contract?
[2:40:10] >> I would like to get my information to them.
[2:40:14] So we can record it.
[2:40:16] Whether it's possible with what they are doing.
[2:40:18] >> It depends on the response time for the company.
[2:40:23] >> If I could be so bold I don't think it's going to be super
[2:40:26] long on their end.
[2:40:28] It is the remedy if you will that I
[2:40:30] think most of the districts are doing and most of the vendors
[2:40:34] are doing.
[2:40:35] We are not talking about reinventing the wheel.
[2:40:38] Once you arrive at the numbers I think the agreement.
[2:40:44] >> It's in their interest to move quickly.
[2:40:49] >> Right.
[2:40:51] >> Other questions from the committee?
[2:40:56] >> I can't remember the last communication that went out
[2:41:00] to families was about this.
[2:41:01] Maybe giving some sort of update but the district
[2:41:04] is working on the issue and we do not expect a resolution
[2:41:07] until I would say probably for families
[2:41:10] at the end of October earliest.
[2:41:12] I am thinking about when families are putting money
[2:41:14] on their children's accounts come
[2:41:16] on thinking about how much to put on some of those things come
[2:41:19] a trying to give them some sense of no promises
[2:41:21] but some update perhaps.
[2:41:24] >> It's correct.
[2:41:26] If they put money on the account it's
[2:41:27] not like it's going to go away.
[2:41:29] It's being attached to their normal account.
[2:41:32] Somebody's putting extra money.
[2:41:33] I t's still going to be the same.
[2:41:36] >> How you are doing it.
[2:41:37] You are sitting on a cash or a check.
[2:41:40] >> If you thought it was going to end next week you might not
[2:41:43] take the time to do the check but if it was going to be
[2:41:46] a month and a half you might do a couple hundred dollars.
[2:41:50] Families have a sense of the timeline.
[2:41:52] >> Other questions.
[2:41:57] >> Hearing none, we'll move on.
[2:42:00] W e'll go to the next item .
[2:42:07] New business substitute.
[2:42:11] >> Substitute coverage.
[2:42:17] I asked for this to be added because the subject has come up
[2:42:20] during the last two budget cycles.
[2:42:22] Talked about whether there was a cost benefit versus short term
[2:42:27] coverage by utilizing teachers third I wanted to put this up
[2:42:30] in advance of the budget cycle and ask for it to be provided .
[2:42:42] We can plan accordingly and have the conversation.
[2:42:46] >> Questions from the committee ?
[2:42:51] >> Questions on what she's asking for ?
[2:42:56] >> I believe I have a good understanding because we have
[2:42:59] talked about it before.
[2:43:01] I think this is going to be something that's
[2:43:03] going to have to be done in tandem with whoever comes
[2:43:06] in in the human resource position
[2:43:09] since that person really does own the majority of the contract
[2:43:12] and what we do when it comes to the substitutes.
[2:43:16] From a financial perspective I think
[2:43:17] I have a good understanding of where
[2:43:19] we're looking to find some savings and maybe different ways
[2:43:23] to manage our substitutes.
[2:43:25] From that piece, the financial piece,
[2:43:27] I think I'm understanding but I think
[2:43:29] it's going to be something that needs to be done
[2:43:31] with this new person coming in.
[2:43:34] >> What you're looking for how many you want us to analyze what
[2:43:38] we are paying right now for our building day-to-day sub teacher
[2:43:46] and TA and what the cost is versus just a person that comes
[2:43:51] in each day.
[2:43:55] >> More the teacher sub coverage we are paying.
[2:43:59] Versus would it be cheaper to have a building sub?
[2:44:05] >> Every building has --
[2:44:10] >> To utilize.
[2:44:12] If you look at the teacher sub coverage costs it's very high .
[2:44:19] Is there a way to bring that number down?
[2:44:22] >> You mean like us hiring.
[2:44:26] Hiring a person who works for us.
[2:44:29] >> Some way to manage by bringing in substitutes .
[2:44:38] Some way to bring our substitute --
[2:44:41] we have determined it's not cost effective to bring in substitute
[2:44:46] hiring inside.
[2:44:47] We've established that.
[2:44:49] Look at it the next way.
[2:44:50] What are other ways for us to bring the sub costs down?
[2:44:55] It's high compared to other districts.
[2:44:57] Looking at what we are using the subs for, how we are using them.
[2:45:03] What are the ways we could potentially offset that?
[2:45:07] >> I think it's not financial.
[2:45:10] The sub is coming in and out.
[2:45:12] You're not getting consistency with the kids in the classroom.
[2:45:19] I don't think the substitute teachers have as much
[2:45:22] as if we are in a building sub.
[2:45:25] They would have more stake in the game
[2:45:27] if they would know the kids or if they were
[2:45:29] covering different classes.
[2:45:32] I feel like I would like to look not just financially
[2:45:35] but is this going to help educate our kids better
[2:45:37] if there is someone in the building all the time?
[2:45:41] >> I want to make it clear we do that already.
[2:45:45] Every building has a building teacher
[2:45:49] sub that is there every single day for the entire year
[2:45:53] and we choose who that person is and we hire them.
[2:45:56] We are doing that right now.
[2:45:58] I think the analysis that you're looking
[2:46:00] for is not using ESS to hire that person but the employee
[2:46:08] and possibly.
[2:46:11] >> Maybe we need two building subs.
[2:46:13] Those types of questions.
[2:46:15] >> Some buildings we do.
[2:46:18] >> That's what I thought she was originally asking.
[2:46:21] I misunderstood.
[2:46:23] >> I want to make sure we understand.
[2:46:26] >> To pay them ourselves.
[2:46:28] I'm asking how we are Colonel I using it
[2:46:34] and how to utilize it differently.
[2:46:37] >> If there is a building sub assigned to a building and that
[2:46:41] building doesn't need them, can they go to another building?
[2:46:45] >> There's always a need.
[2:46:48] There's always someone out and if someone's not out there put
[2:46:52] to good use in that building to cover
[2:46:55] something within the classroom.
[2:47:00] >> Would it make more sense because I think Jen
[2:47:05] you're trying to be proactive for discussions knowing that
[2:47:08] it's a complex thing.
[2:47:11] Isn't something that should go to the budget
[2:47:13] and the advisory committee?
[2:47:15] When you are able to start looking at it.
[2:47:17] It seems like it's more of a question of what
[2:47:20] is causing us to have higher sub rates than other districts
[2:47:24] and what are some options trying to reduce the cost
[2:47:27] and give better service to students.
[2:47:31] Right, that's the goal?
[2:47:34] >> Would it be easier to present it to budget and finance?
[2:47:38] >> It definitely needs to come back here.
[2:47:41] There could be a lot of discussion about the how.
[2:47:45] The data was the first part of that.
[2:47:51] Your thoughts on that?
[2:47:53] >> I think it would make sense to put this together and go
[2:47:57] to budget and finance so we can have the discussion
[2:48:00] and strategize .
[2:48:04] And then from there have the recommendation .
[2:48:10] >> Do you agree?
[2:48:12] >> Yeah.
[2:48:14] >> To me that's the purpose of the Finance Budget advisory
[2:48:18] Committee and we should be doing more of that.
[2:48:22] >> Other questions or comments from the committee regarding
[2:48:25] information we would be interested in seeing?
[2:48:28] >> We won't have that data.
[2:48:31] >> I know.
[2:48:33] I have this laundry list.
[2:48:37] I have a separate Word document.
[2:48:39] >> Anything else on this item ?
[2:48:48] Thank you.
[2:48:50] Going back up.
[2:48:54] >> I will make a motion to move up.
[2:48:59] Unfinished business 7B
[2:49:08] .
[2:49:08] >> The motion to move the item.
[2:49:10] A ll those in favor of moving the item.
[2:49:13] All those in favor.
[2:49:17] Can I get a motion.
[2:49:20] >> Motion to discuss unfinished business facilities
[2:49:23] accessibility and inclusion update.
[2:49:28] >> We have a memo.
[2:49:31] Questions regarding the information provided.
[2:49:37] Bam.
[2:49:39] >> I want to thank Bridget.
[2:49:41] Very thorough and complete for the level
[2:49:43] of detail and attention that was provided.
[2:49:46] Thank you.
[2:49:48] I had a question about the timeline for recommendations
[2:49:51] but I saw in Ken's goals he has December of 20206
[2:49:54] so I'm assuming that's the answer to that.
[2:49:59] To touch on the question raised in citizens comments
[2:50:02] about the survey and how that's going to be distributed,
[2:50:05] I do think that having it go out generally
[2:50:10] versus to the specific people.
[2:50:14] >> The survey will go to everyone.
[2:50:21] Making the recommendation for the focus group .
[2:50:28] To have the focus group being open.
[2:50:31] >> To clarify in the memo the focus group is a group
[2:50:34] of special educator staff.
[2:50:37] That's the intent.
[2:50:40] Correct.
[2:50:40] The survey will be going out for everybody
[2:50:42] to have public comment.
[2:50:45] >> With the citizens comment was, there will be a wide net.
[2:50:51] >> That's what I had read come it was going to be discussion
[2:50:54] with the building people which we all agree is critical.
[2:50:58] >> Bridget has started doing one on one interviews.
[2:51:03] Meaning with a representative in each building
[2:51:06] come especially a teacher to talk through.
[2:51:11] >> Also to address the other thing around the accessibility
[2:51:14] at graduation.
[2:51:15] We've had this conversation.
[2:51:16] Can you speak to that?
[2:51:18] >> I will go back and find the emails where we asked to have it
[2:51:23] and we were told we couldn't.
[2:51:27] >> I do not understand why we are being told no when we are
[2:51:33] able to provide a.
[2:51:34] We should be providing a.
[2:51:36] People should not have to ask for an accommodation.
[2:51:41] It is still being held in the same building.
[2:51:45] I don't understand why it is physically possible to do it.
[2:51:52] Speak oh do you know.
[2:51:56] >> We bring in a lot of money to external companies to do it.
[2:52:03] >> That's probably it.
[2:52:06] >> We are told they can't and that's why they can't.
[2:52:11] >> It is something we should look into now.
[2:52:14] So we can see at the very least what the cost is .
[2:52:21] >> That's for the really big graduations.
[2:52:25] You could get an ASL interpreter.
[2:52:29] Someone signing.
[2:52:31] >> Asking people to self declare that they need an accommodation.
[2:52:37] >> But we also told people.
[2:52:40] What we do is we ask, does anyone need.
[2:52:43] So we know what the accommodations may be.
[2:52:46] We don't know.
[2:52:49] That's why we ask.
[2:52:50] And we told everyone if they pull up
[2:52:56] what we are recording through our YouTube, the closed closed
[2:52:59] captioning.
[2:53:00] That was our way of being able to provide.
[2:53:05] >> To that point, the one thing that I did want to point out is
[2:53:10] that in the audit, in the memo it says in several cases
[2:53:13] the physical environment is generally accessible but it can
[2:53:16] be a small barrier if someone can't actually use it
[2:53:19] on their own, it's not actually accessible .
[2:53:26] Generally accessible with a small barrier is not accessible.
[2:53:31] I just want to make sure that our mind-set is if you cannot
[2:53:35] use it on your own, it's not accessible.
[2:53:40] >> Other questions or comments?
[2:53:42] >> This is very -- it's the start of what we are putting
[2:53:48] together.
[2:53:50] Adding to this more specifically.
[2:53:53] >> I am very impressed with this but saying if you need somebody
[2:53:58] to push you over the bump, it's not accessible.
[2:54:01] >> Another good point.
[2:54:03] What if someone got injured or has an accident.
[2:54:06] You know what I mean.
[2:54:08] Something that might all of a sudden happen.
[2:54:15] It doesn't have to just be the population that's
[2:54:18] there right now.
[2:54:19] >> Bridget, great job on this.
[2:54:22] One question I have.
[2:54:23] I totally understand the concept this is for long term planning.
[2:54:27] Being proactive.
[2:54:28] There are some things that are possibly dangerous.
[2:54:32] What are we doing as far as if we identify something that
[2:54:35] really needs immediate need.
[2:54:38] >> Right now we are addressing the short term quick fixes that
[2:54:42] we have the budget for that we can identify budget funds for.
[2:54:45] A nything that is certainly dangerous that would require
[2:54:48] more budget we will bring forward that cannot wait.
[2:54:52] >> I assume that was the answer but I wanted to clarify.
[2:54:55] >> Some of the work has already started.
[2:54:58] >> Any other questions or comments regarding this?
[2:55:01] >> Separate sort of from this.
[2:55:06] Under the student voice leadership and inclusive student
[2:55:10] organizations , when we discussed it.
[2:55:19] How are we putting a club in.
[2:55:21] That should have been the priority.
[2:55:25] >> I sent a message to all the principals.
[2:55:29] >> My daughters go to DMS.
[2:55:31] I know we have a lot of leadership and good stuff at DMS
[2:55:34] but they asked the students to be part of it.
[2:55:36] I feel like a student council should be
[2:55:39] something any student can do.
[2:55:43] >> I was told there was one at that building.
[2:55:45] Maybe it didn't start this school year.
[2:55:48] >> So it's new this year ?
[2:55:54] How is it getting implemented?
[2:55:57] Middle school is much different than high school.
[2:56:00] We do have after school clubs.
[2:56:04] But parents have to log you in.
[2:56:06] J ust curious on how that was going to be executed.
[2:56:14] >> Can you ask that question again.
[2:56:16] >> I'm asking how you're going to execute the GSA.
[2:56:21] >> What we are doing.
[2:56:23] This came out of a request from students from last year.
[2:56:28] Students that came here for a meeting.
[2:56:30] Concerns were raised.
[2:56:33] Myself and high school administration,
[2:56:34] high school administration.
[2:56:37] They said they had concerns about supports for them
[2:56:41] for their population .
[2:56:45] Decided at that point we would put a GSA in place.
[2:56:50] We met with the principals .
[2:56:55] Lydia is helping us with that.
[2:56:57] We don't have advisors yet.
[2:56:59] We are looking for advisors.
[2:57:05] Appropriate for a middle school level.
[2:57:09] It's in the process.
[2:57:09] We don't have it yet.
[2:57:11] It's something we are working on.
[2:57:15] Advisors in each middle school to help support that.
[2:57:19] Working them about putting information together.
[2:57:23] For the purpose of the club.
[2:57:26] To send it out to families and students.
[2:57:31] >> Will it be a year long club?
[2:57:34] >> That would be my expectation.
[2:57:36] >> Right now there is no year round clubs in either
[2:57:40] of the middle schools.
[2:57:41] It's a whole separate thing.
[2:57:43] I think we should have clubs.
[2:57:46] Not just one club.
[2:57:48] I feel like --
[2:57:51] >> A bigger project of what we are doing of what's offered
[2:57:53] at each school.
[2:57:57] >> Obviously I would think funding is attached to it.
[2:58:03] Funding.
[2:58:04] >> The funding piece would be what we do for any other club
[2:58:11] that would need support at the middle school level.
[2:58:14] >> I wanted to say a couple of things.
[2:58:16] There's positive things.
[2:58:18] I also think you have to think about community
[2:58:22] or parental backlash who might not agree with it.
[2:58:24] In the middle school increased polarization.
[2:58:28] The middle school is very different than the high school.
[2:58:31] I feel like you want to make sure you are not making this
[2:58:36] kid's not part of everything .
[2:58:39] We need trained facility advisors.
[2:58:42] Who are able to do it.
[2:58:43] Not just have a teacher volunteer.
[2:58:46] Difference in some of the other clubs.
[2:58:50] Middle school is a little more intense than high school.
[2:58:55] >> Questions regarding the accessibility?
[2:58:58] >> One other thing.
[2:59:00] I like all this stuff.
[2:59:01] But looking at equity between the two schools.
[2:59:06] When one of those students came in one thing
[2:59:07] I heard was they were saying they went to Wickford
[2:59:10] and it made me realize is it because Wickford doesn't
[2:59:13] have teams?
[2:59:14] Do they do a better job making kids feel more included?
[2:59:20] My kids go to DMS and I feel like teams do that.
[2:59:23] It doesn't matter.
[2:59:24] You don't have to play a sport to feel part of something.
[2:59:27] Something we should figure out how to do that at Wickford
[2:59:29] in a smaller version.
[2:59:32] >> One school has teams.
[2:59:35] One doesn't.
[2:59:35] A lot of that tells people.
[2:59:37] The new school.
[2:59:41] Schedule, number of staff, students,
[2:59:43] being a smaller school.
[2:59:46] How you can have a team model.
[2:59:52] >> Sometimes that creates more inclusion.
[2:59:54] We talk about equity a lot but no one talks
[2:59:57] about the equity especially between Wickford and Davis
[3:00:00] school.
[3:00:01] They have good stuff.
[3:00:02] They don't have all the same stuff.
[3:00:04] The same thing I do think it is harder
[3:00:06] if you're not on a team because you don't feel as part
[3:00:10] of a community if you're not playing sports
[3:00:12] or on math club or something.
[3:00:16] Have something to connect to it.
[3:00:18] >> If you don't have a team model, what are those things.
[3:00:28] Culture to help build it .
[3:00:35] >> We don't talk about it as much as we should.
[3:00:38] >> Any other things on disability or inclusion.
[3:00:42] Accessibility or inclusion.
[3:00:43] I think it's great we're doing focus groups talking
[3:00:46] to educators.
[3:00:49] Thinking about students and how we can get their voice.
[3:00:54] They are experiencing it every day.
[3:00:57] Thinking about how we can get directly
[3:00:59] to students afraid sometimes parents and supporters
[3:01:01] might think they know what these students day-to-day experience
[3:01:04] is but students might be able to advocate for themselves.
[3:01:08] Something to think about.
[3:01:12] >> When we talk to teachers.
[3:01:15] Especially high school we are hearing.
[3:01:20] >> Something to think about.
[3:01:22] How educators can get direct.
[3:01:26] >> Peer partners.
[3:01:28] >> Some of the dash co -- it's coming from students.
[3:01:39] It's coming forward.
[3:01:42] >> Some of the inclusivity things can be received from
[3:01:45] the data when we get these survey works.
[3:01:48] That's a data point we'll be looking at.
[3:01:51] >> Thank you.
[3:01:51] Any other questions regarding this?
[3:01:53] Hearing none we will move on.
[3:01:56] Any other Bridget items ?
[3:02:06] No new business.
[3:02:09] In order of staff.
[3:02:15] >> We will go back up to the advisory reports.
[3:02:21] >> Policy advisory Committee had its first meeting on September
[3:02:25] 14.
[3:02:25] We discussed -- continued discussions conduct policy not
[3:02:29] updated since 2012 last school year since the superintendent
[3:02:32] had asked to be on the advisory Committee for the ethics
[3:02:35] perspective based on concerns raised in the equity audit
[3:02:38] and proportionate and biased discipline the Policy advisory
[3:02:40] Committee that incorporated their feedback along with post
[3:02:44] changes and that was sent back to the administrative team
[3:02:47] at this last meeting a final review with revisions were made
[3:02:49] and the committee voted to advance the policy of the school
[3:02:51] board from their approval.
[3:02:53] Also on the agenda for that meeting was the payment policy
[3:02:56] and it was decided to hold off reviewing that
[3:02:58] until the issue with credit card processing fees
[3:03:00] has been resolved.
[3:03:01] We touched briefly on this with ad prevention policy.
[3:03:04] Requested mental health staff to review the current draft.
[3:03:08] This policy.
[3:03:11] We need to make sure it's done.
[3:03:13] N ext meeting scheduled for October 20.
[3:03:16] >> Any questions ?
[3:03:22] Hearing none come on next item.
[3:03:24] I believe we are at unfinished business.
[3:03:33] >> Make a motion to discuss.
[3:03:36] >> The attachments .
[3:03:42] >> Are there any questions ?
[3:03:46] I updated what I presented in June.
[3:03:51] We are waiting for data.
[3:03:53] We should be getting soon.
[3:03:59] When we get the assessment we'll bring it to the committee.
[3:04:06] Any questions around goal two, three, four.
[3:04:10] >> With the updates that you provided on goal two.
[3:04:15] You had, the goal had been for advisory groups and community.
[3:04:22] Elevating student and families voices.
[3:04:25] You listed as meeting that goal.
[3:04:27] I don't think actually.
[3:04:29] You have an ice cream social.
[3:04:32] Something else in there.
[3:04:34] They weren't I don't think really --
[3:04:41] >> That was PTO doing it or school was going to do that?
[3:04:47] >> In partnership.
[3:04:49] What they were putting in place for families.
[3:04:57] >> I don't think that goal was met.
[3:05:01] We did have the safety forum which was great
[3:05:04] but I don't feel there were advisory groups or other forums
[3:05:08] that were specifically created to hear
[3:05:12] from students or families.
[3:05:14] The other thing was that the goal
[3:05:19] had been to have a school level teams review chronic absenteeism
[3:05:23] data.
[3:05:24] I think in your report you said it was done.
[3:05:27] Why was that?
[3:05:29] Speak O schedule wise, it's when it ended up getting completed.
[3:05:38] >> Goal for, action steps.
[3:05:43] One of the goals had been to have student
[3:05:45] led professional learning.
[3:05:46] Did that happen?
[3:05:48] I didn't see it.
[3:05:51] >> It happened last year.
[3:05:54] >> I'm not questioning.
[3:05:56] I just said it wasn't listed.
[3:06:01] >> Can you update that .
[3:06:06] Other questions?
[3:06:08] >> Going back to the one about the forums.
[3:06:15] >> What did we decide ?
[3:06:23] >> Search doesn't work .
[3:06:31] >> Hosting up to four advisory groups in a community forum.
[3:06:45] I will say.
[3:06:46] I don't have it in here.
[3:06:47] But last year we met with students throughout the year.
[3:06:52] I should have put that on there.
[3:06:53] It is something that we did do.
[3:07:08] >> If that is something that's important and I don't feel
[3:07:13] the mark was hit.
[3:07:15] Would you consider putting that as a continuing goal ?
[3:07:23] >> I am missing the word forum.
[3:07:30] P Pam Pam his goal under strength and family
[3:07:37] and engagement it was four advisory groups and community
[3:07:44] forums that elevate student and family.
[3:07:50] >> Are you looking at two different documents?
[3:07:53] >> I'm looking at what his goal was and his report.
[3:07:58] >> Rob and I go to the schools throughout the year.
[3:08:00] We meet with groups and talk to them
[3:08:02] and we hear what's going on.
[3:08:04] We can do that.
[3:08:07] I don't have it in my goals for this year
[3:08:09] but one thing I want to do is coffee chats every other month.
[3:08:14] Go to a different school for families to come in and just
[3:08:17] talk about what's going on .
[3:08:24] I'm going to be doing that this year.
[3:08:28] >> I am just curious.
[3:08:30] I think I understand where you're coming from.
[3:08:33] Are you making recommendations or suggestions?
[3:08:36] >> What I'm saying is that the goal had been to specifically
[3:08:40] cultivate family engagement by hosting community forums
[3:08:43] or advisory groups.
[3:08:45] The report on the goal was there were harvest festivals,
[3:08:49] ice cream socials.
[3:08:50] Those were not things specifically cultivated.
[3:08:52] Those are existing events that were attended.
[3:08:55] I'm not disputing that it's important
[3:08:57] but those are not new things.
[3:08:59] The safety forum 100% was.
[3:09:01] The other things were not.
[3:09:04] >> I'm going to be putting something together to do coffee
[3:09:07] chats with the superintendent.
[3:09:09] >> For families.
[3:09:11] But maybe something for students.
[3:09:13] >> During the year we do go to schools.
[3:09:18] It would be very similar.
[3:09:21] Talking and hearing from students.
[3:09:23] >> I think it's important about thinking about how the goals are
[3:09:29] written.
[3:09:31] It sounds like there was a very specific metric and language.
[3:09:39] Doing those things.
[3:09:44] I hear what Jen is saying.
[3:09:47] Really specific about forums or advisory committees.
[3:09:50] That did not happen.
[3:09:54] >> Sometimes we are better at looking ahead than looking back
[3:09:57] then we go to every school.
[3:09:59] Student groups.
[3:10:02] >> Student councils.
[3:10:10] >> That is something we will continue doing.
[3:10:18] I don't think --
[3:10:20] >> It's something you do and you it's something you've always
[3:10:28] done.
[3:10:30] >> Any other questions regarding the 205-206 goals?
[3:10:35] >> Now that we have two parents or guardians on the teams do you
[3:10:39] know if the schools have sent out who those parents are?
[3:10:45] I think that would be good.
[3:10:47] If a parent who is not on it could reach out to them.
[3:10:51] Curious what's going on .
[3:10:56] I don't know if all the schools announce
[3:10:58] who the two parents are.
[3:11:03] I was on it and I thought it was good parents knew
[3:11:07] because parents could see me.
[3:11:10] >> Some people might not want that.
[3:11:13] >> I thought the point would be we had interaction.
[3:11:18] >> I'm not disagreeing.
[3:11:19] I would just want to look at it a little bit more
[3:11:24] because not every parent may want that.
[3:11:29] >> They don't want to be representing all the parents.
[3:11:33] >> They might not be joining for the reason of being the person
[3:11:38] everybody goes to.
[3:11:41] >> All right .
[3:11:45] I feel like the point of them is so that other parents can feel
[3:11:49] like they know what's going on.
[3:11:52] >> Any other questions about last year's goals?
[3:11:55] We'll see this again in October after the test scores come out
[3:11:58] so we will see a revised version.
[3:12:06] Okay, we will see that later.
[3:12:09] For the 206 and 207 goals, questions from the committee ?
[3:12:30] >> We had gone through them last time.
[3:12:37] Remind me to ask questions.
[3:12:39] >> What the thing I noticed about absenteeism,
[3:12:44] you had written about where it currently stands and then that
[3:12:49] our goal was to see a 3% increase over three years.
[3:12:54] I might have missed it.
[3:12:56] This specific document is for this year.
[3:13:00] Do we have what we would hope for this year ?
[3:13:07] Versus over three years.
[3:13:08] Do you know what I mean?
[3:13:09] How will we know.
[3:13:12] >> Where we are right now?
[3:13:15] >> At the end of this year.
[3:13:17] We need to be able to take this document and say did we do it?
[3:13:20] D id we not do it.
[3:13:22] But if that's written for a three year goal.
[3:13:25] It's missing a sentence of saying
[3:13:27] this year we hope to achieve a 1% decrease
[3:13:30] or something like that.
[3:13:33] >> It would be one, one, N one for each one of em.
[3:13:41] Currently at 14%.
[3:13:52] >> When you are thinking about working out.
[3:13:57] Other questions from the committee?
[3:14:01] Let's put this back on because you were at meetings
[3:14:03] prayed you had an opportunity to chime in on the goals.
[3:14:06] If you want, no pressure.
[3:14:08] We did have a discussion at the last meeting.
[3:14:22] Pam Pam hearing no other discussion.
[3:14:26] >> I will make a motion to approve.
[3:14:30] Superintendent goals.
[3:14:38] The speaker do we have a second?
[3:14:41] Any further discussion ?
[3:14:45] Hearing none we will call the question.
[3:14:48] Thank you .
[3:14:54] We are on to be.
[3:14:55] Can I get a motion ?
[3:15:00] >> Children opportunity zone.
[3:15:05] >> Some information.
[3:15:07] Any questions?
[3:15:08] >> Last year this was 404,000 for this year it's 309,000.
[3:15:16] Services keys scaled back .
[3:15:23] Pam Pam.
[3:15:26] >> There's going to be scaling back.
[3:15:30] See how the breakdown as compensation
[3:15:33] for parents and teachers and educators educators.
[3:15:40] The family center staff and supplies.
[3:15:45] It is siphoned off in that way .
[3:15:54] >> Do we anticipate any impact on students?
[3:16:00] If yes what would that be.
[3:16:02] You don't have to answer.
[3:16:03] But if you ask what that might be so the school
[3:16:06] Committee considers if we need to fund it in a different way.
[3:16:09] Speak a 100%.
[3:16:11] I do not anticipate an impact on students
[3:16:13] with reduction in funding.
[3:16:24] if there is if it does require the committee's involvement
[3:16:29] I will bring it.
[3:16:34] >> A motion to approve.
[3:16:37] >> Any further discussion?
[3:16:40] Hearing none all those in favor please say P nine.
[3:16:46] Please say aye
[3:16:57] .
[3:16:58] >> The first round of revisions to an existing policy.
[3:17:01] This policy has not been updated since 2012.
[3:17:03] One of the priority recommendations for the equity
[3:17:05] audit was to examine current disciplinary policies
[3:17:08] and practices from an equity lens
[3:17:10] to detect biases and inconsistencies
[3:17:12] and then to eliminate or revise such policies to promote
[3:17:15] a clear fair and appropriate approach to determine
[3:17:19] consequences from behavior.
[3:17:21] Last school year assistant superintendent,
[3:17:24] the advisory Committee to review.
[3:17:28] The policy advisory Committee incorporated their feedback
[3:17:31] along with proposed changes and that was sent back.
[3:17:36] A final review with revisions remaining the policy advisory
[3:17:39] Committee to advance the policy.
[3:17:43] A lot of work has gone into reshaping the policy
[3:17:45] into a positive restorative approach to discipline.
[3:17:48] Once a final version is approved then
[3:17:51] it will need to be consistently communicated and embraced
[3:17:54] throughout the district.
[3:17:55] Handbooks will have to be updated any necessary changes
[3:17:58] made.
[3:18:00] We will see this policy one more time.
[3:18:03] >> Questions from the committee.
[3:18:05] >> I have a comment.
[3:18:08] I didn't like saying that the school Committee recognizes
[3:18:11] exclusionary discipline processes, historically
[3:18:13] and disproportionately in Charcot
[3:18:15] impacted students based on race, disability.
[3:18:18] Other protected characteristics.
[3:18:20] I don't remember --
[3:18:21] I don't agree with this.
[3:18:23] I think it's insulting to the administration.
[3:18:25] Principals come assistant principals and teachers.
[3:18:27] I feel like the whole policy is really great.
[3:18:29] I just don't think that's almost like adding like a negative.
[3:18:37] >> That went through the Tea advisory Committee .
[3:18:42] It says statistically proven fact.
[3:18:46] >> Okay.
[3:18:47] Provide the statistics.
[3:18:50] Okay.
[3:18:52] >> Leave it cited.
[3:18:55] >> Maybe.
[3:18:56] I feel like it's kind of insulting to the district.
[3:19:02] >> It's a fact.
[3:19:06] >> Questions or comments .
[3:19:18] >> Hearing no other questions.
[3:19:22] Next.
[3:19:23] Moving on .
[3:19:28] I would like to make a motion to table that.
[3:19:31] It is not listed correctly.
[3:19:33] We will table that for next time.
[3:19:36] Can I get a motion to postpone?
[3:19:39] C an I get a motion to adjourn?
[3:19:43] Speaker motion to adjourn.
[3:19:45] Speaker second.
[3:19:45] Speaker all those in favor.
[3:19:55] >> My apologies.
[3:19:58] Sorry.
[3:20:07] Can we call the vote on the correspondence ?
[3:20:14] Pam Pam motion to adjourn.
[3:20:15] >> Second.