Yep. We got the cooker, also known as Anna. Uh we have Dingusman, also known as Sebastian. Uh we got Robert 56, otherwise known as Robbie. And then we got Quintonius III, otherwise known as Quinton. We got Land, also known as Land in. And we also have Ready Play 45, otherwise known as Aiden. Alrighty, looks like they selected a King DD for for the counter pick to Aiden's Ganondorf. Let's see how this goes. Now, King DDD has quite a few heavyhitting attacks. So, but Ganondorf is a pretty heavy character, so he can probably take a lot of those heavy hitting attacks. He can also dish out a lot of heavy damage dealing attacks. Ganon is actually more of a close-range character than DDD. So, uh, Yep. >> Oh, well, there we go. Ganondorf got through DDD's DDD fences. >> And yet, he does have the disadvantage.
Correct. 8.3 overnight field trip to Washington DC. >> Yeah, if you look in your packet, you should see from Matt Barnett um an overnight field trip to Washington DC. Um as is required by board policy. Um they're going to stay overnight there in Washington DC. It's been a trip we've done for many, many years. Been a good trip for those kids. Um and he has that all planned out and it's if you look at what's written out, it's it's pretty well planned out. So ask for your approval. entertain a motion to approve the eighth grade overnight trip to Washington DC. >> Some move. >> Second. >> And this looks like it's for next October. >> Yep. Next fall. >> Okay. >> It allows them time to fund raise. It is pretty pricey, >> but it does allow them time to fund raise before the trip.
I I want to stress to this community that the override is not just about uh it's actually not about adding new positions within our district. It's actually about trying to fix the um inherent problem with school funding. the way it works in Massachusetts uh and the way our budgets typically are are developed uh and when you're talking about increasing salaries consistently health care costs uh special education costs we we are always going to have to use some of our our our one-time funds that being said I don't believe we're using our onetime funds appropriately we're using them for salaries which are you know costs that that are recurring ing we do not have and Chris and I had this conversation today. We do not have a mechanism for deferred maintenance programming uh in the Ash public schools. So if if something breaks 50 60 80 $100,000 item, we don't have a mechanism in place to utilize uh our operating budget.
Areas of professional learning include resources and training in support of a positive school climate, culture, executive functioning, and effective verbal deescalation. We remain committed to continue to build our collective capacity in a manner that holistically supports access and instruction for each and every learner. Question six, has been decided where the 2.2 personnel will be eliminated. So reminder that um 1.2 two uh that is going to be at a teacher at Canton High School will be eliminated due to enrollment. Specific subject areas are to be determined when student registration is completed. So our high school students are actually going through registration right now. So we have to solidify what the 1.2 will be and as you recall we are losing a 1.2 FD elementary teacher will be eliminated due to student enrollment and that will be >> 1.0 Excuse me. That will be from uh our grade three students going into grade four that right now they're in uh six sections of grade three there'll be five sections of grade four well within class size guidelines.
I think we will have a pre-construction meetings in in May, early June and then we'll launch the project itself in the end of June. >> So, Mr. You emailed those documents with us today. >> Yeah, I had reviewed the COE application for Mr. after. Well, I I think you were actually one of the key players when they walked. They did the site, Marcos and everybody did the site and they did the site visit with land associates. >> I think they were on point, but I wanted to make sure you guys wanted more green. >> Sorry, T. >> Thank you, Mr. C. >> Snow got to get delivered to 500 g tonight. >> Yeah, I'm all set. Don't have any snow there. All right.
Assan. >> Hi, >> Mr. Keelz. >> Hi, >> Mr. Gaba. >> Hi, >> Mrs. Peteri. >> Hi, >> Mr. Focarino. >> I >> Dr. Tomco, uh, if you could continue with the superintendent report. >> Yes, sir. >> Mr. Labu. >> Mr. Did you get my eye? >> Yes, sir. >> Okay. I had my mic on. Sorry. >> All right, Mr. President, can I continue? >> I will continue. Thank you so much. Um, before I get into my report, we uh the next thing on our agenda tonight is um we have our uh construction management team, well, half of the half of the executive team here, Eric Taus from u Pascat Construction Management Company, uh who's been working uh on on several projects with us on our long range facilities plan. Um obviously school 5 uh which you've probably seen the expansive work that's been happening there.
We're doing it like the week of the two games but Evan you're doing it every game. Like there is no consistency and so and like I I used to do it online too but our teachers were very much like our kids should take some responsibility for this. Um when I was at Excelencia we did it like a spreadsheet like that. I mean the responsibility from the kid is once the teacher puts a a no pass grade then their responsibility is to do what they can to make it up otherwise they don't play. So I guess I'm confused why they're not why teachers wouldn't be cuz it doesn't take much. Um they just they push they put it from pass to fail and then the kid is responsible for going to the teacher and taking care of it or sometimes the coach will help facilitate that conversation, too.
The focus is on deep understanding strategies and flexible thinking, not speed. Students explain their reasoning, listen to others, compare strategies, and use precise math language. Both correct and incorrect answers are valued as mistakes help uncover misconceptions and support self-correction. Solving the same pro problem in multiple ways strengthens number sense, builds mathematical vocabulary and encourages students to learn from one another. Because the emphasis is on thinking and explaining, every student can actively participate. Implementing number talks was a strategic response to ASA math data and continued focus on content bridging in our dual language classrooms. Our goal with number talks was to improve students mathematical thinking, reasoning, and academic language from preschool to fifth grade. We launched this work last spring through professional development with modeled lessons, clear routines, and readytouse resources. This year we sustained implementation through coaching, classroom modeling, and ongoing professional learning with the expectation that number talks occur three times per week.
>> Mhm. He does with King DDD sending many a Gordo his way. Oh, and he's sending a hammer his way, too, as that up smash takes them to power. All right, but luckily they But luckily both of these guys have a second stock. So this match is not over yet. KingD lands on Ganondorf and proceeds to do up tilts and forward tilts and a side special on top of it. Goes up back here, knocks him off of the stage. What's he going to do? He tries for an upbeat. Tries to grab him, but nothing happens. All right, KB get getting a good jab combo. Oo, and an up smash as well, knocking him into the stratosphere while he's at it. All righty. Does a dash attack into the Gordon and reflects it right back into King DDD. Okay, shielding the dash attack and using an up smash.
>> Any other questions or comments? Hearing none. All those in favor signify by saying I. >> I. >> Oppose. same sign. Motion carries. Um, brings us down to 8.4 1:1 device purchase. >> Yeah. Chris is going to talk to us a little bit about one to one devices, >> right? Yes. So, it's that time of year kind of. We're a little early. >> No, I haven't. I mean, now we're good. Um, so it's that time of year where we're going to buy fifth grade and 9th grade devices um for to keep up with our refresh plan here in Mcconic Wall. Uh we usually do first grade in the fall and then we do fifth and ninth grade around this time. Um we jumped on a little bit quicker due to um there's like a chip shortage and AI and all that good stuff that's causing those prices to jump up.
It's not it's not appropriated. So we have to utilize our onetime funds. Well, guess where our onetime funds are are tied up? They're tied up in salaries. because we haven't been able to move them into so I'm trying to fix the structural deficit that exists currently in our system in most systems right we're not looking to add 6% over and above what a level service budget would be for us that that 6% number is a number that's taken into account lots of things but it's allowing us to to not depend upon our revolving accounts to pay for salaries. So, for instance, in this case here, just these are examples. They're pretty, you know, they're pretty solid numbers and Chris and I go through this all the time. What will our balances look like? Uh, so for the FY27 school year, you can see we're looking at bringing in about three million in revenue um that at the bottom and and expending about three million.
Does the budget question seven does the budget does the proposed budget eliminate any programs club sports etc. The superintendent's proposed budget does not eliminate any programs, costs or activities. Question number eight, does the special education prevalence rate continue to rise? At what grade do you feel that percentage pretty well defined for the students we have? Obviously, excluding the new campus students, can we have this percent for all grades for the 26th school year? The district-wide special education prevalence rate is 19% across all grades. A cohort special education percentage prevalence rate will not remain constant as students move through grades. These prevalence rates shift as students enter through eligibility for special education and exit through re-evaluation, effective intervention through MTSS response and changing needs. Other factors affecting prevalence rates are student mobility program between programs, school transfers at the district or when students movements down. Question nine, what percent of our budget is due to unfunded mandates?
Uh, >> are there any other board members that have any questions, comments? >> I have a comment. >> Yes. >> I would respectfully request that you revise number 34 to include first reading because for policies we have to do two readings. >> Okay. >> And I think we include the first reading so that >> in the resolution. >> Okay. >> So that uh next month we can do the text. Sure. >> Thank you. Jur 34. >> So, we're going to vote on everything except the 34. >> No, we're going to vote on >> it. Just has draft, right? >> We need a first reading. >> First reading. >> Thank you. >> Other than that, questions, comments? >> I'll make a motion to approve the agenda. I'll second it. We have anybody from Mr. Capano. >> I'll second it. >> I'm sorry, Mr. Sistan. Okay. >> So, Mr.
Um other things that we've been talking about with regard to the the the uh new long range facility plan which will be coming to the board uh I guess like May probably right May uh because it's due five year the 5 years is up this May and but tonight he's here to give a brief um synopsis to the board and the community on our uh HVAC issue. So, as he's coming up here, I just want to say um he's done an incredible job. So has Miss Rendazzo and her team, our maintenance team. And I I just want to thank the board um for your support. U you know, we we were in communication every day. Um you know, I I think some individuals uh don't think there's communication going on, but there is. But you know, um Mr. myself and our team um and I'll speak to the board if I may.
But usually coaches feel the same way. They feel like the burden has to be on the kid, and they they usually have the conversation with the kid saying, you know, "You're failing, um and uh we have a week's notice, and you have a week to make it up, and if you don't make it up, then you don't play." I mean, that's That's usually how it's been going. Um I I'm I The only thing I can and I worry too much about too much consistency. Um not just because everybody has their own uh kind of approach to things. Um and but I do think that maybe it would be a good idea to say, you know, um a week before, cuz it's unfair I think it's un- I think it's unfair to especially for like a major game or something like that, if you're saying on the day of that like 2:15 and the game's at 4:30, now you're failing.
A key focus has been using student errors as opportunities for growth and strengthening teacher questioning to deepen discussion. Students explain their thinking and strategies, often leading to self-correction and clarification of misconceptions. We also supported teachers in embedding number talks within the existing math block by identifying natural instructional points for integration. Modeled lessons and coaching helped refine practice and build confidence. Today you will see a brief clip from a modeled classroom and Miss Perez will share more about what you will observe.
We're back. All right, the teams are back to being even. does a does another jab combo on the side of the stage and an up smash sending him over but Aiden answering with a side special. Oh, and he blocks that and does a and does a jab combo as well, but Aiden returning with a dash stack and a forward smash to knock the Gordo away. He also does a down smash to knock DD over to the right side of the screen. Tries to read with an up smash, but to no avail. He gets hit with a Gordo in the foot unfortunately. And it seems like the King DDD got an up smash on Aiden, unfortunately knocking him out. But once again, the King DDD is at one star. We'll see who JV sends in. We'll see who JV sends in to take down this King DDD.
So we Craig and I decided to jump on there quickly and get prices so we can kind of lock those in. Um so in that proposal I have in front of you, it will be for fifth and 9th grade. We're looking at a 20% overage. It's going to come in at $93,58755. Um, and that's for an HP Google Chromebook. Uh, that's non-touch. This is our first time ever buying HP for Chromebooks, but we've been buying teacher HPs for 15 years. So, we know it's a a solid product. Um, RTI is the company that we're going to buy it through, and they are the number one reseller um of HP in Indiana. So, we feel good about them jumping in there. And then also I met with them last week said, "Hey, we're buying kind of early. Um, can we delay that warranty till this summer?" So, usually when you buy something, the warranty hits as soon as you buy it.
So it it it's, you know, it's pretty consistent, but it it has the school choice number in the building rental numbers up a little bit. So if something happens, if a boiler goes down, sometimes we don't have the flexibility to to have capital projects paid for until fall town meeting when we get free cash when they go through a system uh with Chris and the town to determine what is the most uh precedent need for the town and the schools for capital projects. Sometimes we just have to make decisions that have to get done immediately and we don't have that flexibility within the operating budget currently. So hopefully with an override that's passed, we fixed a structural deficit and now we're not depending upon school choice salaries to pay for school choice funds to pay for salaries. Marcy, thank you. Well, I was just thinking it would be good to give a practical example such as the fire alarms were not functioning correctly at the beginning of the year that happened after town meeting emergent have to do it, >> right?
Can't give you that exact percentage of what is unfunded mandates because honestly there's hundreds of unfunded mandates. So to calculate how much it cost and the percentage it'd be too hard. But what we've done is giving you there are many unfunded mandates across dozens of Connecticut state statutes. You are an act concerning the implementation of reading models or programs. This act stems from the 2020 one right to read legislation and remains unfunded. Districts must either receive a waiver or adopt one of the commercial CSD approved reading programs. That's what's happening at Char right now and I believe that's on the committee meeting tomorrow. Public act 23137, an act concerning resources and supports for persons with intellectual developmental disability required ELLLs to extend the IEP until the end of the school year in which a student turns 22 years old. It used to be 21. Lees were required to identify a transition coordinator by January 1, 2024.