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The cons consistent cumulative review of student student performance. Um they like the the coding inherent in the system where um errors were um tracked were coded and tracked so to help teachers um target interventions um in a more data driven um way that reflected the the students real time skill development. So Julie Vaughn um who's the MTSS coordinator really liked this program. Um it dovtales nicely with um the with CLA CLA and with the branching minds model. So uh there was every reason to like this and it's it's budget neutral. So the the kits that the professionals would like cost about $26,000 but um earmarked funds will be diverted. I mean reading materials within uh CL will be um I don't know repurposed >> uh reallocated to to support the purchase here and then the the cost going forward the maintenance cost is $6,000 annually uh to support um the digital license and currently the reading budget at CLS is about $10,000 a year.
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One is I had conversations with the general counsel for the agency in charge of that which I mentioned earlier and second um I believe more than once in an email at least one email but maybe even two emails I responded um to that question. And so there's there's two parts to this. Um and I think we've we spoke maybe after one of the zoning board meetings. Is that true? maybe very briefly briefly. Yeah. And so uh certainly aware of it and so part one is um uh just sort of the legal analysis. And so there are different kinds of restrictions and it's not our application form, it's the state's application form. And so, uh, I can't tell you what it is they're looking for and what they review for and what things they consider to be the restrictions they're asking about versus something else. So, I don't know what they review in terms of accuracy and truthfulness.
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So um that will cover uh the the professional needs. So, they were really excited. They feel like this is going to enhance um and accelerate the learning gains of um our most vulnerable learners at CLS. And right now, that's about 125 kids. So, um that's about 10 to 15% um of their learners. And it was it was great. Um so, I I believe that the um Did you Debbie, were you able to attach the presentation from last night? Okay. >> In the key highlights. So, um I know that you guys just got this. Um but if you have um questions, um have a look through and let me know. Sorry. >> Oh, yeah. Yeah. So, we have one of the units. Um the $26,000 would go towards three three kits a piece for for five teachers. And then here are some um make sure Caroline gets one of these.
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So, the example I gave earlier tonight was like a conservation restriction. So that's a permanent restriction basically written in stone and if it says no buildings then there are no buildings. send a story that's recorded and it can't change. An AUL is a different kind of thing. And there's all kinds of other real estate instruments that that might go on the record for a property. And it's the state that reviews that and decides if that's one they care about or one that should have been disclosed, one that wasn't disclosed and they do care about it. And so this is the other part of it. Even if let's say hypothetically I completely disagree with them and I say it is a restriction and you should have not issued your project eligibility letter because it wasn't disclosed and it changes everything. They don't have to accept that.
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She likes the bullet points. That's a serious executive summary right there. I don't know if you want to pass that down. >> You want to grab the mic? No. >> Yes. Yes. There are five um interventionists and they need they each need three kids. Um and they said they expected those to be good for several years up to five years. >> Here are some of the the tiered um consumables >> uh in in just one uh correction uh for clarification in um we learned earlier today that uh the moving forward cost would be 7,000 annually. But again, we we allocated 10 already to the program and because they would be engaged in this program, they wouldn't have to buy the other resources that they had planned. So, it would still be an earmarked allocation and be covered within what we budgeted. >> So, we were really impressed.
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Um and that's that's the bind that I find myself in in that. And so that's why I engaged with the general counsel because I'm it's two different things, right? It's whether or not they disclosed it. But the fact that they if they click if they clicked no, >> there were no restrictions, >> they could be lying about that, right? Because they had to know. So I think that's the question is >> can we go back to and it sounds like you have to say look based on this information it looks like they lied but from what I'm hearing is yes they might have done that but it's EOHLC and mass housing that gets to decide if they agree with us on that. >> That's right and so I can raise the allegation. >> Right. >> We're concerned that this is not truthful >> Mr. Winner.
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>> Hold on. Aaron has a question. Yes. >> Hold on. Let me get the microphone. >> Okay. Go ahead. >> Okay. So, I mean I I think this sounds great. I think it's a step in the right direction. My question is, are we looking at our students that need this at the middle school and the high school? So, I mean, our most at risk students, are they being looked at at our other schools? Are we going to make this continuum go somewhere beyond Lake? >> That's a great question and it's above my pay grade. I'm handing you down to um Deb Fus. >> Very good question, Erin. And the answer to that is yes. Um we did not want to go full up K8 at this point. Um we did have one of our reading teachers at CLS did pilot some of the samples with fourth grade students and um she felt that it was very engaging and she did see some growth with her students.
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So, did you raise them did you raise it that way that they lied on the application? >> This is and so I had the list of questions. >> Yeah. >> Um that that was communicated to me. >> And so I knew that that was one of the questions that needed to be asked. And so I have asked that question >> and the answer to it, as I've stated before, is >> not our jury. our staff people performed their obligations professionally and reached the determination that they did and we believe they did it properly. >> Yet another town he lied in and he was banned from doing 40B. So, I'm I'm I'm again very frustrated that um there there were several questions there and if they were all proposed in the sense of we believe they lied on their application, can we have an answer to that and you're saying that they said no, we can't have an answer to that or they said no, we disagree with you.
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So, it would definitely be something we would be looking at bringing up to uh Wiskin Air and possibly um piloting some of those uh units next next year and then perhaps um implementing the you know adopting or bringing to Kate for and the board for adoption for the following year. >> Thank you. I mean my you know I mean obviously I think any any improvement we put in this area and our atrisisk students um will only help them you know achieve what they need to but I also feel like we need to continue to look at our students that are not at CLS who have not had the benefit of you know some of these new programs and are struggling. have a question asking like right like like this >> um have you seen the phonics screen reader did they supply that? >> So it does come with um diagn that was the other piece but also it has diagnostic assessments and then the diagnostic assessments um help for placement into groups and then the digital component helps to actually create those groups.
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>> Well, so they said we disagree. We reviewed it and issued the project eligibility letter which is the evidence that we didn't think he violated or this applicant did anything improper. They were they did their diligence was the answer. >> Can I ask if you believe that >> it maybe it doesn't matter but I'd like to know. >> I'm not I'm not trying to be um curt at all or dismissive at all. It's just a, you know, it's kind of a funny question because which whatever I believe, I don't have the power to do anything about it. >> I understand. >> And so I, this is the sort of jam that I'm in with that that issue. Um, we raised the issue. We've looked at the issue. Um, and I've presented it to them to give them another chance to them being the state to give them an opportunity to reflect on it.
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So, as you can imagine, when each of the reading teachers have students all the way from K to five, that's six whole grade levels to try to plan for. Um, and this really helps with that. And it also gives that common language so that if students are, you know, go from one provider to another, there's that common language. Um, so there's that alignment as well, which is pretty critical, especially for our most readers. Yes, there's progress monitoring incorporated. >> Okay, just we may not be able to answer this now, but something we should think about. I mean, I'm, you know, as well all four programs to help, you know, to help our our student community. Do we know how we are how we would measure what success looks like for this program? Um, okay. >> Because, you know, I I think a lot there's a lot of great programs out there.
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And that's the answer we got. We issued the eligibility. That's our position. Thank you for calling. >> Brian, is there an appellet procedure that could come into play here to appeal this process or to appeal their decision with respect to that? They just have the final say no matter what >> they do on that issue. Yes. >> on that one specific issue on the eligibility that we cannot we don't have the ability to reach behind the eligibility and and challenge it. >> That's right. >> I'm a little concerned that they may have made a mistake and they don't want to admit it. So they're just going to pass it along and then in the long run the town gets it gets get it gets it, you know, where it needs to be. >> Brian, I think the question is is who over if who's overseeing the overseers?
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How, you know, how are we going to start to measure um that this that this is working for our student community? >> And thank you for that question. That is really essential, right? We don't want to just keep doing things and not knowing whether they're efficacious. So certainly we have data now to see the effectiveness of instruction as well as effectiveness of intervention. Um this is something we will definitely be looking at and using our branching minds platform as well as the digital platform for the 95% group literacy uh intervention program um to be able to um make sure that we are looking at uh the efficacy of it and we're certainly happy to report back to um Cape on that throughout the uh the year. I think that would be great for sure. Yeah. And this will be initiated at the start of next school year, I'm assuming.
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>> Thank you. That's a great question. >> Yes. Yeah. Yeah. >> Who has oversight over that? >> Is it just ends where it ends? >> Is it the governor's office? >> Yeah. >> Manchester by the Sea is appealing right now. I don't know what they're appealing for. I haven't haven't investigated that that deeply, but they are appealing a 40B project. >> It's in superior court. I'm aware of that. >> So, can we appeal? >> Uh the time period um to appeal the comprehensive permit here has lapsed. >> In that case, it was appealed. In this case, it wasn't. But to answer your question, Michael, um it's a state agency and so their org chart is is I'm not entirely sure >> secretariat level. There's a secretary that oversees I think several of the departments together actually but >> um there is a person in charge of that.
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>> Okay, >> that's correct. >> The reading teachers also talked about the reading teachers also talked about the fact that it is consistent progress monitoring. So like right now they use um sort of a mish mash put together curriculum. And this is a curriculum that will allow them to speak the same language and use all of the same materials and so the students can progress much faster in the way that they um the way they describe it to us because of the accelerated sort of uh what's the right word the pace but like the way they're able to work together through the monitoring system. So because that was one of my questions >> that's it. Thank you, M. Any other questions or concerns? >> Okay. >> Uh facilities, >> we there was no meeting. Okay. My apologies. Uh Brookfield Cares update. >> I don't have I Unfortunately, I have an update for this month.
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>> I do see that Luke has his hand raised again. So I do want to give an opportunity in case um Luke would like to ask a question connected audio. Okay Nick uh Luke you need to unmute yourself. Okay. So, you have to unmute yourself, Luke. >> Hit the >> Yeah. Whenever you unmute, you kind of you disconnect. >> Luke, can you hear us? You can go ahead. Okay. We still seem to be having issues with Luke and his audio. So, and make a recommendation to Luke. Um, Luke, if you want, send us a question via >> email, >> our select board email and we can jump in and take a look at it right now. >> So, select selectboards.com address. So, um, >> Brandy, can I just ask one one last? >> Sure. And then and then and then we're going to need to move on to our agenda.
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>> Okay. No, that's great. Keep it on. But just in case. Thank you. >> Youth commission. >> Oh, are you commission? >> Yep. So, the youth commission actually meets tomorrow. They have not had um a meeting uh because of everything that's been going on um with school activities. So, and hopefully we'll have a report at the next board meeting. Thank you. >> Okay, with that we will move on to the consent agenda. Recommend a motion that the board approve the items on the consent agenda as recommended. New hires, transfers, resignations, policies for a final reading number 6162.51 PP and number 5144 student discipline. >> Okay. Any other discussion on those? All right. All those in favor of approving the consent agenda. >> I don't apolog now. Are there any discussions on the consent agenda? I apologize. >> Okay. All those in favor of approving the consent agenda, please indicate by saying I.
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But, um, go ahead, John. You mentioned that the comprehens that the comprehensive permit that gets finalized at the end by the EOHLC yet they've already approved the comprehensive permit after the ZBA. I understood it went to Mass Housing and came back as approved. So if there's another approval at the end, is that a place where we can appeal? No, the excuse me, >> no, the appeal is of the the permit from the zoning board. >> That's where um parties can appeal that to court. >> So, what gets approved at the very end then if it's too late? >> I'm not sure I understand. But if if there was an appeal on any comprehensive permit and it goes to court, >> then that final approval can't issue until that is resolved. Um, but when there's no appeal, the developer can go right to the state and get that final approval >> and then that's the end of the administrative process.
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Start with Caroline. >> I. Stephanie. >> I. Aaron. >> Nay. >> I'm an I. Wendy. >> Hi. >> Joey. >> Nay. >> Name. Okay. So, it's 4 to two. Thank you. All right. Unfinished business. VHS boiler update. So, I did I think already give you an update on the boiler. It kind of came through a little bit in the uh superintendent updates.
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>> My last question is why wasn't it approved appealed? My last question >> I can I can answer that question. Um the um the select board would have been the entity to appeal that and we did not appeal the decision. Also Mr. Angler didn't appeal the decision as well. So it's on both sides. Um it's also appealable by any party in interest any anyone who's agrieved and so it could be a butters it could be other interested parties there are number it's not just the board or Mr. angler could have been any of her. Just >> and just to answer your question like we based on the information we had um and legal standing things like that. the I would say that the best we we tried to do the best we could for the entire community and that based on advice from council based on conversations we've had with um our town manager and ourselves.
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