[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6221453,"mediaKeyId","3613968-4ea9f71521054b30446e92fbf631180b","parentId",3613968,"title","Board authorizes non‑lapsing account; debate ensues over buses, start times and a possible interim appropriation","audioSeconds",5255,"startMs",245000,"endMs",5500000,"viewUrl","/Search/View?dp=1&key=3613968-4ea9f71521054b30446e92fbf631180b&start=245&end=5500","thumbnailUrl","https://assets.pipeline.soar.com/3613968-4ea9f71521054b30446e92fbf631180b/thumbnail_245000.jpg","articleUrl","/articles/6221453/Connecticut/Board-authorizes-nonlapsing-account-debate-ensues-over-buses-start-times-and-a-possible-interim-appropriation","mediaUrl","https://secure.pipeline.soar.com/6221453-4d79879a084d1e2be597fbcdd097925a/orig.mp4?Expires=1770991907&Signature=i4kFvhd538K8R8Y6Z0yfZa7INYIK568BzZlyN8Mj-X29qp1dQAbFyD81o~cK5tfPZAIZPNt7SZJwhRITeAT7ygCmPHo7on8eaPfZquMh0nJlC6G5ZzCyO7niMwaKC3O84YGLhj7KluUsBlp1YZcUToAoinJKz5LQY-Kh0i~wsLel43ixDBoMgoUaqis2KIcUlV-g61rlDEZJGAtmu-GmUATOf6AYmOH5eWS6drbNfgFqgSvMZQvd4sBeX6WdmVJGKs6nC-AQH3N64SFAlZNT0jvooz9mfE3kVgMkvfDNh5A6kCHtfwGq0zeP4hDorFj7DfiON5HoQkRyX5m5I7vbvg__&Key-Pair-Id=KUT5TJCACFTXG","author","Greenwich School District","date","2025-05-30T10:56:45Z","article","Board authorizes non‑lapsing account; debate ensues over buses, start times and a possible interim appropriation

The Greenwich Board of Education voted to allow administration to deposit fiscal year 2024–25 unexpended funds into a non‑lapsing account, clearing the way for the district to hold leftover funds into a dedicated account and return to the board later to approve any expenditures.

Why it matters: Board members and administrators said the authority gives the district a mechanism to hold one‑time savings to cover known contract shortfalls in transportation and to avoid asking the town for emergency funds immediately. Board members disagreed over whether the newly projected surplus should be used now to reverse the high‑school start time change or whether the board should pursue a formal interim appropriation from the town’s governing bodies.

The motion the board approved authorizes the administration to deposit all FY24‑25 unexpended funds into a non‑lapsing account under CGS 10‑248a and Public Act 24‑45, the statute that expanded local boards’ ability to carry unexpended appropriations forward. The administration explained the statutory language permits the board to retain up to 2% of the district appropriation; for the current year that ceiling is “just over $3,800,000,” administration staff said. The board discussion made clear any use of those funds will require a later affirmative vote by the full board.

Administrators told the board the district typically spends about 98–99% of its operating appropriation and that leftover year‑end savings primarily come from salary “churn” — vacancies, timing of hires and turnover. Finance staff projected an approximate $2,000,000 surplus for FY24‑25 but cautioned that figure is a projection and subject to change by June 30.

That projection set off the meeting’s longest debate: transportation and school start times. Board members and staff reiterated that the district currently needs additional money for the transportation contract, and that contractual rates being negotiated with the bus vendor are higher than in prior years. In public discussion staff said vendor contract rates being negotiated are up across the region and described single‑digit to double‑digit percentage increases; administration said the district had been negotiating under difficult market conditions (driver shortages, parking constraints and rising wage costs).

Two distinct funding questions emerged. One is the immediate shortfall the administration said exists for the transportation contract under the schedule the board already approved; administration said the non‑lapsing account could be used to cover that shortfall so the district can sign the contract and run buses for summer school and the fall. The second question — politically and procedurally more complicated — is whether the board should seek a formal interim appropriation from the town to restore funding cut during the budget process that reduced high‑school start times (reversing the April budget action that changed start times). Some board members urged asking the Board of Estimate and Taxation (BET) and the Representative Town Meeting (RTM) for an interim appropriation earmarked for transportation, while others urged caution because (1) the amount needed to fully restore buses and reverse the start‑time change is not yet final, (2) any BET/RTM action cannot be completed until after the new fiscal year begins July 1 and (3) the bus vendor negotiation is ongoing.

Administration and multiple board members said the non‑lapsing account is the prudent mechanism to secure funds now and avoid signing a contract without appropriation. Several board members also requested a written legal opinion from the town attorney clarifying whether the board may ask for an interim appropriation before July 1 and what procedural steps would follow.

What the board decided and next steps: the board approved placing FY24‑25 unexpended funds into a non‑lapsing account (motion passed). The board did not take a final action tonight to request an interim appropriation; members agreed to seek a clearer, written legal opinion from the town attorney and to set a follow‑up session (possibly in the next week) that could include an executive session for contract negotiations and a possible action request if the legal and financial details are resolved.

Ending: Several board members asked the administration to return with precise, documented figures at the earliest possible date (June 30 year‑end numbers and the negotiated vendor rate) and a written opinion from the town attorney about the interim appropriation process so the board and the public can understand next steps and timing.","mediaType","Video","parentTitle","May 29, 2025 Board of Education Retreat","oneSentenceSummary","The Greenwich Board of Education voted to allow administration to deposit FY24‑25 unexpended funds into a non‑lapsing account, prompting an extended debate over transportation contracts, school start times and whether to request an interim appropriation from town government.","taxTitle","Greenwich School District, School Districts, Connecticut","taxId",38354,"location","Connecticut","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6221444,"Board committee presents first read of district artificial‑intelligence policy, seeks guardrails and staff guidance",458,6540000,6998000,"/Search/View?dp=1&key=3613968-4ea9f71521054b30446e92fbf631180b&start=6540&end=6998","https://assets.pipeline.soar.com/3613968-4ea9f71521054b30446e92fbf631180b/thumbnail_6540000.jpg","/articles/6221444/Connecticut/Board-committee-presents-first-read-of-district-artificialintelligence-policy-seeks-guardrails-and-staff-guidance","https://secure.pipeline.soar.com/6221444-fbc87bc1b3a45268ea0af1dacb1f61f1/orig.mp4?Expires=1770991907&Signature=AZ7eaWyu4UHwPxDNKtcs~jFi8zCkC8c9HGsles467kUJR7UdJxPFqjwaWUKjrT9ZJ601ZIOSh9ZVUDD2mLgZYyrBCZq6GbvkOUZ3zdqS2C4KYMOGxSvnswLBdfL1mhaOKiKHz190JDLgg8gMN76XTQCsT9b0oJE5z~04iiYgSQIBe~Y7R4XG9swO~1Km9sCFHAfhdfusldx5LjRjJ8CeFwWL3wQE0laHhaVnPD0SjDeQidktYXH0uU1Jk48UWJptI-u-ryJ9PXH-0rcUwj~31F09O~~ss92YOfr8hbzIFe~OPmEmv-nS0q0GBY4~xBiXZBzM~Dz1Klo7pXTNm0dRRA__&Key-Pair-Id=KUT5TJCACFTXG","Board committee presents first read of district artificial‑intelligence policy, seeks guardrails and staff guidance

The Board of Education’s policy committee presented a first reading of a proposed district policy on artificial intelligence (AI), describing it as an attempt to balance guardrails against undue restriction so the district can adopt AI tools for legitimate educational uses while protecting academic integrity and privacy.

Why it matters: Trustees and administrators said AI tools are already appearing in classrooms and staff workstreams. The policy committee presented a high‑level policy to set boundaries and said a more detailed administrative regulation is in development to address staff and student usage, disclosure and training.

What was presented: The draft policy would permit staff to use AI tools for efficiency and instruction while requiring ethical use, transparency and oversight. Committee members said they reviewed models from higher‑education institutions and other districts, and they flagged common issues the policy must address: attribution, student academic integrity, data privacy, staff training and how to treat AI‑generated material in parent communications.

Committee chair and members emphasized guardrails rather than a blanket ban. They gave the example that a teacher could use an AI tool to workshop ideas but must not represent AI‑generated work as a student’s own original work; staff would be instructed to disclose material produced or substantially aided by AI. The committee also noted the district has a separate body that has piloted AI‑aligned instructional tools (Khan Academy was mentioned as an example of a pilot supported by outside grant funding), and the policy would not be written to preclude sanctioned pilots.

Next steps: Committee members asked for additional feedback from the full board; the policy will return as a second reading after committee review and the development of accompanying regulations and training materials. Members said they would circulate the draft and welcome written feedback before the next meeting.

Ending: Committee members asked board members to send suggested edits to the policy chair and noted that a district AI regulation and staff training plan are in development.","The board’s policy committee presented a draft first‑read policy on district use of artificial intelligence. Committee members and administrators said the policy aims to allow staff and students to use AI tools for legitimate educational and efficiency purposes while setting ethical guardrails and planning a more detailed regulation to follow.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6221449,"Administrators and principals report gains on reading, math and staff climate as strategic‑plan work continues",5262,1268000,6530000,"/Search/View?dp=1&key=3613968-4ea9f71521054b30446e92fbf631180b&start=1268&end=6530","https://assets.pipeline.soar.com/3613968-4ea9f71521054b30446e92fbf631180b/thumbnail_1268000.jpg","/articles/6221449/Connecticut/Administrators-and-principals-report-gains-on-reading-math-and-staff-climate-as-strategicplan-work-continues","https://secure.pipeline.soar.com/6221449-68ce28c25f88bd51347ee4825498a229/orig.mp4?Expires=1770991907&Signature=fbJYWsNujcU9HZEePWzk5nFJpyAIMvNGSo10MLlCErUfEsRP1hHp~GS6qaLbWnJ3kDpMsFAKTNG2kGeH~YznLX7OpBkLxc9mNv~AQO6NeGl3MjMmNWjLMxeAaN5Xj-f09RVOWUGC8bU3Kf~q-rYyn6~4meRgrnFX8Q8PX4v-MePo4JXa8j7msU4v68iXgIULd1-JuKdDbB4HZZagfx~wcX-RU34dWvdEyfin9xfL5Nq-ceP3MNTiXlgtqimIjb1iKJuuiO1SC8JthGmr0xDW4A9p962xyuw7W~KIr8Ce55X-0~VX00HrR5Cd0-r7DVnEw8IrgDZP37gjJHMKa~EOfQ__&Key-Pair-Id=KUT5TJCACFTXG","Administrators and principals report gains on reading, math and staff climate as strategic‑plan work continues

Representatives from seven schools and central office staff briefed the board on school‑level progress tied to the district’s strategic plan, highlighting literacy investments, collaborative instructional work and marked improvements in staff climate at one school.

Why it matters: The presentations laid out how district investments in early literacy, diagnostic tools and teacher professional learning are intended to produce measurable gains over multiple years. Administrators warned that some assessment data is still embargoed by the state and will be shared publicly when permitted, but they described year‑to‑date improvements and described how the district is aligning curriculum, assessment and professional learning.

Highlights from schools and central office
- Literacy and foundations: Elementary leaders described a multi‑component early literacy approach that combines foundation skills, phonics/decoding programs, graded decodable readers (referred to in presentation materials as ‘geodes’), and vocabulary/grammar work. Presenters said the district has invested in new curriculum and staff professional development over the last three years; administrators noted it typically takes multiple years to see trends from those investments.
- Math and early intervention: Principals described diagnostic tools and rapid-response interventions that identify students who need “tiny tweaks” to instruction and deploy small‑group or specialist support quickly.
- Science and collaboration: Middle‑school staff credited cross‑grade collaboration (6–8) and alignment of curriculum and assessments for improved performance on the Next Generation Science Standards (NGSS) topics tested at the middle level.
- Graduation and attendance: Greenwich High School administrators said a tightened attendance policy, combined with weekly data reviews and targeted outreach, reduced unexcused absences during the first semester; administrators linked the drop in unexcused absences to stronger credit recovery and graduation prospects.
- Staff climate: Hamilton Avenue School reported a dramatic improvement in staff survey positivity — presenters cited a jump from about 44% to roughly 87% — that administrators attributed to open listening, leadership stability and identifying natural teacher leaders.

Curriculum and program notes
Administrators discussed curriculum decisions at length, including updated writing units and early grades reading foundations. The board heard that k–2 revised literacy materials and focused professional development are being implemented and that 3–5 materials are under review. Several administrators said younger cohorts who have experienced the revised foundations from kindergarten onward are showing stronger foundational skills (decoding/encoding) and improved comprehension readiness. Secondary leaders said they continue to rely on multiple assessment sources (benchmarks, SAT/PSAT data, MAP diagnostics and teacher observations) to identify students needing targeted remediation and accelerated intervention.

Emerging questions and next steps
Board members asked for more cohort‑level and matched‑cohort displays of performance over time (cohort tracing) rather than single‑year bar charts, and administrators agreed to provide those visualizations. Administrators noted the district will present embargoed state assessment results to the board when the state releases them, and they described a July data review session for coordinators and principals to begin planning school improvement goals for the coming year. Administrators also outlined plans to restart or formalize “instructional rounds” and learning walks as a district practice to share successful practices across buildings.

Ending: The presentation emphasized that curriculum and instructional changes are multi‑year efforts and that early indicators look promising. The board asked administration to return with cohort trend data, SIP (school improvement plan) end‑of‑year reports and an update on next year’s professional‑learning priorities.","District administrators and school principals presented midyear highlights tied to the district’s seven strategic goals: reading, math, science, graduation, family engagement, belonging and staff climate. Presenters described targeted literacy work in early grades, data‑driven interventions in math and science, improved attendance tracking at the","actionData","errors"]

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Board authorizes non‑lapsing account; debate ensues over buses, start times and a possible interim appropriation

Board committee presents first read of district artificial‑intelligence policy, seeks guardrails and staff guidance

Administrators and principals report gains on reading, math and staff climate as strategic‑plan work continues