[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:32] Good evening, South Windsor. I'd like to call the October 28th, 2025, South Windsor Board of Education,
[0:38] meeting to order. Please stand and, as Mr. Brown, at least, please believe me.
[0:42] to the United States of America and to the Republic for which it stands, one nation under God,
[0:53] and the individual, with liberty and justice for all.
[0:56] Thank you.
[1:01] Mr. Mackie, would you do roll call, please?
[1:09] Yes.
[1:09] I wish I had a list of everybody.
[1:12] Mr. Pervang.
[1:13] Mr. Manilin.
[1:15] Mr. Jimman.
[1:16] Mr. Jimman.
[1:17] Mr. Sassman.
[1:17] Mr. Sassman.
[1:18] Mr. Kimber.
[1:19] Mr. Calia.
[1:22] Mr. Markz.
[1:23] Mr. Markz.
[1:24] Mrs. Quarcee.
[1:26] And I am here.
[1:28] Thank you.
[1:29] Good job.
[1:31] Thank you.
[1:32] Ms. Sessman, would you decide to visit?
[1:35] Certainly.
[1:36] Sure.
[1:37] The South Windsor Public Schools promotes an engaging and dynamic culture of learning that prepare
[1:42] students to achieve their own individual excellence.
[1:45] With an emotionally safe environment, educators will foster students academic, social, and personal growth.
[1:53] Our students will demonstrate critical and creative thinking, self-direction, collaboration, adaptability, kindness, compassion, and civic responsibility.
[2:04] The South Windsor Public School graduate will possess a learner's mindset, exhibit resilience,
[2:11] and social consciousness, and be empowered to participate in an ever-changing global
[2:15] society.
[2:16] Thank you.
[2:19] And as a board chair, I like to take a minute to recognize some things.
[2:23] The mission same as the South Windsor Public School speaks to the future of excellence, compassion,
[2:28] civic responsibility.
[2:30] That is not only modeled by our students, but by those who lead in service of them.
[2:35] As we prepare for the upcoming election, we honor the Board of Education members who
[2:39] have faithfully carried this vision forward and whose contributions will contribute to
[2:44] the shape of our schools for years to come.
[2:47] So this evening, I'd like to take a moment to express our deep appreciation for four members
[2:51] of the Southland's Board of Education who are concluding their service to our community.
[2:55] Each has contributed in unique ways and lasting ways, and together they have shaped the
[3:02] success of our schools and students. Mr. Craig Zimmerman has served on our district for
[3:07] an extraordinary 15 years, including time as both Chairman and Secretary to the Board.
[3:14] His leadership perspective and steady hand have guided the board through many transitions
[3:19] in milestones.
[3:21] Craig's, I can call you Craig, Craig's commitment to collaboration, integrity, and
[3:26] student success has led a lasting legacy to South Windsor.
[3:31] Ms. Bessasman has given ten years of service to the Board of Education, including
[3:36] roles of Secretary, Vice Chair, and for a time, Chair, when she stepped in mid-term to ensure
[3:42] the continuity of leadership.
[3:44] Thank you, Beth.
[3:46] Best thoughtful insight, calm leadership, and dedication to students have been invaluable to the progress in the sense of our teamwork.
[3:55] Bless you.
[3:57] Ms. Calia has served four years during which time she has had been a strong advocate of advanced coursework and enrichment opportunities for our students across all grade levels.
[4:08] Her belief in academic excellence and equity has enriched our district and opened doors of opportunities for countless students.
[4:14] Thank you.
[4:17] Ms. Ken Kimber, who is a human servant one year old, but has been a remarkable year.
[4:21] She's brought enthusiasm, professionalism, and a genuine care for every meeting, and committed
[4:27] and committed that she has joined.
[4:29] Always prepared, always positive, and always respectful.
[4:32] Ken is thoughtful comments and collaborative spirit made a meaningful difference during that
[4:37] time on the Board of Education.
[4:39] To gather these four members, example five, what it means to be served selflessly and with a purpose.
[4:45] They work across the aisle regardless of political affiliation, focusing always on what is best for the students and Southland's community.
[4:53] As a team alongside the superintendent and her central office staff, they successfully completed the district's tenure plan,
[5:02] which included unprecedented achievement of building four new elementary schools on time and under budget.
[5:07] I love saying that.
[5:09] They're collectively a ship dedication and partnership
[5:11] have left an enduring mark on our schools.
[5:15] And for that, we stand our heartfelt gratitude.
[5:18] So on behalf of the Southland Board of Education,
[5:20] thank you, Craig, Beth, to Pauli and Kenna.
[5:23] For your years of service, your collaboration,
[5:26] and your unwavering commitment to the children
[5:27] of Southland's schools.
[5:38] So we've given them a plaque that they have at their desk,
[5:43] and so.
[5:51] Thank you.
[5:52] All right.
[5:54] Next.
[5:55] Approval minutes.
[5:58] Ms. Kaya.
[5:59] Move to approve the minutes of the September 30th, 2025 special meeting.
[6:03] Can I have a second?
[6:07] Any amendments?
[6:08] All in favour?
[6:10] Opposed?
[6:12] Motion carries.
[6:13] Ms. Kimber please.
[6:14] Move to approve the minutes of the September 30th, 20.
[6:19] Can I have a second?
[6:21] Any amendments?
[6:22] Any amendments?
[6:24] All in favor?
[6:25] I'm sorry.
[6:26] Opposed?
[6:27] Opps?
[6:28] Motion carries.
[6:30] Next, communications.
[6:33] Dr. Carridge, do you have any other communications for Superintendent?
[6:36] Yeah, I have one item.
[6:37] Last Wednesday, we hosted an event to promote careers in the skilled trades.
[6:42] And thank you for all the board members that were able to come that night.
[6:44] The event was a huge success.
[6:46] And I have heard incredibly positive feedback from parents and students as well as the professionals
[6:51] who were there representing their trades. Some of those partners included local business owners
[6:56] who employ licensed workers in the trades. We also had representation from the unions, including
[7:02] operating engineers local 478, who brought a trailer with a simulator for operating cranes,
[7:08] a hands-on experience, which many students participated that evening.
[7:13] Pratt and Whitney, CCSU, Lincoln Tech, as an Untuck Community College,
[7:17] goodwood university as well as the technical high school system were also represented.
[7:23] Partners who helped to deliver our four new elementary schools on time and under budget were there.
[7:30] Including Gilbain, Collears, and the Carpetor's Union. We had nonprofits such as trades up, and the Greater
[7:36] Hartford Trade Scholarship Foundation present. Our culinary students did not stand in job with
[7:42] the refreshments. As many of you know, I have been passionate about promoting the trades throughout
[7:47] my entire career as an educator, and it was extremely gratifying to see such a robust response
[7:53] to our first attempt to promote the skill trades in a district-wide event. That concludes my
[7:59] remarks. Thank you. Our summer business.
[8:08] On Tuesday, October 21st, Ely Terry celebrated
[8:11] unity day by wearing orange to stand together against bullying. On Friday, October 24th,
[8:19] second graders at Wartred Hill had a fun and educational visit from the South Windsor Fire
[8:23] Department. Firefighters saw students about fire safety and making safe choices and an emergency
[8:28] situation. PRS fourth grade students will be participating in the annual bike week. They will
[8:35] learn to check the air in their tires that their chain is fastened and to check their breaks.
[8:42] Pleasant Valley recently conducted its PTO lead walkathon fundraiser that exceeded the $25,000 goal
[8:49] earning the reward of a school-wide skating event at Southland, Zerrino.
[8:55] The PTO launched the fall book fair in conjunction with the school wide readathon.
[9:04] At Timothy Edwards, their field hockey team organized a staff bake sale on October 14th
[9:10] and also collected donations at their game at Grand Beyond the same day.
[9:14] This year's event carries a special meaning as all Procedure donated to help a Southland
[9:19] their family who six year old son is battling brain cancer.
[9:23] They also celebrated the Unity Day on October 22nd, which celebrates a visible message
[9:28] of building community through kindness and exception by wearing orange.
[9:33] At South Windsor High School, senior Sylvia Sophia article,
[9:37] her article, growing talent in South Windsor,
[9:41] spotted lantern flies was recognized as
[9:43] a best student news organization selection.
[9:46] This recognition is very difficult to achieve and is an honor,
[9:50] which highlights the best student journalism from across the country.
[9:54] Her submission will carry a permanent, best,
[9:56] as a known designation on the BAPCAP trial website and as a known national site.
[10:02] The South Windsor High School's College Fair was a October 9th for students in 10th
[10:06] 12th grade, over 120 universities and colleges were showcased.
[10:10] The fall athletics had a great success as a season ends.
[10:14] They had great sportmanship, team connections, and school pride.
[10:17] Here are some of the scores from the teens' respective state tournaments.
[10:20] The boy soccer team reached 13 to 1 to 2 and he didn't accept the record for all time goals in a regular season.
[10:28] The swimming team went 8 to 1 and the girl soccer went 10 to 3 to 3.
[10:33] The football team is starting the year through to 2 which is a great way to introduce Thursday night lights
[10:39] and to show our community pride that we play under the lights at Rice Street Park.
[10:44] Homecoming was last week where we had an exciting pep rally homecoming dance and spirit week in November
[10:51] We are excited to share a number of honors society awards and celebrations grade level parent meetings and the school play
[11:00] Thank you
[11:02] Members this is a man
[11:04] Thank you chairwoman Manila
[11:06] Since this is my last meeting after being on the board for almost 15 years
[11:10] I'd like to make a few remarks tonight
[11:13] Being a board member has probably been the highlight of my community service.
[11:17] With all the challenges and accomplishments, hopefully I was able to play at least a small
[11:21] role, a small part in the quality of our school system.
[11:25] I want to thank Dr. Carter, her administrative team, and all the past and present board members.
[11:32] While at times we each had different roles and responsibilities and opinions, I'm glad to
[11:37] that we all tried to do all our jobs professionally while treating the others with proper
[11:43] respect which is very important now more than ever. In addition with a few rare occasions
[11:49] to the contrary, almost always during campaign season, our Board of Ed has always worked
[11:55] together across party lines to do what is right, needed and best for both of our students,
[12:01] both our students and staff. I was happy to see both Democrats and Republicans on the Board
[12:07] had loudly object when the majority on the town council first proposed their $1.35 million
[12:13] cut to our budget.
[12:15] Some of the best arguments against this large cut, which severely depleted our reserves
[12:20] came from two of the board's leadership, who just so happened to be Republicans, Mrs.
[12:25] Medellian, Mrs. Esman, and I want to thank them because this was an example of their leadership
[12:29] and their character. It wasn't easy at times.
[12:33] Well, I won't be on the board of ed after next week's election.
[12:37] I hope to continue supporting our talented and hardworking teachers, staff, and students.
[12:43] I'd like to wish good luck to the other five people running for office, Lisa, Miguel,
[12:49] Genevieve, Paul, and Mitchell, and the three people who have chosen to take a break
[12:55] hopefully is short one from public service, Beth, DePauli, and Kenna.
[13:01] Thank you all.
[13:10] Thank you so tonight is my last board meeting after 10 years and who would have done 10 years ago when I wrote my crazy parent emails that it would have started me on this journey.
[13:21] But it's really been an honor to serve this community and to work on behalf of our students, families and taxpayers.
[13:28] And Dr. Carter in the administration, thank you for all you've taught me about education and about leadership as well.
[13:34] You know, your dedication and professionalism has given me such an appreciation for the complexities and the heart that goes into everything that happens in our schools every day.
[13:44] So thank you. And for our teachers and our staff, thank you for your commitment to our students.
[13:51] Your passion and creativity makes such a difference every day.
[13:55] And to my fellow board members, past and present, thank you for your willingness to listen.
[13:59] Work together and respectfully engage in meaningful conversations even when there have been very differing opinions.
[14:07] For those sitting here who will remain on the board and to any new candidate who will be joining the board,
[14:13] please always remember why you're here to advocate for and better our students and our town.
[14:19] Don't let egos or political agendas allow you to deviate from that purpose.
[14:24] Be willing to listen and to learn because as board members we are not the experts in education.
[14:30] We are stewards of it.
[14:33] Lead quietly, work to move the district forward, not for attention or for credit, but because that's what we are here to do.
[14:41] And finally, never lose sight of what public education is really about.
[14:45] While schools are vital community centers, we must remember that our primary mission is education.
[14:50] It has been an incredible experience to serve this district and community and thank you for
[14:56] the trust and the lessons and the opportunity to be part of something.
[15:00] So, I'm
[15:11] sorry. Thank you, Chairman Manili. I realize this is our last meeting before next week's election.
[15:22] And I would say, I just want to say, regardless of next week's results.
[15:28] For myself, it's been a privilege to have sat on this board or to be sitting on this board.
[15:33] And it has been an incredibly humbling experience,
[15:37] but I just wanted to express my gratitude
[15:39] to Dr. Carter and the administration for the amount of information,
[15:44] clarity, and wisdom that you've imparted.
[15:46] And not only in myself, but as well as my fellow board members,
[15:49] and I really appreciate that.
[15:50] Dr. Sanzo, Mr. Peterson, Mr. Marka, and Mrs. Walsh.
[15:54] And for my fellow board members,
[15:58] you know, I really, I thank you for your service.
[16:01] Mrs. Caliam, Mrs. Kimber, Mr. Zimmerman, as a parent and as a resident, I really appreciate
[16:07] the dedication that you put into this board, and for always looking out for the best
[16:13] interest of our children, and Mrs. Esman, I consider you a friend, and the amount of wisdom
[16:21] and advice, and insight that you've given me, and all of us on this board, is second to none,
[16:31] and you will be truly, truly missed, and I appreciate everything you've done for the board,
[16:36] and for those of us who are your friends. Thank you.
[16:45] Good evening, everyone. As I complete my term on the Board of Education, I would like to take a moment
[16:50] to reflect on what an extraordinary journey we have shared and expressed my gratitude. It has
[16:56] and a great pleasure collaborating with each and every member of this dedicated team, working alongside each of you has been a true honor and privilege, so thank you.
[17:05] Together, we have championed the district's vision and remained steadfast in our commitment to providing students with a high quality education.
[17:14] One that not only meets academic standards, but also nurtures the whole child.
[17:18] Despite the challenges of tight budget constraints by working together, we have cultivated
[17:22] a learning environment that not only prioritizes academic excellence, but also celebrates
[17:28] the full spectrum of student life, from athletics, performing arts, and robotics to visual
[17:34] arts, leadership, and service.
[17:37] A place where students can participate and thrive, not just academically, but socially, creatively,
[17:42] and athletically as well.
[17:44] These opportunities give our students the chance to grow, explore and shine, helping to shape well-rounded students and future leaders.
[17:54] I am proud of what we have accomplished together with grace, creativity, and a shared belief in what is possible when people come together for a common goal.
[18:03] I would like to extend a special thank you to Dr. Kay Carter and her team, and all of our outstanding administrators, teachers, and staff.
[18:12] Your dedication, resourcefulness, and tireless efforts are what makes this district exceptional.
[18:18] You are the unsung heroes behind every successful program, every smoothie event, and every student who feel seen and supported.
[18:27] To our parents, thank you for your generosity for your involvement, volunteerism and unwavering support.
[18:35] Your partnership is vital to the success of the school district's vision and the very foundation of our students learning.
[18:43] To our students, I encourage you to get involved, dive in, try something new, pursue a leadership role, join a club, try out for a team,
[18:52] Audition for a play, font here in the community.
[18:56] These are the moments where you will meet lifelong friends,
[18:59] discover new passions and talents,
[19:01] and develop the leadership skills that will carry you forward in life.
[19:06] And finally to our community,
[19:07] I would like to thank you for the trust you have placed in us,
[19:11] the Board of Education, as stewards of public education,
[19:15] especially during this time of unprecedented student population growth.
[19:18] Your support has empowered us to make meaningful decisions and advocate for quality education
[19:24] for all Southwins for all Southwins or students.
[19:29] It has been an absolute pleasure to serve and I leave with a heartful of gratitude and pride in all that we have accomplished together.
[19:37] Thank you all truly for the opportunity, the collaboration and the shared commitment to our student success.
[19:44] I'm excited to see what is next for the district for our students and for each of you.
[19:48] Thank you.
[19:54] Is this higher?
[20:04] I'd first like to say a big thank you to the community for giving me this opportunity
[20:10] four years back to be in this position.
[20:14] Honestly, when four years back Mrs. Estman reached out, I never thought I would make it, you
[20:21] know, woman of color.
[20:23] I did not have my chopes, but with a lot of gratitude to the community for giving me this
[20:29] opportunity.
[20:31] When I first decided to run, to be honest, it was because I wanted to give back to a school district
[20:37] that has given so much to me, my family and I am always going to be very thankful for where
[20:45] my boys are just because of the district and everything, every teacher that have come into their
[20:52] lives.
[20:54] These past four years have been incredibly meaningful.
[20:57] I've learned so much about leadership, teamwork, and the complexity of what goes on behind the scenes.
[21:04] To the entire administration, thank you so much for welcoming my ideas, some of them have been crazy,
[21:11] but I have had so many meetings with so many administrators behind the scenes.
[21:18] And we've talked about all the madness and all my ideas about how college admissions is changing
[21:27] and what we can do as a district to support our students.
[21:31] So thank you so much for listening to my ideas.
[21:36] Thank you to the board for making this job so easy.
[21:41] I was very nervous the first time I came on board and I never felt like an outsider from day one.
[21:52] So extremely thankful and you know this opportunity has been this experience has been very meaningful
[22:02] and hopefully it's a short break.
[22:09] I've decided to not run again because my husband travels for work and I want to take care of my aging
[22:19] mom back in India and be able to travel with my husband.
[22:23] So, hopefully it's a short break and this is Dr. Carter, it's so.
[22:30] Hard felt and I hope to come back something in the future. Thank you.
[22:42] Mr. Marx? Thank you. I just wanted to take a moment tonight to share a few thoughts since this is our last board meeting before the election next week.
[22:50] Serving on the Southland's report of education has truly been one of the greatest honors of my life.
[22:54] When I was elected I became the youngest person ever served on the sport and from the very beginning I learned that leadership is not to find by age, but to find by commitment, compassion and a willingness to listen.
[23:05] These past two years have been an incredible learning experience. I've gained so much from my colleagues.
[23:10] Our administrators, our teachers, and more importantly from our students and families.
[23:14] It's been a privilege to help strengthen our schools,
[23:17] advocates, to invoices, and plan responsibly for the future of a district that has meant so much to me since I was a child.
[23:23] Growing up, you're walking the same halls as to these students, and now having the opportunity to help shape their experiences of an incredibly meaningful.
[23:30] None of this would have been possible without the people who make our district such a special place.
[23:33] I want to take a moment to express my gratitude to those who make our district what it is.
[23:38] First to Dr. Carter, thank you for everything you've done over your 15 years of service as a self-hunter.
[23:43] As I've said before, your first year of superintendent was my first year in the district as a kindergarten student.
[23:49] So it's pretty...
[23:50] Sorry.
[23:56] So it's pretty special that our paths have come full circle during the culmination of these two years.
[24:01] Your leadership has left an indelible legacy on this community.
[24:05] Thank you all for the Dr. Sansa, Ms. Peterson, and Mr. America for your tireless work behind the scenes.
[24:10] In the dedication you bring every day to supporting our students and staff.
[24:14] You each play a vital role in keeping our schools strong and innovative and welcoming places to learn.
[24:19] To every teacher and our district, thank you for all that you do.
[24:22] You are the heart of our school system and your commitment to helping every student succeed and never goes unnoticed.
[24:27] And to our students, I want you to know that I have always tried to bring a perspective to the table.
[24:31] I hope I have enabled to give your voice from mind everyone that every decision we made, it should be about you.
[24:37] I also want to take this moment to recognize some of the past board members I've had a big impact on my life.
[24:42] First of all, Madison Gonzalez has served on this board of four main was the youngest person who liked to part of my term.
[24:48] For example, show that young people are fully capable of leading with energy, fresh ideas and a passion for service.
[24:53] At the beginning of these two years,
[24:55] she was incredibly generous to support and advice,
[24:58] helping me navigate being the youngest person at the table.
[25:01] I hope our collective example shows
[25:02] that young people can step up and evolve
[25:04] and make a difference.
[25:06] To Craig, thank you for being such a strong mentor and example.
[25:09] You're 15 years of service to this board,
[25:11] including six years of share, have made a lasting impact.
[25:15] You're the first person I reached out to when I decided
[25:17] to run two years ago and you've been supportive
[25:19] every step of the way.
[25:20] I am deeply grateful for your guidance and friendship.
[25:23] To my fellow Democrats, Paul and Genevieve, thank you for your constant support and for
[25:27] always being there to share ideas and encouragement and perspective.
[25:31] There's been a privilege working alongside you and to my Republican colleagues to Miguel,
[25:35] to Lisa, to Beth, to Canada, and to the Polly.
[25:38] Thank you for your collaboration and professionalism and friendship as well.
[25:42] Even when we may have disagreed at times, I've always appreciated that her discussions
[25:45] have been grounded in mutual respect, the spirit of bipartisanship, and a shared commitment
[25:49] to doing what is best for self-administered students.
[25:51] To my family, thank you for the endless support and encouragement you have stood by me through the long meetings of late nights and campaign seasons, including the one right now, and I could not have done this without any of you.
[26:02] Your belief in me means more than I could put into words.
[26:05] Finally, thank you to our community, our parents, our volunteers and residents.
[26:09] If you are in encouragement, your feedback and your dedication to our schools,
[26:13] Self-winter's success is built on the strength of its people and I am proud to have had the opportunity to serve you.
[26:18] It's truly been a privilege to serve alongside so many dedicated people who care deeply about our students and community.
[26:25] As we head into next week's election, I want to say how grateful I am for the trusted communities placed to me.
[26:29] For everything I've learned and for the chance to serve the town that shaped why I am.
[26:35] Whether or not I have the opportunity to continue serving after next week, I will always be proud of what we've accomplished together
[26:41] and remain deeply committed to cellphones as a continued success.
[26:44] Thank you all for the privilege of serving and I hope to continue working on behalf of
[26:48] cellphones as students and families if I had the honor of being where you'd be elected.
[26:52] Thank you.
[26:58] Ms. Quarcey, thank you.
[27:01] I will never enjoy giving a speech as much as Mr. Marks does, so I appreciate the opportunity
[27:06] to say Ditto, but I do want to just say a sincere thank you to Dr. Carter to our administrative
[27:16] team to my fellow board members. I have learned a lot over the last two years. I appreciate everyone's
[27:23] patience, especially our new members, try to learn everything in those budget books and exactly
[27:31] what every number meant and how it was going to affect our students because at the end of the day that
[27:36] is why we are all here. I do hope that future board members and town leaders consider that
[27:46] whether it is in our regular meetings or our budget meetings that their words do matter and their decisions have real consequences.
[27:55] I would like to just propose that our future town leaders really consider our district vision statement that we read at every single one of our meetings.
[28:05] And I've made it just a slight revision, but I just want, and I was really just considering the words in this statement and how it affects leaders.
[28:12] So within an emotionally safe environment, town leaders should foster students, academic, social
[28:20] and personal growth with their decisions.
[28:24] Our town leaders will demonstrate critical and creative thinking, collaborative, collaboration,
[28:30] adaptability, kindness, compassion, and civic responsibility.
[28:36] I just want to put that out there.
[28:38] It has been an honor and a privilege to serve on this board.
[28:41] I hope to continue to do so in the future.
[28:44] Thank you.
[28:49] Mr. Mackie, sir.
[28:51] I just want to say that this love festival doing, there wouldn't be a government shutdown
[28:55] if we could get along and get everybody else.
[28:58] And if you watch other boards or know other districts, it's not like this.
[29:02] So I think the residents of South Windsor may take this a little bit for granted, but not
[29:08] school district as a board that can function in a way that sees both sides and can come
[29:16] to a decision that ultimately is best for the kids. So I think that's something that we
[29:20] should be really, really proud of. As everybody else, I also like to think the central
[29:25] office team, not just those that are here tonight, but everybody that works at Ellsworth
[29:30] as well and within our schools. The work you do behind the scenes, sometimes goes unnoticed,
[29:36] But it is huge reason why our schools run as well as they do.
[29:40] As a board member, I appreciate your commitment to doing what's best.
[29:43] As a teacher, I respect how aware you are of what's happening in all of our schools.
[29:48] And as a parent, I thank you for always putting our kids first.
[29:51] To our current board leadership, thank you for never letting this group become a political mess.
[29:56] I've always felt we've treated each other with respect.
[30:00] And that's something, as I said before, a lot of districts can't say. I think we've done a really good job and we're going to hopefully continue to do that job.
[30:07] To Pauli, when you speak people listen, your passion for stem and thoughtful insight have made real impact. And I'm sorry, it took me over a year to realize it was your son that was our student rep, so I'm hopeful if any of your parents are running, you let me know, give me a little heads up, because it was about a year until I was like, oh, okay, but that's on me.
[30:29] kind of your positivity and empathy has made this board better.
[30:34] I'm happy to have gotten to know you.
[30:35] I'm also definitely going to miss you at our capital projects meetings
[30:38] because those will, I'm just going to miss you having you there.
[30:43] Okay, so I appreciate that.
[30:45] Beth, I will admit, when I first met you, I was a little apprehensive.
[30:49] Not because I thought you might be the crazy Republican,
[30:52] but because you're smart, confident,
[30:55] and you don't have time for nonsense and I respect that about you.
[31:00] When I, what I admire most actually goes beyond the board.
[31:03] At a town council meeting, a little while ago,
[31:06] you were kind of unfairly called out for something you didn't do.
[31:10] Your daughter immediately had your back.
[31:13] And that told me everything I needed to know.
[31:16] If any of our kids are willing to sit through a town council meeting
[31:18] just to spend time with us, you are doing something right.
[31:22] And I think that said a lot about you as a parent, as a person, and getting to know you
[31:28] in the short time in the two years that I have, I think it's exactly who you are.
[31:33] If your kids can respect you enough to do that, that's the exact person we want representing
[31:37] our board.
[31:38] And I think that our board is better because of having you on it for all these years.
[31:42] So thank you.
[31:44] Jennifer Yvonne Mitchell, I think the three of us bring different passions and experiences to
[31:48] the table.
[31:49] Those different perspectives allow us to be a good team when we're talking behind the scenes,
[31:54] with each other, and I look forward to hopefully continuing this work together.
[31:57] To Craig, your consistency, your dedication, and willingness to help has meant a lot to all of us.
[32:03] For someone who has done this as long as you have, what I was most impressed with was that you never just go through the motions.
[32:10] I'm confident you will completely regret switching to the town council.
[32:15] But what I do know is that you will continue to do what's right for South Windsor.
[32:20] There might be people that say that lots of signs that are ugly signs all over the place,
[32:24] but what I think that is is just proof that our town residents recognize good leadership.
[32:29] And I think that's something that you should personally be proud of.
[32:33] All jokes aside, the best part of serving on the sport has always been about what's doing right for our schools.
[32:37] Even when we disagree, we did it with respect, and I hope that tradition will continue.
[32:41] And finally, to the residents of South Windsor, thank you for allowing me to serve.
[32:46] Never in a million years that I everything not only did I what I run for this role, but
[32:50] actually want to keep doing it.
[32:52] These last two years have strengthened my drive to continue to work and keep South Windsor schools
[32:57] among the very best in the state, and I hope future boards will continue to build on the work
[33:01] that we've done as I hope past boards feel we have.
[33:05] So thank you for everybody at our table here, and everybody at home, sometimes this can be
[33:10] I think feel like a thankless job, you know, that people always say you're doing that, you're doing that.
[33:15] But you know, ultimately when it's all set and done, I'm hopeful that we can all look back and be proud of the work that we've all done.
[33:20] So thank you and good luck.
[33:31] Definitely a love test going on.
[33:32] Here we go.
[33:33] So now the board members that have all had chance to talk.
[33:35] Is there any way from the audience who wishes to be heard?
[33:38] This is your chance to speak and our chance to listen.
[33:43] Just a reminder that the board does not respond to public comment.
[33:45] Each person should limit their comments to three minutes until public comment will be limited to 50 minutes, so that's extended by the board.
[33:53] Just reminded that there will be a second opportunity for public comment. You're the end of our meeting.
[33:57] Most importantly, this is your opportunity to be heard and the board's opportunity to just listen.
[34:03] We'll keep track of time and we'll let you know when your time is needed to quickly finish up your comments.
[34:08] Anybody from the board wishes to come forward? Please do.
[34:14] Yes, please, Darya. Mrs. Plumber.
[34:16] You
[34:19] can have all the time.
[34:24] First of all, this has been the very best meeting that anybody
[34:28] could ever attend or listen to because we learned so much about each and every one of you.
[34:36] And I think if we did it to administration or student representatives, we would find
[34:40] the same thing. I found it absolutely heart-worrying. So I'm going to tell you a little
[34:45] about myself, I'm old, and I started here at Wapping School in 1967 and left in 1970, came back
[34:54] in 2000 and left in 2008. This was the cafeteria. It still is the cafeteria. Only you have
[35:03] done a marvelous job in being stewards for this school district and moving one student's teachers
[35:14] staff when you've needed to and reclaimed as you've needed to. This is my first time
[35:21] in here since the board has made this the board room and I have to tell you
[35:27] compliments. It is absolutely magnificent. This was before that we were out to recess.
[35:35] And I'm here for two particular reasons. One of which is to thank you for our new schools,
[35:42] for the plans, and for the plan you have in front of the town has in front of it now for
[35:49] student campus safety for the high school. I walked down those hill, down to the tennis courts,
[35:59] down to where our kids were playing, and it was not safe with, I was just newly married
[36:05] and when I came back in 2000, it still not safe.
[36:08] It's not ADA compliant, and I hope that anyone who is listening understands that you
[36:16] are stewards of this community, and you're looking out for student safety.
[36:21] Their education, yes, 62% of our students and the high schools take some outside athletic
[36:30] activity, which is absolutely remarkable, but you are in charge of that, and you're
[36:36] I think the fact that it is not safe down there and those tennis courts and that help need
[36:43] to be replaced and I for one am all in favor of it and I love you for doing that and I'm just
[36:50] hoping that the public will agree because it is absolutely time to replace those and be
[36:56] community-minded to include pickleball, make it a wellness program, and involve seniors. So thank
[37:03] for that. Secondly, y'all stole my thunder, because I came here to thank those who are leaving,
[37:12] and those who are remaining, and running for reelection, out through ladder first,
[37:19] wishing you each well. I hope you return. So I will start with Mrs. Kimber.
[37:25] Um, we go back to referendum days and Pete.
[37:30] And you are, you are a charge, you're then, and you are a charge, you're now. I want to thank you very, very much to Pauli. You just are amazing. You're a wonderful human being. You've added so much to this board. Travel well, come back, but please know that you, everything you have done has been recognized and earned.
[37:58] Beth Esman, I just,
[38:02] It is so respect, every word that comes out of her mouth.
[38:08] And I had a period of time, not education-related, but I needed to reach out to her as a human
[38:16] being in another profession.
[38:19] And she did not feel me, and to this hour, I will tell you, through the emotional wisdom
[38:26] that you can hear? I am so very, very grateful that she was part of this board and part of
[38:32] this community. And I know she and all of you will remain part of this community.
[38:38] So that leaves Craig. Where's the cake? You know, he and Dr. Carter came in at the same time.
[38:49] Mitchell, you came in. When they came in, and I've been here since 1967, honey, that says a lot.
[39:00] The Mr. Zimmerman is the goat.
[39:05] We have had great, great leaders sitting at this table, wherever it has been placed.
[39:12] But he is the goat.
[39:16] No one has worked harder for this community than Craig Zimmerman.
[39:23] He is constantly reading, talking, collaborating, and doing what is the best in the name
[39:32] of students, staff, public education, and entire community.
[39:38] He wears many hats, and some of you sitting in front of me or sitting in front of me saved his life and we're ever grateful.
[39:51] Craig, this community owes you much.
[39:55] And I know he's embarrassed if he could slip right down, he would.
[40:00] But I am telling you, this man is remarkable, and you have my utmost admiration.
[40:06] And so I want to thank each and every one of you.
[40:10] I want to thank Mr. Zimmerman in particular.
[40:13] And to each and every one of you good luck and have a great meeting.
[40:25] Anyone else from the public place should be heard?
[40:29] I know it's hard to file on this diploma, but maybe somebody wants to say something?
[40:34] Okay. Seeing that.
[40:37] Dr. Carter, the next item I'm going to report is...
[40:41] Excuse me.
[40:43] At this time, I invite Mr. Clifton to the podium.
[40:54] Good evening members of the board, members of the central office team, most importantly,
[40:58] members of the community.
[40:59] I'm Jared Clinton.
[41:00] Please be the Associate Principal of Timothy Atters Middle School.
[41:03] And it is my pleasure tonight to introduce one of the many programs our students participate in.
[41:07] And I couldn't tell you enough about us.
[41:09] We're going to let our Bizer and Surgeoning Extension.
[41:11] And the kids talked about the TE writing projects.
[41:14] I'd like to invite them up to the mic at this time.
[41:23] Good evening.
[41:23] Thank you for having us.
[41:24] My name is John Extension.
[41:26] I'm one of the advisors.
[41:28] I'm one of the advisors here for the, for the Timothy Edwards writing program, which we gave
[41:35] an acronym of WIT writers inspiring tomorrow. That was a student selected name. We developed
[41:42] this program back in 2023, myself and Mr. Mallard. Just based off of a little bit of need, we saw
[41:48] that there was an opportunity and a need for students to get further writing experience and we thought
[41:53] better way to do it than from their peers and we developed that program with the help of our administrators,
[42:01] collaborating with UConn and making sure that students had access to different programs through UConn
[42:09] to continue their enrichment and we do different programs after school to help. There we are to help
[42:20] step away and let the students kind of speak for themselves. When you come up introduce yourself
[42:24] and then we're just going to talk a little bit about the program and why we love what we do
[42:29] and why we're so happy to be doing this in our third year.
[42:35] Good evening everyone. My name is Shrini Kapatil and I like to talk about our mission for
[42:41] WIT so at the Writing Center our mission is to cultivate confident and capable of writers who
[42:48] sore on their own. We believe in nurturing the skills that go beyond great, so empowering students
[42:55] to embrace the writing process with enthusiasm and creativity. Our main goal is to create
[43:02] confident and lifelong writers. Thank you.
[43:10] My name is Si and I would like to share some information
[43:12] regarding the Timothy Edwards Middle School Writing Center. The Timothy Edwards Middle School Writing
[43:18] Center offers comprehensive tutoring and constructive feedback for diverse writing assignments,
[43:23] including essays, poetries, and claim evidence and reasonings.
[43:28] We are ready to cover various subjects such as English, social studies, and science.
[43:33] Riders inspiring tomorrow is essential for improving students' writing skills and building confidence
[43:38] through personalized support at every stage of the writing process, from initial brainstorming
[43:44] to final revisions.
[43:46] Additionally, the Writing Center at Timothy Edwards offers guidance to students involved and
[43:51] programs such as Jumpstart and the Yukon Writing Project.
[43:55] We also provide help to multi-lingual students.
[43:58] Our web page displays a list of tutors, goals, and policies.
[44:03] Our main focus is guiding students through the Writing process and offering strategies to
[44:07] improve their work, rather than having tutors rewrite it.
[44:10] To maximize the benefit of our sessions, we encourage students to bring a draft of their project to facilitate discussion.
[44:18] As they are on our home page, we assist all students who commit to being responsible and cooperative.
[44:25] To seek help from our team, students need to sign up for WIT tutoring on our website and complete the form to schedule a session.
[44:33] Our list of expert tutors is readily available on the web page to provide extensive support across many areas of writing.
[44:40] We allowed students to schedule multiple sessions with tutors who best accommodate the writing and scheduling needs.
[44:47] Finally, we are a team dedicated to cultivating confident writers by encouraging enthusiasm for the writing process.
[44:54] Our aim is to transform the center into lively space and encourages all students to think critically about
[45:00] Writing. Often, my asking questions that developed their arguments are interpretation.
[45:09] I'm going to talk about what we offer at our program. Our program offers many ways for students to be assisted, such as helping with the grammar, improving their vocabulary,
[45:18] and boosting their interest in their writing. We also make sure the student is getting the skills that they need during their session.
[45:24] Overall, we focus on helping our students become better at writing and feel more confident in their abilities.
[45:32] So, these are um, we'll be talking about our goals for WIT.
[45:39] We want to expand the learning abilities of aspiring values to do Timothy Edwards to the
[45:44] use of experience and proficient writing tutors.
[45:48] So what they mean by this is that clearly we have gathered students who have their strong
[45:53] suit in writing and English and we will be using those to help those who definitely they
[45:59] want to become better in writing or those who are struggling in writing as it can also be
[46:04] hard for teachers to constantly monitor their how they're doing and these tutors who
[46:10] are they're very experienced you're writing they can they can provide the experience
[46:16] a knowledge needed for those students who want to get tutor so they can improve in their expertise
[46:23] and mastery.
[46:27] We also want to raise awareness of the benefits of the writing center brings
[46:30] to the students. So we will advertise the Writing Center as much as possible to the students through
[46:36] social media. The morning news posters around school and more. We want to make sure all the students
[46:41] know about us and how they can utilize our resources because we want a lot of engagement and we want
[46:46] to be able to help as many people as possible.
[46:51] We also want to strengthen the foundation of the Writing
[46:54] Center. So for context, our Writing Center is still quite new as it hasn't been around for
[47:00] decades clearly so we definitely want to establish our own place and establish our name throughout
[47:07] the school and throughout the community of those who want to be tutored and teachers so they can
[47:11] definitely send the tutors I mean my apologies the students who need help in their writing to the
[47:17] writing center and other main goals for this year is encouraging the highest possible number of students
[47:23] to use the resources of the writing center like stated we definitely do want to increase the awareness
[47:29] of the writing center, but simply increasing the awareness, simply getting known isn't enough.
[47:35] After getting known, we want our resources to be utilized to their max as they are here to be
[47:42] utilized. That is the main purpose of them. We also want to make this writing center more student
[47:49] base. So what we mean by this is we will have students take on most of the leadership roles and
[47:53] reach out to others to help the writing center grow. We'll have them organize and plan the tutoring sessions
[47:58] and events that support the Writing Center. By doing this, we will see students' perspectives
[48:02] and have them grow by taking on leadership roles. We will also have a better understanding
[48:07] on what students want and see what their perspective is.
[48:14] So we also want to improve the expertise and mastery of TE students as a whole. So what we mean
[48:20] by this is that we don't just want to improve a few students who are struggling in writing.
[48:25] We want to improve the average proper usage of writing and the average mastery of English as like a whole throughout Timothy Edwards.
[48:37] Instead of focusing on something small, we want to definitely extend our boundaries throughout the whole school and consider these students as a whole.
[48:47] Because they represent the expertise of Timothy Edwards students as a whole.
[48:54] We want to reduce the self-consciousness and increase self-confidence of students for them to come to the writing center
[49:00] So we have to show that being tutors isn't something to be looked down upon and it's in fact
[49:04] Commendable that you're getting help. We have to make them understand that help is never wrong to ask for to reduce their anxiety
[49:11] We shouldn't push them too much, but we also shouldn't be doing their work for them
[49:15] We need to make sure they feel like they're in a safe zone. We would also like to organize many fundraising events to expand the writing center
[49:22] and make it more accessible and be seen as a large resource for students.
[49:27] So for a portion of the budget to make our writing center bigger and more successful,
[49:31] we could create fundraisers that could help us expand our writing center and make it a larger resource
[49:36] that students could use. By doing this, we could be able to help more students learn more
[49:40] efficiently by giving them more space. For example, one goal is to establish an actual space
[49:46] to provide tutoring after school as that would be more efficient. Thank you so much.
[49:58] Hello, today we will be discussing about when we as the tutors meet and when we meet
[50:03] without two days. So usually we meet on alternating Wednesdays after school because this is a
[50:10] free time and during this time we get training trained on how to correctly help kids on their
[50:15] writing. This also helps us with our own writing because we are still students as well and we need
[50:21] to try our best to help other students. During this time we also plan promotion as they said
[50:26] are one of our biggest goals is advertising.
[50:29] So we use this time to do it.
[50:31] And we discuss other important and necessary matters
[50:34] like on how to, like, if we need to do a promotion activity
[50:38] or if we need to do anything else.
[50:42] We also communicate regularly from sources like Google Classroom
[50:46] or other out of school, like, sources.
[50:51] So when we meet with the Tuties,
[50:53] We can meet with the treaties whenever the treaties have time so for example during lunch during our win periods or after school whenever the students are most available
[51:02] And when we do meet with the treaties we do our best not to do the work for them but try to explain them how how to make their writing better or how to progress in their own writing
[51:11] We try our best to make sure the treaty is well set on their own path so they can try to be more independent or if they do need help they can come back to us
[51:19] We try to make sure each of our meetings with the Judy do not take more than 20 minutes.
[51:26] And when we do meet with the Judy, we try to get them to see if other people, if other, if their friends or anybody needs help with their writing, they can also come to us.
[51:38] Thank you.
[51:44] Now.
[51:45] Oh, my apologies.
[51:47] Now for a fun thing we did.
[51:49] Are you confident?
[51:51] So this was our first official activity of the year and it took place on October 16.
[51:57] at Yukon, which was a Thursday.
[52:01] There were six breakout sessions, each of us went to two, that we all collectively went to
[52:05] and obtained lots of important information.
[52:07] Here were these breakout sessions.
[52:09] So first of all, we had extending the writing center beyond the classroom, and this was about
[52:15] getting the writing tutors to engage more with the school community.
[52:20] Our second one was, future reading essentials, where we learned the basics on how to tutor
[52:24] since we don't really have much training.
[52:29] So after that...
[52:30] The third option for students was supporting multilingual students in secondary writing centers, so this was basically training to help students in the case where English is in their first language.
[52:43] Our fourth one was running a fully student-led writing center where another school taught us how they run their students student writing center and we hope to adopt from them, adopt tips and tricks from them.
[52:56] The fifth session was aiming for access supporting neurodivergent writers through body doubling and this session was about a new type of tutoring session and working in the presence of other people.
[53:11] Our final breakout session was STEM and writing outside of the humanities.
[53:15] Where we learned that we should adjust to an English teacher and science, social studies are really anything that needs writing.
[53:23] So, after attending these very informational break-out rooms, all of us took away something important.
[53:30] So, here are some things, some of the writing tutors said after they attended these sessions.
[53:34] So, from the first session, an essential thing that we learned is to take a step and do events like writing conscious to help fundraise for the center.
[53:43] So, we can gain more money to do more things like this.
[53:47] So, for the second session, a student said, an important thing that we took away is that
[53:53] the sort of tutoring session always think the student for presenting the work and for their
[53:59] time.
[54:01] From the third session, a student said, they learned that they learned that we should be patient
[54:05] with bilingual students and we shouldn't constantly press them.
[54:08] They might already have anxiety speaking, so don't cause more of it.
[54:11] And from the fourth session, a student said, talking to teachers to spread the word is very important to increase engagement with students.
[54:22] From the fifth session we learned a big thing that we learned is that there's a new type of sessions aims.
[54:28] The focus on getting work done rather than tutoring.
[54:32] And finally, for the fifth session, a student said, something significant we learned is that information,
[54:38] Oh, sorry, my apologies, a sixth session, a, a, a, a, a, a student said something significant we learned is that informational writing isn't the same as figured of writing.
[54:48] So be sure to be clear and direct when you tutor students who need help with writing outside the humanities and ensure that they have all you needed facts to make the writing understandable.
[54:59] So after these breakout sessions, we did some fun activities as well, like eating lunch on campus and going to the Yukon dairy bar. The ice cream was amazing, by the way.
[55:07] Yeah, trick or treat, surprise is my favorite flavor.
[55:10] So if you ever happen to go, be sure to try it.
[55:14] I agree to disagree on that.
[55:17] So overall, it was a very fun trip.
[55:19] And all those are super glad that we got the opportunity
[55:22] to attend.
[55:23] And we're really happy that other students in the future
[55:25] will also hopefully get a chance to go on
[55:30] you've gone conferences in the future.
[55:32] So thank you.
[55:33] Thank you, Board of Education, for this opportunity
[55:36] And do any of you guys have any questions?
[55:55] Any board members?
[55:57] Ms. Kimber.
[55:57] So when did this writing center start?
[56:00] Where did you start thinking of having the writing center
[56:04] and when did you start opening it up?
[56:07] Mr. Malard and I self.
[56:08] We also do the bootcamp for the UCON writing project
[56:12] and it kind of stemmed out of that.
[56:14] So we saw a need.
[56:15] We're not really need, but we just saw an interest
[56:16] and it's a sort of an opportunity really to have peers, tutor, their peers.
[56:24] And so from that, it sort of developed in 2003.
[56:26] And so then with the blessing of Mrs. Erwin and we worked with the then
[56:30] curriculum facilitator for the English department, we got the blessing.
[56:34] And then they said, go go go.
[56:36] So, off we went.
[56:40] Thank you.
[56:42] Mr. Prano.
[56:44] Thank you.
[56:44] First of all, the amount of enthusiasm that you guys have about writing, I love that, that is so great.
[56:52] So who does to you guys for really having a passion about what you do and how much, you know, just how much fun you're having doing this.
[57:04] So how do you get identified as a tutor?
[57:10] Do you want me to say that?
[57:10] Do you want me to say that?
[57:23] So basically the writing tutors are split into like committees when they join. And there's a specific committee called the recruitment committee. So they identify students by reaching out to teachers and asking for recommendations for students of a certain criteria.
[57:41] the writing tutor criteria and then after that those students are informed that they were
[57:48] selected to be a writing tutor so following that they attend an informational session about
[57:55] the writing tutors and they learn about the commitment required so then they go through interviews
[58:01] and out of like all the students who are recommended to be writing tutors 15 students are officially
[58:07] selected to join the team.
[58:10] So yeah, I guess that's a summary of the process.
[58:13] It's very detailed summary.
[58:16] And you guys range in grade levels or is it a particular grade?
[58:22] So we're all eighth graders here.
[58:26] And that's about it.
[58:28] And then lastly, your two D's, as you were mentioning,
[58:32] do they range in grade levels as well?
[58:38] So, we're in middle school, so the base, like, great levels that they would range from
[58:44] a 6 to 8, because it's not necessarily that I would just be 6 to 8 graders, wherever
[58:50] just really wants to improve their writing, but generally it is 6 graders because, like, organizations
[58:57] like, you can write a project, which many 6 graders participate in, and usually 8 graders,
[59:04] Like basically like on average,
[59:08] it appears to have a high
[59:09] proficiency level in English,
[59:11] then six graders.
[59:12] So yes, the tutors and some
[59:13] gurus usually get tutored by it.
[59:16] Thank you.
[59:17] Keep up the great work.
[59:18] Just to add to that, we did notice
[59:20] a program that was happening in another district
[59:22] where the two deers from the high school
[59:23] were coming out to the middle school.
[59:25] And we thought, well, we could walk across the field
[59:29] with our two deers and go to Orchard Hill
[59:31] and work with the fifth graders over there.
[59:33] And after noon, so that's just, I mean,
[59:35] I'll see those planted from Mr. Mallard and I will be over there
[59:38] to think about the opportunities that we could create
[59:40] with our middle schoolers, the bridge to gap to the elementary school,
[59:45] so then when they came to middle school,
[59:46] they didn't see the tutor as we kind of were trying to fight against
[59:49] that negative connotation, I'm being tutored, right?
[59:51] So we're trying to say coach or guided through our writing.
[59:54] So that's an opportunity that we're going to look to explore this year.
[59:57] It's a great concept.
[59:58] Thank you.
[1:00:00] Mrs. Amen? Thank you, Chairwoman. You know, we often talk about, you know, test scores and things, but, you know, anybody watching today, presentation skills and enthusiasm, helping others leadership. I mean, it's, well, it's kind of on the back wall. Dr. Carter, you know, as a, as a perk for the people that are leaving the board, we get access to the writing center because I, I see, Mrs.
[1:00:28] This is Plumber and Mr. Mark Sue, I often send a lot of my writing to for input, you know,
[1:00:34] maybe I could go to somebody else.
[1:00:38] I believe I are up to the task.
[1:00:45] Thank you very much.
[1:00:55] Next, Dr. Carter, 612 School Counseling, curriculum, review.
[1:00:59] At this time, I invite Mr. Ride at the podium.
[1:01:34] Good evening, Chairwoman Manilin and Board of Education members.
[1:01:38] Thank you for having me at tonight's meeting.
[1:01:40] I am thrilled to share with you the curriculum and services that the school counseling department delivers to our secondary students and families.
[1:01:58] There are 13 school counselor serving our nearly 2800 students in grade 6 through 12.
[1:02:05] Students are assigned to a counselor based on their last name or middle school academic team with slight adjustments made to ensure equitable case load sizes.
[1:02:14] This school counseling curriculum is built around three domains, social and
[1:02:19] emotional development, academic growth, and career and future planning.
[1:02:24] These domains are addressed in a variety of ways.
[1:02:28] First is via direct services.
[1:02:32] Direct service means that the vast majority of the matter has a school
[1:02:36] counselor working directly face to face with a student.
[1:02:39] And while I won't read these services line by line, I do want to highlight a few.
[1:02:46] First, our ultimate priority is to meet with our students and families.
[1:02:51] Each student and family are unique, and direct conversations often in the most efficient and effective way to support our students and families.
[1:03:00] Next, school counselors pushing to teacher classrooms to deliver curriculum lessons centered on the aforementioned domains.
[1:03:07] Examples include stress management, kindness, self-advocacy, career exploration and
[1:03:17] college and career planning.
[1:03:19] And lastly, in the 2024 or 25 school year, our district welcomed 143 new students in grade 6 through 12.
[1:03:28] Counselors and our offices are often the welcoming face and place for these students.
[1:03:34] I often tell students and families if you do not know where to go or where to start, please begin with your school counselor.
[1:03:43] Overall, we seek to spend at least 70% of our time in front of student and family faces.
[1:03:54] Beyond direct service, there's a lot of behind-the-scenes work that school counselor is complete.
[1:04:00] This is called indirect service.
[1:04:02] As for a few highlights, first, school counselors organize and facility of a variety of school-wide programs and events.
[1:04:11] Examples include news student breakfast, guest speakers, three separate college and career fairs,
[1:04:18] and coordinating all post-secondary testing.
[1:04:21] Next, school counselors use data, such as grades, attendance, standardized test scores, and inventors or surveys.
[1:04:29] Much of that that is then used to help inform our next steps with students.
[1:04:35] Data review also ensures that we do not miss or overlook any student's needs.
[1:04:40] In lastly, we build and maintain relationships with many outside agencies such as local colleges and businesses,
[1:04:47] as well as organizations such as dollar for scholars, southlands or youth and family services, the southlands or rotary, etc.
[1:04:54] These relationships all result in increased student opportunity.
[1:05:02] The domains and topics mentioned tonight are all based on the professional standards and recommendations of two organizations.
[1:05:09] First, the American School Counselor Association, and secondly, the Connecticut School Counselor Association.
[1:05:15] Both suggest frameworks and best practices, but do not oversee local implementation.
[1:05:20] South Windsor Public Schools must adapt those organizations' recommendations to the unique needs of South Windsor students and families.
[1:05:28] This curriculum work would be impossible without the continued support of our assistant superintendent for curriculum and instruction, Mrs. Peterson.
[1:05:36] She has championed our department in our work with students and families.
[1:05:43] A major focus of counseling services is supporting students during their transition to and from Timothy Edwards Middle School.
[1:05:50] At both the fifth and eighth grade level,
[1:05:53] counseling staff begin outreach approximately six months
[1:05:56] in advance of this transition.
[1:05:58] Key transition supports include welcome nights,
[1:06:02] October at the high school in February for Timothy Edwards,
[1:06:05] classroom lessons and counselor visits,
[1:06:08] distribution of materials and guides to students and families,
[1:06:12] and a grade five field trip to Timothy Edwards
[1:06:14] and a ninth grade orientation for grade nine students.
[1:06:18] These efforts ensure that students and families are familiar with the structures and available
[1:06:23] support well before entering the new building.
[1:06:26] This summary highlights just a sample of transition services rather than a complete list.
[1:06:34] In addition to the support of our school counselors, every student uses nodions, which is an
[1:06:39] online portal used to take inventories, set goals, create a resume, and explore careers, college
[1:06:46] majors, and post-secondary options.
[1:06:47] The visuals that you see show data relating to specific career and interest inventories taken by our students.
[1:06:55] Counselors use these in student and family meetings as they plan for the students next step in life.
[1:07:03] In connection with the district's portrait of a graduate,
[1:07:06] Counselors focus on helping students gradually build independence and self-awareness.
[1:07:11] Students learn to set goals, make thoughtful decisions, and take action to positively impact their school and community.
[1:07:19] Along the way they practice empathy, respect, and self-reflection, ultimately students
[1:07:25] develop the resilience needed for when things in life don't go as planned or imagined.
[1:07:30] Each spring, when the district gathers student and family survey data, school counselors focus on the questions related to sense of belonging.
[1:07:39] When students feel connected to their school community, strong academic performance often follows.
[1:07:45] School counselors play a vital role in shaping how students feel when they walk into and out of school each day.
[1:07:52] Our school council goal center on strengthening relationships using data effectively and expanding post-secondary access, ensuring that every student has the confidence, support and opportunity to succeed.
[1:08:10] Our department continues to identify opportunities for growth.
[1:08:14] One key focus is building stronger relationships with local skilled trade professionals to better inform students and families about these valuable post-secondary options.
[1:08:22] I'm sure you've heard Dr. Carter's October 22nd skill trade night was a resounding success in a model for future outreach efforts.
[1:08:31] As the world continues to change rapidly, weather and career outlooks, technology, labor market demands or college admissions requirements,
[1:08:39] school counselors must remain current with the evolving expectations of the real world.
[1:08:44] This commitment to staying informed happens through ongoing professional engagement such as webinars, campus visits, conferences,
[1:08:51] is guest speakers and collaboration with industry and higher education partners.
[1:08:57] Lastly, Councilors must continue to carve out time to develop curriculum that reflects
[1:09:01] these evolving needs and connects directly to the South Windsor community.
[1:09:06] This focus here will never cease.
[1:09:08] In fact, the ever-changing landscape of a councillor's role is what inspires our team to
[1:09:13] continually grow, learn, and adapt to the best to serve our community.
[1:09:20] Thank you again for having me at tonight's meeting.
[1:09:22] I look forward to hearing any feedback or questions that you may have.
[1:09:34] Mr. Mackie.
[1:09:36] Thank you.
[1:09:38] Can you, you said a number of, how many new students in a certain amount of time?
[1:09:41] Can you sell that again?
[1:09:43] Sorry.
[1:09:43] I believe that was 143.
[1:09:46] And that was last school year just grades 6 through 12.
[1:09:51] And during that time, have we, I know we gave,
[1:09:55] approved another counselor, but have you,
[1:09:57] Did you, how many additional counselors did you get for those
[1:10:00] on your board?
[1:10:00] Yes, this current school year we've added two new school
[1:10:03] counseling positions, one at Timothy Edwards, and one at the
[1:10:06] high school.
[1:10:08] Okay, and maybe this is a question for Dr. Carter, but as we're
[1:10:11] preparing for the budget, is this, are you looking for more
[1:10:15] counselors because of our continued growth or do you
[1:10:17] think that we are in a good spot?
[1:10:19] I do not think we're at the perfect spot.
[1:10:21] We're in a good spot, but we often talk about what it takes to
[1:10:25] keep the lights on and what it takes to move the mission forward.
[1:10:29] I do believe we're in a need for an additional school counselor.
[1:10:33] First at the Timothy Edwards middle school level and eventually down the road is that bubble
[1:10:36] continues up at the high school level.
[1:10:39] Could you explain what the impact would be if we did not support you in that decision?
[1:10:45] Time and attention, ratios determine the ability for a counselor to connect with the student
[1:10:50] family as I had outlined. The more counselors we have, lessen that ratio and there's going to be more face to face time with this dedicated professional and the students and families and that's what they deserve.
[1:11:01] I do think it's, you did a great job of explaining all the extra tasks that I think a counselor does.
[1:11:06] I think a lot of times it kind of, when you look back people think, oh, they just help them like pick the classes and they they're there for when you need to talk to.
[1:11:14] It's completely changed in the short time that I've been gone.
[1:11:19] Probably the same for you, Mitch.
[1:11:21] But I just think it's really, really important to the additional things.
[1:11:24] I mean, I have students every day that are asking to go to their counselor for things that
[1:11:28] to be honest, I never would have even thought of going there before.
[1:11:32] So I just think their job has continuously,
[1:11:34] it is evolving into something more than I think the typical average person thinks that role is.
[1:11:41] And I think it's important that we continue to shed light on on what that role actually is.
[1:11:47] You talked about at the end about a professional development.
[1:11:51] With the very exciting election day coming up and teachers all being at their favorite professional development.
[1:11:55] Is counselors presenting there or are they learning that day? Do you have a plan for them on that day?
[1:12:00] Yeah, the day is split in half. So the first half in the morning counselor receiving professional development with the rest of the teachers and staff in the building.
[1:12:08] doing initiatives such as restorative practices and such and the second half of the afternoon is dedicated to me and my freedom to get the curriculum that the counselors need to be better at what they do day and day out.
[1:12:21] The last one is do the counselors spend time I would imagine within their schools or within their teams or however they are doing it to help the teachers learn strategies and obviously learn more about the students themselves and their personal life and stuff like that.
[1:12:37] Is that something that you feel that we do well?
[1:12:40] Because my own personal experience, it really
[1:12:43] depends on the counselor and how involved they are
[1:12:46] and how good it they are for advocating for students sometimes.
[1:12:49] And their relationship to the teacher
[1:12:51] to make sure that all teachers on board on the team really
[1:12:54] are understanding the students that can sometimes
[1:12:58] be really challenging.
[1:13:00] I would say that all centers on our MTSS practice
[1:13:02] when we've had counselors meeting with teams of teachers
[1:13:06] at the middle school level and a little bit larger groups at the high school and connecting
[1:13:10] with these teachers and explaining what the students needs are, rooting it in data
[1:13:14] and coming up with support plans if when needed to implement, to get students to work
[1:13:20] at their highest potential.
[1:13:22] Well, thank you for your work and your whole team and all 13 of your staff.
[1:13:26] Thank you.
[1:13:28] Thank you.
[1:13:30] Mr. Mackie kind of hit on it, I'm not going to be able to give this talk too many more
[1:13:34] But, you know, Dr. Carter, I think one of the things we hear a lot during the budget period is, you know, sort of comparing, like, when I was in school.
[1:13:45] Well, I was trying to pay attention and certainly did my reading and advance.
[1:13:50] The stuff that's going on that these people do every day isn't what happened when I was in school.
[1:13:56] A large part of our budget would not, you would not have seen that when I was in school.
[1:14:03] But I bet, you know, I've heard you talk about this before, if you go back 10 years or five years,
[1:14:09] you know, we've seen major changes even in the short period of time.
[1:14:14] You know, I wrote down, you know, services, important investment, money, well spent.
[1:14:18] Do you want to, maybe just, you know, kind of talk for a minute about certainly not in detail.
[1:14:25] But just, this is a really good example of why sometimes it's hard to compare.
[1:14:30] And I am going to leave with lights on or moving the district forward.
[1:14:34] That might be a license plate, because I think that's a good story also, but anything
[1:14:40] that you want to add just about that this is an example of how things really are different
[1:14:45] and where we make investments here have ripple effects everywhere to the positive.
[1:14:53] And I'll, I'm sorry.
[1:14:56] Um, well, first intro.
[1:15:00] And some of that might be because there's a commitment in this community to provide high quality services, and a lot of it is legislatively mandated.
[1:15:11] So what administrators and teachers were required and mandated to do way back in the day when I was in high school, which apparently was longer.
[1:15:20] This has been referenced tonight, but it's just the expectation and the accountability
[1:15:29] and the workload of our teachers and counselors and administrators, I know it's underestimated,
[1:15:37] but even our most urgent supporters.
[1:15:41] I am in awe of what our staff is expected to do day and day out and I think it would be surprising
[1:15:46] into many people if they're comparing it to their own experience and as for your comment
[1:15:53] about whether we're improving or just keeping the lights on, that's really going to be
[1:16:01] the philosophical question come this budget season. Are we going to protect the programs
[1:16:06] that we have? Are we going to try to improve upon the programs that we have or are we simply
[1:16:11] keeping the lights on. And so that is a much more philosophical question that needs to be answered,
[1:16:18] but I think Mr. Rye, some that up perfectly, in terms of when people say, do you have what you need?
[1:16:23] Do you have enough? Whatever the category is. It's really a larger question about where do we want the
[1:16:31] services to be in our school district? And if our town leaders tell us where they want the services to be,
[1:16:36] we can tell you what the staffing levels are needed to attain that. But it is a philosophical
[1:16:41] question that we'll be grappling with.
[1:16:47] Is Kaya?
[1:16:49] Thank you for presenting, sir.
[1:16:51] I have a question.
[1:16:52] I don't know if it's for that administration or the
[1:16:55] constant department.
[1:16:56] Do we send our counseling team to any of those national
[1:17:01] conferences like the NACAC or?
[1:17:04] We currently don't.
[1:17:05] I am fortunate enough in my position to be offered an administrative
[1:17:09] opportunity every third year or so to visit these conferences
[1:17:13] and I do. I haven't yet been able to bring a team with me, though I would love to.
[1:17:20] So, I mean, something to be included in the budget, because these conferences provide so
[1:17:27] much information on how much the college admissions landscape is changing year by year, every year,
[1:17:35] you know, I mean, if I could, I would love to go to a conference like that, but definitely,
[1:17:48] Thank you for the presentation, Mr. Wright.
[1:17:52] A couple of questions for you.
[1:17:55] So obviously we can do the math, 2800 to 13.
[1:17:59] How do you navigate that, you know, to, you know, on the day-to-day,
[1:18:04] or, I guess, you know, throughout the school year to be able to provide
[1:18:08] essential services to, you know, to single individuals, so that you can, you know, really meet with every student to provide what their, you know, what their needs are.
[1:18:19] Especially when you think about, you know, students for special needs, 504s PPTs, and then the students in the higher grades 11 and 12 that are now requiring
[1:18:29] more special attention as they're going into career planning, how do we navigate that 200 to
[1:18:35] what? I would say about 200 to one, right? Rationos so that we're providing the best essential
[1:18:41] services to these individuals. Not an easy answer. It's very difficult. We have the ratio is what it is,
[1:18:48] and students want access to counselors for so many different things as Mr. Mackie had mentioned.
[1:18:54] But as many of you have been through our school building and been through this department,
[1:18:58] and you will see our counselors consistently on the move.
[1:19:02] Our administrative assistants chasing for lack of a better word.
[1:19:06] Our counselors to get them in front of the student
[1:19:08] as they're on their way to their lunch duty,
[1:19:10] as they're on their way to a meeting.
[1:19:13] I am very fortunate enough to have a team that is selfless,
[1:19:16] puts the students first, puts themselves professionally
[1:19:19] last, and does whatever it takes to meet the students' needs.
[1:19:23] But it's a difficult task.
[1:19:24] The days move extremely fast, all of a sudden,
[1:19:27] look at the clock, ask themselves if they've had lunch or not, and it doesn't matter
[1:19:32] because it's time to move on.
[1:19:37] And obviously, six to 12 is kind of your umbrella.
[1:19:41] So what is the process then to kind of transition from your counterparts in K through five
[1:19:47] to identify, especially some of these students that need that extra special attention?
[1:19:53] What happens in that five to six time frame?
[1:19:56] Absolutely. So, positions like myself, other curricular leaders, having associate principles at the elementary school level,
[1:20:03] have given us the time to sit down behind closed doors and plan out what we want to do on paper,
[1:20:09] and the district provides with us the resources to make that happen. The field trip is a perfect example.
[1:20:16] So, in the late spring, we have each and every fifth grade student come up to Timothy Edwards and spend
[1:20:21] a half a day with T.E. students, T.E. counselor, staff, and administration so that they can get
[1:20:27] that feel lowering the stress and anxiety levels so that when they walk in in August,
[1:20:32] they feel more comfortable.
[1:20:34] Again, that's just one quick example, but we're fortunate enough to have such a strong
[1:20:38] team proactive, pre-planned, and we're able to execute.
[1:20:43] So you feel that, I'm sorry, I think it's one of the few questions.
[1:20:46] So, you feel that, like, for example, 504s and PPTs, you've got the information readily
[1:20:53] at hand now by the time August comes around, and that news sixth grader comes in.
[1:21:00] You guys have kind of done that, you know, that collaboration.
[1:21:04] I do feel confident in that.
[1:21:05] Whether it's district-wide professional development, held at a school, and you see staff
[1:21:10] accidentally at convocation, graduation, and other district events, longest table for the
[1:21:16] we built this community to be tight knit.
[1:21:19] So when you see a counterpart in from another school,
[1:21:22] you have a relationship with them,
[1:21:24] and that's why you see so many staff staying
[1:21:26] or seeking to come rather than leaving or fleeing.
[1:21:30] Thank you very much.
[1:21:37] So I'm assessment.
[1:21:40] Thank you.
[1:21:41] So I think you had a very nice statement in the beginning
[1:21:45] when you said any time there's a student or family
[1:21:47] that doesn't know where to turn start with counseling.
[1:21:49] and I think that's very accurate, and I think that's kind of a take-home point here, right?
[1:21:55] The more spread then counselors and teachers are becoming the harder it is to accommodate that
[1:22:02] and we do as families and students turn to counseling for everything. And I know our counselors are
[1:22:09] going above and beyond and doing incredible things, but it would be interesting. I don't know if you
[1:22:13] know the number of hand, but it would be interesting to know, you know, what are other schools and
[1:22:18] drugs, what are their counselor to student ratios? Do we have any idea? Yes, they are lower than ours currently, but the state of Connecticut has done this job.
[1:22:30] Board, in which you can look at this counselor to student ratio. And when you do look at it for dirt be, they're typically
[1:22:36] in the 155 to 65 range and we typically live in the high school level at the 175 to 190 range
[1:22:44] currently with the additional school counselor. Okay, all you people are going to be here on the budget.
[1:22:51] I think that's an important thing. I mean, that's a huge discrepancy and a big disservice to our students.
[1:22:58] Ms. Chrissy.
[1:23:00] Finally, my light came on.
[1:23:03] First, I just want to kind of on a personal note, say that I could not be more grateful
[1:23:08] for the dedication and compassion of the counseling team at TE.
[1:23:13] Shout out, Mrs. Cots.
[1:23:15] Just the work that these teams are doing can literally be life-saving.
[1:23:22] So I just want to point that out.
[1:23:24] During the budget season, we have discussed the ESS program at the high school and the need for that at the middle school.
[1:23:33] I was just wondering if you could maybe briefly touch on how that would benefit the counseling team
[1:23:39] and hopefully take some of the load off of them at the middle school if we were able to find those funds in the budget.
[1:23:45] Absolutely. Without being able to get too deep into the weeds of what I really think that middle school needs
[1:23:51] to combat some of the mental health crisis as a result of the pandemic,
[1:23:57] we know that when students get what they need, it typically takes a little bit more time.
[1:24:04] So ESS being professional counseling services that have that small ratio without that service, the students who have this need are still going to get that need, but it's going to take place in the school counselor's office rather than the ESS clinicians office.
[1:24:19] So, if you can imagine a crisis where semi-crisis taking place in a school counselor's office,
[1:24:25] that counselor's going to be tied up for an hour or two plus at a time working with one student,
[1:24:31] and it's worth that one student.
[1:24:34] But you could have those 177 hypothetical students in line outside that school counselor's door.
[1:24:42] Thank you.
[1:24:43] So, it would be beneficial to have that program in the middle school in addition to what we have in it.
[1:24:48] I do believe so and seeing what ESS has done at the high school.
[1:24:51] I think it would greatly benefit in the middle school.
[1:24:54] Thank you.
[1:24:58] Anyone else?
[1:25:02] Thank you, Mr. Wright.
[1:25:03] Thank you all.
[1:25:07] That's the Carter.
[1:25:08] Next time you list.
[1:25:10] And while Mr. Wright is here, Mr. Wright, please extend to your counseling team how grateful
[1:25:14] we are for the hard work that you do.
[1:25:17] And you just said it beautifully.
[1:25:19] When that parent or that child is needing your attention, their only focus is going to be
[1:25:25] on their child.
[1:25:25] They're not remembering the 177 or the 190 other people in line whose issue for them is just as important as the person in front of you.
[1:25:37] And I think sometimes people forget in a district with, you know, 5100 kids will multiply that by how many parents, step parents, grandparents, caregivers that are involved, and all of the adults, not just the kids for which your department interacts.
[1:25:53] So thank you for all you do, and please extend our gratitude to your team and I appreciate
[1:25:57] them being at the trades night, the other night.
[1:25:58] Yeah, absolutely.
[1:26:00] Thank you.
[1:26:02] At this time, I will invite Mr. Lee Roy to the podium.
[1:26:09] Don't take a fancy, oh, they've been here a long time, absolutely.
[1:26:45] I appreciate everyone who has remained.
[1:26:49] So I'm proud to join Mr. Rye this evening to present our dual enrollment and fast report
[1:26:54] for school year 24 or 25, I do want to give a special thanks to the board who I was fortunate
[1:27:01] enough to join this software public school team on your leadership in April of 2024.
[1:27:08] It's been an amazing transition for me, both personally and professionally, and through my
[1:27:13] relationship with you and our connection with our elsewhere team, it's truly a great place
[1:27:17] to work, a great place to be, and I couldn't be more thankful to be part of your team as
[1:27:22] support our kids and softwins are.
[1:27:24] Good evening, Chairwoman Millie and Board members.
[1:27:27] At Softwins or High School, our shared commitment to elevate student achievement is anchored
[1:27:31] in the Portrait of a Graduate, which calls us to prepare students who are engaged, empowered,
[1:27:36] resilient, and socially conscious.
[1:27:39] Advanced placement, AP, and dual enrollment programming exemplify this vision by creating
[1:27:43] rigorous, relevant and equitable pathways that help students and body's attributes and thrive
[1:27:49] beyond high school.
[1:27:52] This report highlights how AP and dual enrollment are more than academic programs.
[1:27:58] They are platforms to which our students access, engage, and apply their learning in ways that prepare them for college, career, and citizenship.
[1:28:08] Our access provides purpose.
[1:28:09] We are committed to breaking barriers to advanced coursework, ensuring students from all backgrounds have equitable entry points into AP and dual enrollment.
[1:28:17] By expanding access, we affirm that rigorous learning is not reserved for our select few,
[1:28:23] but is a purposeful opportunity for all.
[1:28:26] We engage with our practice, advance coursework challenges students to think critically,
[1:28:31] collaborate effectively, and persist through complexity.
[1:28:35] Through APN dual enrollment, students practice skills necessary for lifelong learning and resilience,
[1:28:40] directly aligned with our aforementioned portrait of a graduate.
[1:28:43] We apply with our people, beyond credit or transfer recognition, these experiences and power
[1:28:49] students to apply their learning and authentic context, whether in classrooms, career pathways,
[1:28:55] or civic engagement. Students elevate their capacity to connect knowledge with action, preparing
[1:29:00] them to lead, and contribute, meaningfully. As the board reviews this report this evening,
[1:29:06] we encourage you to review these programs not only as measures of enrollment or performance,
[1:29:10] but has elevated opportunities that shapes student identity, agency, and aspiration.
[1:29:16] To data analysis that follow our frame by belief that when we elevate success, engagement, and application, we elevate futures.
[1:29:25] Mr. Rire, a counseling director who has just joined you previously, will remain up with me and provide an overview of this data connection with our current process and progress from the 24-25 school year.
[1:29:39] Thank you, Mr. Lee Rung, and good evening again, Chairwoman Maneli and Board members.
[1:29:45] South Windsor High School offers students multiple pathways to earn potential college credit through four partnerships.
[1:29:52] While both advanced placement courses and college articulation agreements provide opportunities to earn credit, they differ.
[1:30:00] Of course, cum, culminate in standardized exams that produce a numerical score, which colleges may use to determine credit once a student matriculates.
[1:30:09] In contrast, dual or concurrent enrollment courses award college credit based on a student's final grade in the course.
[1:30:17] In both cases, course curriculum syllabi are reviewed and approved by the partners, ensuring that students experience authentic college level academic expectations.
[1:30:27] These are pathways inherently better, rather each offers unique advantages, with guidance
[1:30:33] from their school counselor during the course selection process, families can make informed
[1:30:37] decisions about which option, or combination of options, best aligns with their student's
[1:30:42] academic, personal, and career goals.
[1:30:45] By providing these opportunities, we offer a familiar environment for students to challenge themselves
[1:30:50] with college-level expectations while still in high school.
[1:30:53] These experiences build student independence, increase confidence and strength in the skills
[1:30:58] needed to thrive in the real world.
[1:31:01] Students who take college-level classes in high school often report back to us as feeling
[1:31:06] more prepared and better informed about their future pathways while reducing future
[1:31:11] course loads and costs while having mastered the habits necessary for future success.
[1:31:19] In addition to the information shared on the previous slide, AP coursework benefits our students
[1:31:24] by strengthening their college and scholarship applications.
[1:31:28] AP is a globally recognized brand administered by the college board,
[1:31:33] which adds credibility and rigor to the student's academic profile.
[1:31:37] Students who choose to take the AP exam also gain valuable experience,
[1:31:41] preparing for high-stakes assessment, similar to a college final,
[1:31:44] graduate entrance exam, or a professional certification test.
[1:31:50] Over the past three years, the AP program has experienced steady growth
[1:31:54] both student participation and the number of exams taken. During the same period, the number of
[1:32:00] students earning successful scores has also risen with overall performance remaining strong and
[1:32:06] consistent. This stability amid expanding enrollment is especially meaningful. It demonstrates
[1:32:12] that Southlander High School is successfully broadening access to challenging college-level coursework
[1:32:17] without compromising academic outcomes. As shown here, 87 percent of students who took an
[1:32:24] APE exam earned a score of three or higher, a common benchmark for earning college credit, and a strong indicator of college readiness.
[1:32:35] Building on the previous data, APE recognizes outstanding student achievement through several distinctions.
[1:32:41] APE scholar, scholar with honors, and scholar with distinction.
[1:32:46] These recognitions are based on the number of exams taken in the average scores earned.
[1:32:50] Over the past year, more students achieved recognition in each category, while overall performance
[1:32:56] remains steady.
[1:32:58] These results further highlight South Luther High School's continued success in expanding
[1:33:02] AP participation while maintaining credit achieving outcomes.
[1:33:09] While advanced placement offers one pathway to earn college credit, agreements with local
[1:33:13] colleges and universities offer another.
[1:33:16] Articulated courses are often career-focused, with college credit awarded on the based on
[1:33:21] students find a grade rather than a cumulative exam.
[1:33:25] Both the curriculum, because the curriculum students master each day is approved as college
[1:33:29] level by a partner institution, the credit earned are widely transferable to a range of
[1:33:35] colleges and universities.
[1:33:37] Additionally, these courses have a more career-connected focus, allowing our students to make
[1:33:41] more informed choices about their future.
[1:33:46] Our largest articulation agreement is with the University of Connecticut's early college
[1:33:50] experience program.
[1:33:51] Similar to growth in AP participation,
[1:33:55] you can easily enrollment as Southman's or high school has expanded steadily over the past three years,
[1:34:00] with more courses offered in a notable rise in student enrollments in credits earned.
[1:34:06] This growth demonstrates that students are increasingly taking advantage of the opportunity
[1:34:10] to earn transferable college credit through a highly respected institution.
[1:34:15] Each year is significant number of Southman's or high school graduates
[1:34:18] matriculate to the university. These credits can then be directly applied. The cost per credit is currently
[1:34:25] $50.
[1:34:28] This next data set focuses on our partnership with CT state community college system.
[1:34:33] Our CT state college articulation has grown steadily over the past three years,
[1:34:38] with more students choosing to participate each year. In that time, the number of articulated
[1:34:43] courses has expanded and students have collectively earned an increasing number of college
[1:34:48] credits before graduation.
[1:34:50] The continued rise in participation reflects
[1:34:52] that students and families value this opportunity
[1:34:54] to get a true head start on college.
[1:34:57] And best of all, these credits are offered at no cost.
[1:35:03] Our fourth college credit opportunity
[1:35:04] is with the University of New Haven.
[1:35:08] The UNH project lead the way agreement offers our students
[1:35:11] hands-on learning experiences that emphasize problem-solving,
[1:35:15] critical thinking, in collaboration
[1:35:17] in the field of engineering.
[1:35:19] Nationally, UNH's engineering program stands out for its focus on experiential learning and
[1:35:24] real world application, integrating hands-on projects with industry partnerships.
[1:35:30] This past year, enrollment-solid significant increase likely due to the efforts of Mr.
[1:35:35] Steve Albrecht, the curriculum leader for career technology education and his dedicated team
[1:35:40] of teachers.
[1:35:41] As a result, for this current school year 2026, we are offering the project lead the way
[1:35:47] engineering 2 course, a course in which we've had articulated for years but have get to run
[1:35:53] due to lack of interest. The cost of these courses is currently $200.
[1:36:01] The free application
[1:36:02] for federal student aid, often acronym does FAFSA, is the form students and parents and guardians
[1:36:09] complete to determine eligibility for grants, scholarships, loans, and other types of financial
[1:36:14] assistance that make higher education more affordable.
[1:36:18] Recognizing importance of this process, the school counseling department has made a strong
[1:36:22] and ongoing commitment to inform and educate our community about FAFSA and how to obtain
[1:36:27] hands-on assistance with the application.
[1:36:31] Last year, our FAFSA completion rate rose to 79.4% remaining well above state average.
[1:36:37] These can numbers continue to shift in real-time as additional graduates in the class of
[1:36:41] 25. Complete the FAFSA application.
[1:36:46] Thank you again for having me at tonight's meeting.
[1:36:48] I look again forward to hearing any feedback or questions that you may have.
[1:37:05] Thank you, Ms. Kaya.
[1:37:09] Thank you so much, Mr. Rai, for presenting again.
[1:37:11] I see the AP Biology numbers look great, so congratulations to the department there.
[1:37:17] The number of five in AP Biology have gone up considerably, so extremely, extremely good news.
[1:37:24] I have question about the...
[1:37:30] Number of students taking the college classes at Connecticut State Community College through the partnership program. Do we have those numbers anywhere?
[1:37:41] I've been included in the numbers here where we have the...
[1:37:48] We do not currently take into account students who are truly dual enrolled, hypothetically, let's say they take a, and seventh, eighth, ninth class at night.
[1:37:59] And either they can apply it to our transcripts or not or you're speaking of that program?
[1:38:04] Yeah, it's in the classes at the community college and independent of the high school curriculum.
[1:38:10] Yeah, they have changed that program and increased our availability to having more seats available to our students earlier.
[1:38:16] We do have students who take advantage of that opportunity.
[1:38:19] Though it is not included in this report, I'm always open-minded including in future reports.
[1:38:25] Okay. Thank you.
[1:38:27] This is Smith.
[1:38:29] Thank you.
[1:38:30] So I just have a quick comment about the APN dual
[1:38:33] and a couple questions for you.
[1:38:35] So I love that there are these options.
[1:38:37] And I think that's great.
[1:38:39] And I have four very different students who've all
[1:38:41] dabbled in some way or the other.
[1:38:43] But I will say the system is a little confusing for parents.
[1:38:46] And just to add a couple comments.
[1:38:48] I mean, you can take these classes without paying
[1:38:51] a cent, which is also a benefit.
[1:38:54] You can take the classes and they can be
[1:38:56] on your transcript, but you're not getting credit for them if you're not paying.
[1:39:00] So you don't have to pay to take the classes and it does depend where you end up who accepts
[1:39:05] these classes or not.
[1:39:07] So just something that I've learned over the years.
[1:39:12] I know we've asked in the past about sections for some of the classes that are popular,
[1:39:16] have they increased?
[1:39:17] It looks like maybe we have a new push section just from the numbers.
[1:39:22] Very good outcomes, but looks like maybe a new section there.
[1:39:25] Are there any other courses that we're considering increasing sections of?
[1:39:35] I don't know what I'd say at this time.
[1:39:37] Many specific courses, but like A push, it's one of those courses where the increasing enrollment and the needs make us then make a decision with regard to staffing.
[1:39:46] And then kind of looking at the pieces of the puzzle that make us possibly offer less courses in other, you know, whether it's both the elective areas that then would allow us to open up a teacher to have additional sections.
[1:39:56] And so I know in a future board report I'm going to be presenting those, you know, those numbers of classes that don't have as much interest.
[1:40:05] But that does, you know, the interest level does make us then have a ripple effect on courses that were able to offer for all students across the nine through 12 landscape due to that increased interest.
[1:40:16] And due to the staffing limitations that we might have due to the certification opportunities that teachers have to be able to offer those.
[1:40:23] Excellent and I think I don't think we get the numbers in your other report, but it might be helpful in the future due to here if we're turning away large numbers of students from certain classes
[1:40:32] I think that just be helpful for people to know especially in consideration for budgets and then my last comment and it's just because my last it's my last meeting
[1:40:40] I'm just gonna say it. I mean, should we really be celebrating completion of the festival? It drives me crazy
[1:40:46] I know it's a mandate, it's not a South Windsor thing, but we sell it like it is the best
[1:40:51] thing ever and I'll just say it is great that it's available and I'm glad it's out there
[1:40:56] because certain people need it and benefit from it, but the fact that we mandate it drives me
[1:41:00] crazy and I hope we're not spending budget dollars on that because it doesn't benefit everyone
[1:41:04] and there are studies out there that even show it could hurt certain kids because you have to
[1:41:08] list your schools and there's certain people out there who have a belief that listing those schools
[1:41:13] But you had to disadvantage, because let's people know who you're listening first.
[1:41:18] But it just, I'll just say it for my last time.
[1:41:21] It drives me crazy.
[1:41:24] Thank you.
[1:41:25] Thank you, Ms. Zimmerman.
[1:41:26] I sure want to follow Mrs. Aspen, I usually enjoy it.
[1:41:30] Just a couple things.
[1:41:32] If somebody were to ask what's the one of the biggest changes or the biggest improvements
[1:41:35] over the 15 years or the last 10 years, I think it's the amount of choice we have in
[1:41:42] this area.
[1:41:43] I know it's not the only thing out there, but I think, and again, I thank the administration and the high school leadership and staff.
[1:41:51] We show 2021 to 2025.
[1:41:55] I would bet that if we showed, you know, 2010 to 2025, you know, thank you for all the effort that went in number one.
[1:42:05] Number two, I was asked this, but what grade levels are students that can take an advanced placement?
[1:42:11] class advanced placement begins in 10th grade currently. Okay, so approximately, you know,
[1:42:20] 1200 kids, 1200 students, apologize, and about 500 of them are taking at least one,
[1:42:28] 504, so about 40% give or take. And if I did the math correctly and I just kind of estimated it,
[1:42:36] Since 2021 to 25, over four years, I think the number of students taking at least one class is going up like 30 percent, which to me is pretty amazing.
[1:42:48] I'm guessing, it's because we have a high level of students, and that's phenomenal.
[1:42:54] But I'm guessing it's also, I'm going to call it marketing, I'm going to call it sharing information,
[1:42:59] been walking down the halls and seeing like a student like myself that you would have had
[1:43:05] to push to do this, all my friends would have been taking as many as were available. So
[1:43:10] I'm guessing there's a whole bunch of things that go into these numbers, a lot of effort.
[1:43:14] But I think it really tells a good story. And just, I'm guessing, tell me if I'm wrong,
[1:43:19] this is one of those areas that a small dollar investment could lead to a lot more opportunities
[1:43:25] is for all the students, and specifically, you know, you know, the students that really want
[1:43:33] to get pushed and tested and sort of prepare for college. I mean, is the issue that we
[1:43:40] don't necessarily need more? You know, I don't want to say a week before an election.
[1:43:46] What would you do if you had more money? You know, whatever, so I'm not going to say that. I didn't
[1:43:49] to say it.
[1:43:51] But is this one of those areas where a small amount of money, an extra class or a teacher
[1:43:57] opens up a lot more opportunity, or are we at the numbers where we're kind of taking care
[1:44:02] of everybody?
[1:44:03] I know that question was asked by somebody else in a different way.
[1:44:08] Yeah, I think you're absolutely right.
[1:44:10] Dr. Peterson always tells us that access and engagement are key and being able to open
[1:44:16] opportunities for all students and, you know, ultimately having more opportunities for courses
[1:44:22] to be offered allows us, like we talked about with the A push class to have other students
[1:44:28] who maybe are just trying, you know, because not every student is taking four or five of these
[1:44:32] classes.
[1:44:33] You know, even trying one or two is a big lift and a big challenge for many of our students to
[1:44:38] be able to, you know, embody that academic excellence that we have each and every day.
[1:44:42] So, the more resources that we have in this area are the more opportunities the more
[1:44:46] course options that students have. And, you know, kudos to our counseling team and Mr.
[1:44:52] Rye on the ability to not only share and explore what these look like, but really give
[1:44:56] a real indication of the amount of work that goes in.
[1:45:00] I believe until you are actually into the coursework, you really don't understand the amount of rigor and the amount of work that it takes to be successful.
[1:45:08] And our numbers really do embody that level of success that we promote from our counselors to our teachers to our whole staff.
[1:45:18] On this course, thank you.
[1:45:21] I just wanted to ask about the AP, the credit transfers to schools.
[1:45:28] I've heard concerns that it is very based on the school.
[1:45:34] Do we have any data, any agreements, even with just the local universities and colleges?
[1:45:41] That is kind of a guarantee that our kids are going to take this highly competitive course.
[1:45:48] class, they're going to pay for this test, do their best on the test, and it is definitely
[1:45:53] going to transfer into credit at any of our local schools.
[1:45:57] While not in the definitive agreement, each school tends to be very transparent and having
[1:46:02] their own website, in which they will show if you take this AP class and get this score,
[1:46:08] it will transfer to this school in this way, which was very complicated sentence on purpose
[1:46:14] Because if you're going into a nursing major versus a philosophy major versus a major that I
[1:46:20] You know hypothetically down the line
[1:46:22] They're going to want different numbers on different exams and they're gonna prioritize some of that
[1:46:27] And there's also schools who want to teach you that subject matter them selves with their instructors on their campus
[1:46:33] Not that they don't trust us, but they're trying to calibrate their experience as well and that was gonna end up my next question
[1:46:40] was about transparency and
[1:46:42] is this presented to students and families
[1:46:47] that this is not a guaranteed credit.
[1:46:49] Like it is still a great opportunity, a great choice,
[1:46:52] great options for you to challenge yourself,
[1:46:56] but that credit part is not necessarily the guarantee.
[1:47:00] Absolutely, we pride ourselves on the course selection process,
[1:47:04] beginning sooner than most schools in doing this in January.
[1:47:09] So we are talking about classes
[1:47:10] for next year, each and every January.
[1:47:13] We're hoping that as many students
[1:47:14] to counselor meetings, a cornerstone of our program
[1:47:17] is the junior planning meeting in which we bring in
[1:47:20] the student and the family in the counselor's office
[1:47:22] to chart out that next 18 months.
[1:47:26] But those are just a few examples.
[1:47:28] The more conversations counselors have with students,
[1:47:31] the more that counselors play the pinpoint
[1:47:33] to these decisions and this guidance,
[1:47:35] the more informed and aware of students
[1:47:37] and families are going to be.
[1:47:38] Thank you.
[1:47:41] Ms. Kenna, I can't believe you, sorry.
[1:47:44] To Ms. Estonance Point of on the FAFSA and the colleges the way that they're listed
[1:47:50] if that can be a problem for students going into college, I'm wondering do you recommend
[1:47:58] that they list the colleges after get alphabetically so they're aware that that might
[1:48:03] be a problem and is that something that you can't so them with?
[1:48:07] That actually our state certification does not cover FAFSA guidance.
[1:48:13] In my earlier presentation, I discussed our, actually, it was this one, I apologize, our commitment to making families aware of outside consultations and services known as FAFSA days and which families can connect with professionals who do have that training and expertise but is not covered under a current 068 school council or license.
[1:48:34] Thank you for being here and your presentation.
[1:48:40] Mr. Marx.
[1:48:41] Thank you.
[1:48:42] Excuse me.
[1:48:43] Thank you for the presentation and the opportunity to offer.
[1:48:48] When I was in high school, a couple years back, I guess at this point.
[1:48:52] I took about eight to ten AP courses and multiple EC courses.
[1:48:56] It helped enable a more successful college yearning to the point where I'm only taking a couple classes.
[1:49:02] I want to do classes in the final semester, my college experience, but I've seen since
[1:49:09] I left the high school that we've added various classes, some of which I wish I could
[1:49:14] have taken.
[1:49:15] When I was there, can you maybe talk about the process for adding classes and I know budget
[1:49:21] discussion that obviously revolves around budget discussions, but I guess not only the process
[1:49:26] but if there's any classes that we're looking at right now.
[1:49:29] Absolutely, so again, being fortunate enough to have a curricular leader over see every department and getting opportunities to meet with central office team building leaders.
[1:49:39] We meet on this each October. So we're in the first meeting of October. We're thinking about what planned courses that we would like to offer in the next school year and what it would take to that point.
[1:49:51] But when you think about that, you have to brainstorm what classes and courses our students want,
[1:49:57] what the real world is asking of them, why offering them.
[1:50:01] Our students are very thirsty in the world.
[1:50:03] It's very competitive, especially in the college application process, but we want to make
[1:50:07] a thoughtful decision because when we talked about the three domains of school counseling,
[1:50:11] academic achievement is very important.
[1:50:13] Career and future planning is as well, but as so is personal and social development and emotional
[1:50:19] regulation and these courses can be very difficult.
[1:50:22] So we're trying to take into account everything and make a very informed decision as a team.
[1:50:27] Thank you.
[1:50:28] And also, on the topic of the fast fight, although that is a graduation requirement, there
[1:50:33] is a waiver that's available to students and families correct.
[1:50:36] That is correct.
[1:50:38] So, I mean, obviously, I understand the assessments coming from, I didn't have, my family
[1:50:43] didn't have financial aid, myself from my college experience, but I think I've seen second
[1:50:47] and the impact that has on potentially removing
[1:50:51] some financial barriers for families and students
[1:50:54] that might not be able to afford college in the first place.
[1:50:58] But do you have any data, I don't know third party,
[1:51:01] but do you have any data on the average financial aid
[1:51:04] that students receive or any data
[1:51:06] that you could get us in the future
[1:51:07] so it could kind of see the impact?
[1:51:10] I will look into that
[1:51:11] and just for one point of clarification,
[1:51:13] FAFSA is not a graduation requirement
[1:51:15] for the current class of 2026.
[1:51:17] Okay, it's 2027 and beyond.
[1:51:19] We're completion of any financial aid application.
[1:51:24] A designate being administrative had made multiple attempts to get this form completed with the family or ultimately a waiver.
[1:51:32] Thank you.
[1:51:37] Thank you for your presentation.
[1:51:38] I just have a couple of comments.
[1:51:42] I've noticed that there are no classrooms who square are five on the exam, which is excellent.
[1:51:48] They tell that there's 8% percent square higher than a three, which gives them the chance
[1:51:54] of maybe getting college credit for that thing on the university of college or attending.
[1:51:58] I was wondering, like, today, history, chemistry and biology, it bumped from Russia
[1:52:03] to this year, from nine to 25 students, 18 to 30, and 23 to 37, which was a very, very high
[1:52:10] bumps.
[1:52:11] But then I looked at the psychology one.
[1:52:13] I was wondering did test change or something because we went down in that one and it's just kind of caught my eye on one from like 55 students got a 5 to 32
[1:52:21] And that's put a damn for on your great presentation, but I just was wondering if maybe they changed the course or
[1:52:45] Thank you very much, John.
[1:52:51] Thank you very much, John.
[1:53:04] is the first budget status report of the year.
[1:53:07] At this time, a few personal accounts
[1:53:09] are exceeding their budget allocations
[1:53:11] as may occur at the start of the school year.
[1:53:14] However, we do anticipate that overall expenditures
[1:53:16] will remain within the approved budget as the year progresses.
[1:53:20] Special education expenses are currently running
[1:53:22] slightly over budget by approximately $65,000.
[1:53:26] These accounts fluctuate throughout the year,
[1:53:29] thus any necessary actions will be considered
[1:53:31] as expenditure trends become clearer over the course of the year.
[1:53:35] Regarding our health reserve, the current balance stands at 20% of the year's projected claims.
[1:53:41] In past years, we have maintained a 25% reserve balance.
[1:53:45] The decrease is due to two factors. First, due to the fiscal year 2026 budget reduction
[1:53:51] in this line and second, due to unusually high claims activity during the month of July.
[1:53:58] Thank you. This concludes my report and I'm happy to answer any questions.
[1:54:02] First of all, the motion on table, Mr. Maggie. Please?
[1:54:07] Move to approve the twenty twenty-six first budget status report as presented.
[1:54:12] I have a second. Any discussion? Any questions from Mr. Marker? Mr. Richard?
[1:54:18] I'm Mr. Marker. I'm sorry.
[1:54:19] I mean, Crystal, it's disappointing to see how depleted our reserves are, not obviously due to our budget cut last year.
[1:54:27] And I think when the council made the decision to cut our budget, we warn them that there could be potentially higher than expected claims and special education costs that could impact.
[1:54:40] I guess our reserves and how much we have available and stuff.
[1:54:43] So can you maybe explain a little bit about how the budget reduction kind of led to this and how this will affect our ability to draw from reserves in the future if we might need it if there's more
[1:54:55] Social education costs and anticipated or more healthcare claims anticipated.
[1:55:03] Sure, so we carry a health reserve balance or we have in the past 25% of the years projected claims.
[1:55:10] And every month we do have a budget that we often, you know, we work to me every month.
[1:55:17] Usually at the beginning of the year, our claims experience is generally lower in the month of July,
[1:55:24] because that's when our fiscal year, our turnover for the new year starts and having health savings account medical plans
[1:55:31] that's usually the time of the year that the claims are lower.
[1:55:35] This year was sort of an anomaly in that month, but it does cause concern, right?
[1:55:41] Two months after that, they're looking a little bit better, but anyway, what that means
[1:55:47] is, over the long haul, if that were to keep that trend were to continue, and we were to
[1:55:52] have high claims, that it could ultimately further reduce that reserve balance, and being that
[1:55:59] a self-funded healthcare, we operate through the district with the self-funded healthcare claims.
[1:56:07] What that means is that we, as a district, pay for every claim that an employee has.
[1:56:14] So it's not like a fully insured plan where you pay like your car insurance, you pay one
[1:56:18] amount and then no matter what happens, no matter what expense the insurance company then pays
[1:56:23] for that.
[1:56:23] So it's really important for us to watch those claims and it's important for us to have
[1:56:29] reserve. So in the years that something like that happens, we have a place to go.
[1:56:35] Industry standard has always said keeping 25% should be a really comfortable place for us
[1:56:39] to be. So it's a little concerning to start fall below that and certainly a little concerning
[1:56:44] to not only be a 20% but have that first month be a tough month.
[1:56:49] Same thing on the special ed decide right now. So just to also say I'm sorry on the health
[1:56:54] We did reduce the budget in that line by $470,000 and of course coupled with the claims in July was a significant hit there.
[1:57:04] And then on this special education side, we did reduce the budget on the special education to use $500,000 in reserve there.
[1:57:12] And right now we are trending a little bit higher. Things may fluctuate, you know, they do fluctuate throughout the year based on students moving in, moving out of district or needs that they have.
[1:57:21] But it's the same scenario there, you know, we as our cost increase, we may have to lean
[1:57:27] more on those reserves, and the more we deplete those reserves, the more at risk we are
[1:57:32] in our budget.
[1:57:33] Thank you.
[1:57:36] Hi, so there's motion on table.
[1:57:37] It's been second.
[1:57:38] Oh, it's you need.
[1:57:40] Oh, no problem.
[1:57:42] Mr. Mirca, I guess, you know, kind of leading from that, from that same question for the reserve
[1:57:49] accounts.
[1:57:50] Now, do we have, we don't have the final numbers for the budget projection for FY25, correct?
[1:57:59] For what, you know, what the final number for FY25 was as far as, you know, what was left over, what was sure or anything like that?
[1:58:10] So, at the fourth budget status report at the end of last year, we indicate that if there was any funds left over that we would direct them to the health care account.
[1:58:18] So I don't have that number off the top of my head.
[1:58:20] I'm certainly, we could get that to you, but that it also includes any monies that we've
[1:58:26] put into this healthcare reserve at the end of the year, in addition to the 470 reduction
[1:58:32] and in addition to July has still set us at this 20%.
[1:58:36] Okay, so whatever surplus we've gotten from FY25, it still said, which we don't have the
[1:58:43] exact number yet, though, correct. But it still sets us within that 20 percent. Correct.
[1:58:50] It's already factored, Ed. Okay. Thank you.
[1:58:52] It's welcome.
[1:58:55] All right. Now, we'll shine table up in second, all in favor, opposed,
[1:59:01] extensions, motion carries.
[1:59:06] Dr. Carter. At this time, I turned things over to Dr.
[1:59:10] And so who will report out on October 1 in Roman data, just to remind of ward members, there'll be a much larger, more detailed discussion in November when we have our demographers here to go into further details.
[1:59:21] So this is a snapshot of October 1.
[1:59:25] Thank you, Dr. Carter. Good evening, Chairwoman Manilian members of the board. As Dr. Carter indicated,
[1:59:30] included in your packet is a report of the district's official October 1 in Roman numbers as submitted to the
[1:59:40] For one, our district wide enrollment pre-cated 12 was 5,135 students.
[1:59:47] Importantly, we continue to see increases at the middle school in the high school, where
[1:59:50] the middle school increased by approximately 6% and the high school 3%.
[2:00:00] A much more detailed report will come forth at next month's Board of Education meeting.
[2:00:05] This enrollment information has been shared with our demographers at MP planning group and they will be presenting their analysis next month as well as refresh projections.
[2:00:16] And that will conclude my enrollment report.
[2:00:20] for the questions, Mr. Mackie?
[2:00:23] Yeah, thank you.
[2:00:25] It says the Pop-I Pop Program enrollment decrease by five students.
[2:00:29] I don't know why I find that hard.
[2:00:31] Like, how is that possible?
[2:00:33] So importantly, the Pop-I Pop Program is that students are going
[2:00:36] to be enrolling throughout the year in that program
[2:00:39] for when they age in to turn three years old.
[2:00:43] So given that this is a snapshot as of October 1,
[2:00:46] there will be additional students enrolling in that program
[2:00:49] simply a function of birth dates.
[2:00:51] Okay, so if somebody turns three in December,
[2:00:53] they could enroll that.
[2:00:55] So then does that add, if we get a kid with severe needs,
[2:00:59] is it possible that then we have to take from a different side
[2:01:02] of the budget to or another spot,
[2:01:05] because we may have to hire an additional person,
[2:01:07] if this needs potentially was worse,
[2:01:10] or they needed more, or whatever it is,
[2:01:11] or no, or we'd good no matter,
[2:01:13] if we had a student in December with high needs.
[2:01:16] No, certainly there have been,
[2:01:18] And likely will continue to be students that move in that are uninticipated and have uninticipated
[2:01:24] needs that if their PPT recommends additional services that need to be provided to meet
[2:01:30] those students needs, we need to hire that additional staffing or move resources to address
[2:01:36] that need.
[2:01:37] Would you say that in your position, is that a challenge to hire somebody of that statue in
[2:01:41] the middle of the year?
[2:01:42] because I would imagine somebody who's really experienced
[2:01:45] in that role probably has a job by December.
[2:01:48] So if we need somebody like that,
[2:01:50] do you think that hurts us and you are other part
[2:01:52] of hiring staff?
[2:01:54] I'd say any mid-year hire is a challenge.
[2:01:56] Challenge challenge.
[2:01:58] Thank you.
[2:02:01] The other questions from Mrs. Sanzo?
[2:02:05] Thank you very much, Mrs. Sanzo.
[2:02:06] Oh wait, Mr. Brown, I should be on this side
[2:02:08] because I don't spend this way very well.
[2:02:10] OK.
[2:02:11] That's why Anne usually does her thing here.
[2:02:15] So if I'm reading this correctly, so we are approximately 1% over the projection in the enrollment projection from 2024.
[2:02:29] So we are growth as a district is a slightly less than 1% in comparison to last year.
[2:02:36] And as it compares to projections, we're slightly under that projection, particularly at the kindergarten level,
[2:02:45] is where the majority, where we have a smaller class than it expected.
[2:02:49] That's an ongoing conversation we're having with our demographer, and they'll be able to share more analysis about that next month.
[2:02:56] So, this year hasn't given us any surprises thus far, I guess, in terms of enrollment.
[2:03:02] In fact, it has, as the Board may know, we needed to add an additional elementary teacher at PRS.
[2:03:12] So while we are overall down in some enrollment at the elementary level, we in fact added a teacher at third grade at PRS,
[2:03:22] because that particular grade level added students that put us above class size maximums and we needed to add a staff member there.
[2:03:30] Thank you.
[2:03:36] I'll be quick.
[2:03:38] Dr. Carter.
[2:03:39] Again, it won't be here for the next month report.
[2:03:42] The expectation still is we're going to get about 400 kids at the high school in
[2:03:47] Deuton.
[2:03:48] Right.
[2:03:49] So what you're really seeing is that we've plateaued at the elementary level and that we're
[2:03:54] going to continue to grow at TE and you're going to continue to add another 400 students
[2:03:59] to the high school by 233.
[2:04:01] So that's why when you see in the budget, you're going to see.
[2:04:04] more of the costs centered around middle school and high school for additional staffing
[2:04:09] just as when the bubble first hit it was at the K5 level which is why we had to hire so many
[2:04:14] K5 teachers you know what Dr. Sanzo just pointed out a lot of times people say well if you
[2:04:21] added a hundred kids and you divide by this then that's what you get and so it depends on which school
[2:04:28] It depends on which grade, so while we have fewer elementary students than anticipated,
[2:04:34] we still had to add a teacher that we hadn't budgeted for, because that grade got hit
[2:04:39] at that school and at that grade level.
[2:04:41] So the idea of just dividing by school or by grade level doesn't work, it matters where
[2:04:47] they're hitting.
[2:04:49] Dr. Carter, I'm smiling, you probably need to stay off Facebook, because that exact example
[2:04:54] was there recently.
[2:04:55] I have never been on Facebook, so I will continue to do so.
[2:05:01] Dr. Carter, I just want to follow up real quick.
[2:05:04] Something Dr. Stanza just said, because I think, again,
[2:05:07] I've got to take the shots when you can.
[2:05:08] I think it's really important.
[2:05:10] He gave him an example about, you could have a few new students that we didn't predict
[2:05:14] and they could have some high needs, is an example that we're not a business.
[2:05:19] When we get that example, you guys all have to figure it out.
[2:05:23] There's no alternative other than figure it out, provide the services that are required and figure it out.
[2:05:29] If it happens in September or if it happens in February, whenever it happens, that's your job, that's your responsibility, that's the requirement.
[2:05:39] So if future boards talk about having a little bit of reserves, that's the reason.
[2:05:45] That's an example of that because there's no other place to go unless we want to go back to the council in the middle of a school year.
[2:05:52] So, okay. Thank you.
[2:05:57] I'm sorry.
[2:05:59] And it's a sense. That's a sense of. Isn't it true that we go to higher 6 to 12 teacher
[2:06:06] there, there's sub, there are content certified. So, you know, just because you're a
[2:06:12] new math teacher, it's way different than hiring an elementary school teacher who's
[2:06:17] certified in all the subjects and all the elementary subjects. So, when you get to
[2:06:21] say you need a chemistry teacher only certain people you can't say well we already have you know
[2:06:26] on that teacher that person may not necessarily be able to serve as a chemistry teacher correct?
[2:06:32] That's absolutely correct not only is it content certified but as you the example you just
[2:06:37] gave in certain subject areas it's even more specialized than that so for instance science teachers
[2:06:43] there are specific certifications in chemistry biology physics as an example similarly in
[2:06:51] language, Spanish, French, Italian, etc., and if you have to hire that, you know,
[2:06:57] me way through the year, that's if it becomes even more difficult.
[2:07:00] Absolutely.
[2:07:01] I knew the answer to that.
[2:07:02] I just wanted to hit you to say it out loud.
[2:07:05] Anybody else?
[2:07:09] Right.
[2:07:13] That's the Carter.
[2:07:15] And we keep rolling with Dr. Samza.
[2:07:18] Thank you again, Dr. Carter.
[2:07:20] Board members included in your packet this evening is the latest personnel report.
[2:07:24] At this time of the year, we've received notification.
[2:07:30] Motion of four retirements will take effect at the end of the school year. Three teachers and one administrator
[2:07:35] the details are included within your packet and that will conclude my personal report for this evening.
[2:07:42] Thank you. Next we have unfinished new business.
[2:07:47] Go to Mr. Marks.
[2:07:49] Prove of Superintendents schools.
[2:07:52] Thank you. I moved to approve of 2025 to 2006 superintendent schools as presented.
[2:07:57] Any discussion?
[2:07:58] Oh, second.
[2:07:59] Thank you.
[2:08:00] Any discussion?
[2:08:04] Okay.
[2:08:06] All in favor?
[2:08:08] Opposed?
[2:08:09] Session?
[2:08:10] Motion carries?
[2:08:12] You have a monitoring order.
[2:08:13] Start the corridor.
[2:08:14] Next we have the Rathide and the Tenet of Agreement between Sothwinds of Board of
[2:08:20] Ed and Slaw.
[2:08:22] Mr. Brown.
[2:08:24] Thank you.
[2:08:25] Move to ratify the Tenet of Agreement between the Sothwinds of Board of Education and the
[2:08:28] Windsor Administrators Association, effective July 1st, 2026 to June 30th, 2029.
[2:08:49] No, he didn't want to do it today. It's Mr. Mackie.
[2:08:55] Mr. President, you all said you like something.
[2:08:59] All right. Have we, do you have a second? All in favour?
[2:09:04] I'll be back in a second.
[2:09:05] There you go. All in favour? All right.
[2:09:07] All right.
[2:09:08] Opposed? Opposition? Motion carries.
[2:09:12] All right.
[2:09:12] Next, we have a community force.
[2:09:14] Anybody with a community report?
[2:09:16] One last time, Mr. Kimber.
[2:09:21] It's pretty much the same as last time, so.
[2:09:26] All right.
[2:09:27] Hearing your visitors, anybody you'd like to speak?
[2:09:31] Okay.
[2:09:33] Next, I am some future agenda.
[2:09:36] We'll have a look.
[2:09:38] New members.
[2:09:40] I want to thank the Board of Ed.
[2:09:43] People who are not coming back.
[2:09:44] I wish locked to the people who are coming back.
[2:09:47] You will be very missed.
[2:09:50] I can get mushy now.
[2:09:51] Next we have adjournment.
[2:09:53] Cah, have a motion to adjourn.
[2:09:57] Cah, second.
[2:09:58] There you go.
[2:09:59] Very adjourn.
[2:10:00] Thank you.