001United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Thank you. Have a barely a quorum, but we have a quorum. Uh we do have some people that probably will be remoting in be a little late, so there will be more people coming in. Um, are there any added agenda items? >> You know what? I'm just wondering and perhaps we can put it under miscellaneous just the um BOE um letters of interest um for the a little bit of an update. >> So, we don't need to add anything. Did everyone did the three of you read the minutes for December 10th? Any revisions, corrections? >> If not, a motion in order to approve minutes. >> I'll make a motion to approve the minutes
002of December 10th, 2025 as presents. >> Motion is made by Narin, seconded. I'll second that. >> Seconded by Betsy. If there's no further discussion, all those in favor? I find um next is publication. We're so happy that you're all here tonight. It's great to see a lot of people here. Um I I think I know why you're here. But if anyone has anything that they would like to tell the board under public participation, this is the spot to do it. There's also one at the end of the meeting. Anybody? Okay. Um, then we're on to the student representatives report. Starting off for Broadick Elementary School. During the month of December, Broadick Elementary School students participated in several successful schoolwide initiatives and events. The winter concerts were well attended and showcased his hard work, creativity, musical
003growth, providing a meaningful opportunity for families and community members to celebrate student achievement. Congratulations to the fourth grade band students on their successful first concert. Performance highlighted students developing music and included section performances, independent performances, and a full band presentation. Broadick Elementary School continued Biscuit's best attendance club, reinforcing the importance of regular attendance. Participating students were recognized with a special biscuit themed stress ball which was enthusiastically received. Broadick Elementary School appreciates the PTO and all parent and board of education volunteers for time and support make the holiday store a great success. Their involvement continues to strengthen the Broadick Elementary School community and enhance opportunities for students. Over winter break, students took part in the winter learning challenge which encouraged continued learning beyond the classroom. This included a reading challenge in partnership with the Springfields promoting
004literacy and student engagement during the break. Eastman Middle School enjoyed a fun-filled and memorable month of December. Encment kicked off on December 5th with our first school dance of the year featuring a vibrant neon theme. The following week, students participated in PJ Day to raise funds for children batt battling cancer at CCMC. Students who achieved 95% or higher attendance during the months of October and November earned the opportunity to participate in a rock paper scissors tournament with prizes ranging from gift cards to signed Yukon posters. The middle school also hosted its first band and course concert of the year which had a great turnout and showcase our students musical talents. Right before winter break, students took part in a schoolwide incentive event that included a variety of winter themed activities on a high note. On
005December 20th, the high school students in collaboration with middle school students proudly represented the school in the torch light parade, demonstrating collaboration, perseverance, and confidence as they performed in a community setting. Students students, some marching for the first time, rose to the challenge alongside experienced peers, showing growth as communicators and contributors, and they did not hide their faith pride. We also recognize Miss Stenson and Miss Barowski for their leadership in building music program that fosters student ownership, leadership, and authentic performance opportunities aligned to our portrait of a graduate. >> Thank you, Tim. Next, we're on to the Broadbrook Elementary School report. How do we get them? They're all ready. Well, hello everybody. Welcome. Thank you. Um, I would like to present to you um our math witness. But before I do that, I want to
006acknowledge um Noah Saunders who's in grade two. He is apprentice wizard, but unfortunately is unable to attend because he became a bill today. But I did want him to be able to be recognized with the rest of the wizards. Um, so please welcome our math wizards from Broadbrook School as they talk about reflex math. >> My name is I'm in third grade and I'm an apprentice wizard. >> My name is Liam James. I'm in fourth grade and I'm a journeyman wizard. My name is Manis Kpal. I'm in fourth grade and I'm a master wizard. is and I'm in second grade and I'm a princess. >> My name is Maline Sus. I'm in fourth grade and I'm a master wizard. >> My name is Grayson and I'm in second grade and I'm also master. >> My
007name is Benjamin. I'm in second grade and I'm a practice wizard. >> My name is Gbo. I'm in second grade. I'm in practice. >> I'm Benjamin Lines. I'm in second grade and I'm practice. My name is Kylin and I'm in second grade and I'm on my apprentice. >> My name is Lo. I'm in second grade and I'm apprentice. >> Next slide. >> We want to get better at maths. >> We want to be fascinated. Step both math and training play to practice math facts. It changes based on what we need. So everyone is learning at the right level. Each game has different childhood. For example, in the game will mark collect keys to unlock the next area. If you're not possible, they have to start again. >> We can do reflex at school, home, or
008anywhere we have a device. It is easy to log into it. answer should appear at the time you learn a green night do the math wizards. Every time we practice and improve, we level up like real. >> The competition is motivating to earn green lights and practice math facts. >> By earning the most green lights, the class hangs the window poster outside the classroom. >> Now we're at school. When we level up, we will power on the power. It makes us proud and excited to keep going. Mas reach the journey stage location master. After becoming a master start working on fractions and fractions wizards help other students have knowledge about reflex and being a wizard. >> When do you become a wizard? You earn a pen when you become a wizard. >> That's fun. >>
009Thank you. Thank you for listening to us. You have any question? feedback. >> Any questions for wizards? >> So, there are some master wizards, right? >> And you got a pen or a pin? >> Pin. Do you Are you wearing it now? >> Oh, we have people. Can you show your pin? >> Yes. I see one. One there and one here. >> Awesome. >> Yeah, one there. Who's up here? >> Excellent. >> I have a question >> for all of you. Was math your favorite subject before you started doing this or did you do this? >> Did any of you not like math the most, but then once you started doing it, it made you like math more? >> No. Okay. >> Yeah. And I have one more question. Do you hear me? >> You
010do it at home a lot. >> Yeah, I do. >> Yeah, me too. >> Well, raise your hand if you do it at home. >> Yes, ma. >> Thanks. >> Thank you, so I have a question. So young man with I can't remember your name with the red sweatshirt on. So you started not really loving math. I was kind of that student in school in the beginning too. And what would you say to someone else in your grade or one of your other friends students to say this is fun. You might want to get involved. What would you say to that? Uh you can use bath almost anywhere and you need it. Right. >> I have a question. Yeah. For Mr. Mrs. Fox or Mr. Ryan. Um how does how's somebody who's not doing it
011now get involved to do it? Is it about school based or is it more of a homebased? >> So it is it is school based. Every student in grades two through four has a reflex account >> and can work on it. So they do do some work during the school day, but truly in order to become a wizard, as you saw with the hands that are raised, you need to go above and beyond. Okay. >> Thank you. Any other questions? I just have to say you all look great in those hats. >> You've earned them though, right? Proud. >> That's awesome. Look at your families are here to shine with you. That's awesome. >> Thank you so much for coming. >> So, and Miss Bers was just saying she wants you to do a picture
012group picture with the wizards and the board. >> If I put them this way and you guys just stand from the view, >> that would be great. >> Okay. So, why don't the first this first group come over here all the way down here? Stand in your line. Stand in your line. Can I get logged off? >> We'll do it this way. >> All right. >> I want to see. >> I'm the least important person taking this picture. Do you guys want to take pictures? They don't talk a secret for that. >> Oh, yeah. And I do think our wizards need a round of applause. Thank you, Wizards. It's just >> better. trying to get herself. >> Well, we know that you came here for that. We don't we aren't easily offended. So, if you
013don't want to stay and listen to the rest of our wonderful meeting, you're welcome to stay or feel free to go. But thank you so much for being here. It's great to talk to you. Thank you everyone. >> Thank you for putting this on for them. Really >> great. It doesn't seem like a good thing to run. We have the students name as far as outreach and we appreciate that you do all that seeing as this is. Oh, that's an idea. >> Yeah, we have no cards. I mean, one thing I lose though just to kind of generate that. Yeah. >> Okay. >> That's it. >> They stayed after school quite a bit. In fact, this one with Mrs. box that you even though they were hiding in the background. You had um two instructional
014coaches certainly that deserve that was for supporting the students. Yeah. >> And uh you had uh Mrs. Weise who uh is a fourth grade teacher. So you had three teachers, two administrators. So I mean certainly the the families and the the students deserve everybody staff. >> None of them were nervous. Thank you, Mrs. Fox. Pleasure. You're not carry You're not >> You missed a good show. >> Thanks. >> Can we note that um Courtney just arrived at uh 7, whatever it was. >> Carrie's online, too. She was on like maybe five minutes after the >> seven3. Oh, >> good. Secretary knows. >> Next is our secretary. I mean our superintendent report. >> I don't have one. >> Uh so the presentation is in your board packet. I will say um I will send out the
015entire um uh parent survey the questions and answers the responses out in an email uh tomorrow. Um but uh the copy of this presentation's in there. Uh so this was a parent survey. Um I've sent this out on an annual uh basis um each fall. Um so this was conducted in October. Um, we advertised and message that to families a couple minute uh couple weeks prior to parent teacher uh conferences as well as during uh conference week to try to um essentially encourage uh families to complete the survey. Um parent community outreach is obviously connected to our strategic uh plan uh specifically goal four. Um and then the results from the survey um will provide useful feedback and already has provided useful feedback on parent satisfaction uh which we've seen in the results regarding communication
016uh areas of interest uh preferred communication methods overall school satisfaction um which directly impacts community outreach and our engagement goals. Um, I'd also like to note embedded in the survey were questions regarding school climate uh that we used to help identify school and districtwide goals. And then we take those questions and um and just those questions, we pull them out and we use those questions again at the end of uh the year with uh families as pre and post. Um so we'll see um if like how we've improved um by the end of the year as well too. and we track that progress in that area. Um so as far as respondents um we had 88 uh um individual um uh essentially uh uh parents completed that represented 150 students. Um so about 53% of
017those responded had more than one child attending our schools. Um if you do add up uh the percents at the bottom of the slide it will tell you um the sum is over 100% but that's because respondents could select multiple schools. Um so for example it would list like do you have a students at birth middle school high school you could select one two or three um as they responded. Uh so when you look at a respondent rate of 15% um that is something that's usable it is uh statistically meaningful um and certainly it can be valid for identifying themes tracking uh trends over time uh getting feedback um and overall our results do imply that most parents are satisfied with their child's um educational experiences uh through East Windsor Public Schools. Um I will
018say uh the results and the respondent rate are not valid for making strong claims about the entire uh parent population. Typically we would look for a respondent rate of about 25 to 30%. Um and also comparing subgroups or making what I would consider like high stake decisions. So like policy changes, staffing programs. Um uh but again certainly it is useful for identifying themes and uh getting useful feedback. Um so uh one theme that emerged was academic challenge and support. Um overall results indicate that parents place a high importance on challenging students um in academics uh with staff satisfaction gaps regarding specialized uh support uh staff. Um so when we looked we had three questions regarding teachers and expectations. Uh so one uh the importance of challenge um I will say uh uh there was a
019overwhelmingly um uh high rating um as far as placing a high importance um with teachers challenging students of all learn uh learning levels. So overall um being extremely important almost 57% of uh parents um rated that it was one of the highest rated uh questions. We do do a weighted average. So out of a fivepoint scale it was 4.4. Um as far as satisfaction with challenge um parents also reported a high satisfaction with the ability of teachers to challenge uh their child. Um so about 73% um said they were either satisfied or very satisfied um with um um about 83% also saying they agree or strongly agree that their child's teachers have high expectations for their children. Um so um uh certainly positive as far as our teachers and their work. Um in regards to
020support staff as I indicated um there was a gap as far as um uh some of uh uh the responses. Um so as far as the importance of staff um that was rated extremely u important by 65 uh% of our parents with a weighted average of 453. Um again one of the higher rated uh questions um regarding the satisfaction with the uh availability um that was much uh lower. So you had about 44% of respondents that were neutral regarding of the availability of support staff while about almost 16% uh were dissatisfied or very uh dissatisfied. Um so certainly not enough um data to draw conclusions. Uh but certainly something to dig a little deeper and explore. Um and it can also be attributed that not all families have students that are able to access tutors
021or support staff uh because it's not required or needed. Um but again something to explore a little deeper. >> Patrick, can I ask you? >> Oh yeah, absolutely. Um, I know I did the survey, but I don't remember when it came to the support staff. Can you give an explanation as to what that was? Or I don't remember anything saying we're talking about I don't know. >> Um, from what I recall, I mean, there wasn't like a clear like definition in the sense like it was labeled as interventionist. It was labeled as school um, uh, um, it was a uh um it did reference reading um as as example um but I didn't get into such depth like as far as um it was one one question so it didn't individualize like math reading special
022ed >> I don't remember I was just curious because sometimes people see the board step they're not quite sure what it means exactly or um So they could have been making commentary on a vast amount of things and not necessarily what we >> were thinking. >> We're thinking. >> Yeah. >> And when you think of I mean so you're talking about 15% of the overall population typically intervention if you're following like kind of like the intervention uh triangle. It's really your u uh 20% your population is typically eligible for their services. So even if it was higher around 25% um and then you talk about 25% of 90 respondents and that's only if the respondent group is representative of the normal population. That's where you can't read too much into the trends, but certainly the
023information's telling and certainly this is something to look into uh further. But >> oh, I was going to say, do we currently have any vacancies with our support staff in terms of like interventionists or like paras? >> Um paras uh so as far as special ed um I would tell you uh uh typically we do have um uh openings uh there. Um there's a lot of transition there >> and that's pretty much consistent across towns, right? >> Uh that's across the state. >> Yeah. Okay. >> Uh that being said, we've been pretty stable um uh this year, not always in past years, but this year uh with our interventionist and regular ed intervention. Um, and I will tell you that's something uh particularly both at the high school and Broadbrook um that we've really uh
024put increased attention and focus on and we're uh we're seeing the results positive results with that work. >> So I have a question too, Patrick. Um and it doesn't sound like if we looked at there's no way to kind of break this down as far as demographics. >> There's not not enough respondents to Okay. Um >> Okay. just just given what we can see as far as as far as >> um >> yeah, you would need a larger subraph. >> Yeah. >> Uh you need a larger like respondent >> um to uh I'll talk a little bit about that as far as next steps at the end. >> Okay. >> Um but you need more people to respond to have larger subgroups. >> Um another theme that emerged was facilities and environment. Um so there
025was a high importance um placed on the physical condition. um uh contrasted with average and poor facility ratings. So for example, the condition of a school building is considered very important um by our parents. Um about 84% uh rated as being very important to extreme extremely important um um however with that um 25% uh rated uh the current educational facilities as poor and another 54% rated as average. um with a weighted average of 2.03. So that's one of the lower um averages. Um looking at our athletic facilities, uh the physical condition um of our athletic facilities uh was also rated about 51% as being average and 4.39 as being poor with a weighted average of 2.09. Um when it came to the safety and maintenance uh so like cleansiness and the maintenance of the building
026um on the positive 73% um either agreed or strongly agreed that the child's school is clean and wellmaintained um with about uh 49% either agreeing with another uh 19% strongly agreeing that the child's school is safe and secure place. Um so um obviously not a surprise what the amount of work this board um has put in with ad hoc and recognizing obviously um that our facilities uh do need updating. Um so it just further supports that our parents are seeing um what we're seeing as well. >> Patrick, sorry just a clarification question. Um what's the difference between importance and education facilities? Is it just like importance of having facilities versus just like there's different numbers there for just importance and then the last one education facilities. Um so essentially they're saying that there's a high
027importance um um that uh the physical condition is they're basically saying the condition of the buildings being like updated is very important >> versus Okay. And then the education facilities is >> referring more I think to the like overall physical condition of the building like I was >> Yeah. You're trying to separate like uh like the educational versus athletic >> the entire campus. >> Yeah. So, okay. So, you're talking about like our classrooms and the building suitable for the instructional learning environment. And so, we separated questions specifically with like athletics as well. >> Thank you. >> You're welcome. >> Um, and then the last name that emerged was communication engagement. Um, so overall parents do feel well connected and satisfied with school responsiveness. Um but they definitely do have clear uh preferences for information delivery
028and content. Um so I would tell you uh about 75% um either strongly agree or agree um that they are satisfied with the response they get when contacting the school with questions or concerns and those uh results were very similar um with questions regarding two-way communication and overall communication. Um also about 80% of the parents um either agree or strongly agree that they feel they are an equal partner in their child's education uh with a weighted average of just over uh four. Um and then when it comes to um how we communicate um I always find this question very telling. Um we use this we share this as an administrative team and we think um you know we use this information when communicating. um uh almost 84% prefer email um with uh 60% um with
029text messaging. Um and the school website is the third most preferred tool at 39%. Um and I will tell you our data backs that up. Um we can look at our daily views on our website and I can tell you it's very common to have over 6,000 hits on the website um on on each day. Now I now if I go in there and access resources or our students are accessing resources or parents every time you go in it counts. Uh but still those numbers tell you that our website um is being viewed and um on a high frequency uh dayto day. Um >> good to know. >> Absolutely. Um I will say um also um in looking at our own internal data um certainly we know that Facebook um has over a thousand followers
030and our Facebook is receiving anywhere from 1,000 to 3,000 view uh views every time something's posted. So I know um when you go into the Facebook you can see well you know this got three likes or this had uh four comments. Um, but I was showing uh uh Denise uh like the views even those views are over a thousand. So even though you may only see that and it may just be information based may just say like hey school was canceled today or this is happening which doesn't always require a comment or the emoji but still um people are going there for information. So that's that's an important piece to know when we're thinking about how we're communicating. Um, and then when thinking about the most desired uh types of information, uh, calendar events and
031listings uh was the highest at 93%, student news and achievements uh, 78% and information about safety incidents and precautions was 62%. Hendrick, does that was powers school at at all included in here in terms of parents kind of feeling that it was vital or >> um we didn't specifically say um um uh like power school like um >> just in terms of like immediacy in terms of you know knowing you know what's on the again academically that's a that's a piece where you can uh >> whole information. >> Yeah. Yeah. >> Yeah. I I'll have to um revisit how the question was asked. >> Yes. Just you know, just that would be interesting. >> Did we have um in the parent survey this year anything just in regards to how the school it how parents
032feel the school is dealing with um bullying? >> We did. I'm glad you asked that question because I actually did not include that in the slideshow. So, interesting enough. So, we changed the question. So rather we did not use the word bullying. We took the legal definition of bullying and defined it um um like verbatim and um it did not come as concerning as past by just removing but we defined it >> the word how what was like where did it kind of it's from the debate at >> um I'd have to take a closer look. Um I will tell you like you'll get the question you'll see um tomorrow. So, I'll email the entire survey, the responses, and you can pull it out. But, we took the the leg the state >> um um
033definition to find it to see if that would change. And were uh people gravitating to um the word bowling versus um like the perceptions around it. Um but it was very interesting the data um indicated otherwise. >> I did survey. Um, and when it got to that point, I thought to myself, "Oh, well, that's an interesting way to work that. It'll be interesting to see how that turns out." She goes, "I mean, I knew what it was get kind of getting to." Um, so it it's interesting how >> well it's a definition in terms of >> again the reporting that you have to do even to the state is it's a different >> Yeah, the reporting is so the reporting was based on the definition. >> Yeah. Patrick, what about what about um uh um
034any kind of you know social emotional like you know mental health? Were there was there anything in there about I mean that kind of goes along with the school climate pieces. Was there anything did we do anything around that that questioning? >> We did. Um and so we typically will um so we take as uh pre-data um I can I can tell you we also use that information to set our um essentially our schoolwide goal. So I can tell you um we've set our goals based on uh expectations like teacher expectations uh for um students and and challenging students. Um but we also ask questions like does your child have a trusted adult >> and so it was rated high >> um but that being said you know obviously we want that that question to
035be 100%. And I will tell you typically at the end of the year when um when we do the post it typically is 100% at our schools. Um so certainly um uh we'll do the post uh with that u but we have a series of questions um offand I will tell you it's probably about seven. >> Yeah. >> Um and then we will follow up in a post survey with a few more as well. Um the reason we do that too is to try not to overwhelm >> uh parents with the number of surveys in the beginning here. So we embed it in this survey. >> Um but then we just pull just those questions out with a poll survey. >> Yeah. And where did the survey come from Patrick? >> Um as far as
036>> development of the survey. >> Uh myself. Yeah. Along with uh my leadership team. Um so just conclusions and next steps. Uh again a majority of parents are satisfied with their child's overall experience. Um the vast majority believe their child has at least one trusted adult they can turn to school. And um that was at 43% strongly agree with uh 36% agree. Again we'll do a post uh on that as well. Um but to start the beginning of the year only a month into school uh certainly that is a strong indicator. Um certainly areas of focus based on parent feedback um instructional support. Again while the importance of tutors and specialists is extremely high uh satisfaction with the availability uh show some room for improvement or to at least explore further. Um infrastructure um both
037athletic and education facilities are predominantly rated as average to poor. um obviously giving a high importance of parents placing on the physical condition of our our schools. Um honestly I don't think that's a surprise. Um our facility warrants attention and there's a reason why that ad hoc committee exists on school facilities. Um and then extracurricular and enrichment uh programs like afterchool activities um such as like arts, music, world language, field trips are generally rated high. um along with uh satisfaction levels for field trips and world language are moderate. Um suggesting maybe uh opportunities for expansion or review. Um and then the next steps um uh based on some uh so individual feedback I got from uh parents um uh looking for ways to shorten the survey um target u more of the specific areas based
038on the last three years of data. Um, I will tell you though, like I mean I think this is uh I think I'm in my fifth year as superintendent. I've done the survey every year. Um, now we have trends. So questions that have been rated very high and very positive year to year. I feel confident and comfortable eliminating those questions and an effort to shorten it and have it more targeted. And hopefully by um um by streamlining it, we can increase the likelihood of respondents. um this year was lower. I felt like we increased our efforts to even get it out once we recognized it was lower. >> Um so that can mean a number of things. I mean um in my conversations uh why um what I got for feedback and again it's only
039a handful um parents either being satisfied and not feeling the need to fill it out and also the length came into play. So that's primarily what I got uh through just a few um through conversations. >> Okay, good. How many questions? >> How long should it take? >> I would guess it's probably about 10 to 15 minutes to complete. >> Oh, >> would you say that's fair, Nori? >> Yeah. >> 10 minutes. Probably >> 10 minutes. 15 minutes. >> Yeah. And I will say we shortened it this year too. So like in the past it was even longer. >> That being said, 15% is still really good for a 10 to 15 minute survey. >> Um, so question on this. Um, I'm sure there's limitations around surveying students and collecting that kind of data. Um,
040but do we have any similar surveys that we administer to like high school students? I just feel like getting their perspective is important if the goal is to use this data to inform our strategic plan. Um, I don't know if we have anything. >> So, when it comes to school climate, we do um we do uh survey our students at the secondary levels. I don't believe do we we do it at elementary too? Oh, >> it looks much different though. >> Yes. >> But that would be good information as we started to do. >> Yeah. Um >> but even like their I think getting their perceptions on like the you know what they perceive what aspects of the facilities they perceive should be improved. >> I mean we got Tim here. I think it'd be
041a perfect opportunity for allow him to give him some student voice at the table as far as what he thinks students would complete or what they do. I mean, >> I think it would be great. >> Yeah, I think it's a great opportunity to get his input in that. >> What do you think >> for like how to get student opinions on >> Yes. >> or what you think uh that maybe what's missing with gang student opinions as well too. >> I would say I mean there's a lot of kids who don't really who don't really like value something like that. Like they kind of just look in their email and like look all night great for us. They kind of blow it off. So I think if there's a way to like add an
042incentive maybe to like keep an incentive so like fill out the survey get you some some sort of >> ice cream in the gift. >> So this is really interesting Tim because because I do value your opinion and I love it when you're reading the report but I also would love like even I mean would you be interested in kind of delving a little bit? It's asking a little bit more. Like if you got 10 people together, right, and you sat and somebody showed you how to kind of facilitate a discussion group, but you would be leading it, would that be something you might be interested in and coming back to us? >> Yeah, I would do that. >> I mean, it's high level work here. >> Yeah, I would do that. Um, I'd probably
043have to reach out to like Miss Walker, the guidance counselor, or like Miss Andis something for me to do, but we can't assist and we give you time. >> Yeah. So, they want your student voice, right? So, this is real student voice and it would be, you know, it would be um people that you knew but maybe unlikely people, right, that that have differing opinions as well. So, you're looking for a multitude of of um perspectives, right? Yeah. Or >> even if that's even if that's a heavy lift, I know both groups can be a little intimidating. Even if it's as simple as like putting together a few questions and just having people like send you their responses or write down the responses and you can read them to us anonymously too. Um if it's
044just like paragraph for like a few sentences of like what students, you know, what students enjoy about the school, what students think, you know, could be improved. Do they think that we need more electives? Do we think um you know that we need more staff support? Basically the things that are in this survey, but you know, not necessarily like a whole 30 minute focus group interview type of thing. >> I mean, I don't mind the idea of sitting in a group and talking. Like if I just had like a few things to touch on, like some things you guys want me to touch on or ask or get opinions on, I could do that. I could try and uh formulate a survey, I could talk to like I send it out to student government through
045student government to kids. >> Yeah. So, Patrick, could could Tim get support in order to be able to do that? That would be really great. >> We can we can I I can talk to Mrs. Anderson and Mrs. Walker and we can help facilitate that. >> Yeah, I'd be glad to do this. >> Oh, thanks. Cool. That's awesome. >> Seems like, dang it, there going to be more work. Write it on your Write it on your resume when you have >> any other questions. Carrie, can you hear everything? Uh >> oh. >> I heard she muted herself. She >> Yeah. Yeah. I just hear >> ready. Um, thank you. >> Yeah, I think thank you for all things. >> Yeah. >> Uh, so as far as uh uh number two as far as superintendent update,
046uh the FY27 budget. Um so we're talking about next year's budget and it's we're starting to gear closer into budget season. Um I can tell you uh Ryan and myself have met with each administrator and department head. Um we are ahead of schedule in comparison to past years. Um I can tell you I'm probably about 60% done uh with uh the superintendent's initial budget proposal. Uh you will um have that proposal um in your packets on uh Friday, January 23rd prior to uh the next uh board meeting. I do plan on presenting like I have done in the past years. Um so you have the booklet ahead of time. I will present the highlights. Um we will also file it with the town um that Friday. Um so that um certainly it's a public document
047at that time. Um and it will also be presented to the public uh Thursday uh February uh 12. Um so we're in pretty good standing as far as the process. Um, I also wanted to take the opportunity to just ask the board, um, I mean, um, I feel like communication is very strong, but if there's any, um, priorities you want to ensure were highlighted in consideration as we start to finalize that initial and understand that this is not the um, uh, the end uh, the ending, but really the beginning of the process, too. And certainly you will have your hands on it as well throughout the process. But it's correct that you'll get it to us before the public hearing, but we can't comment on it until after the public hearing. So, you'll have it
048to be able to absorb it, but we can't comment on it. And I mean, we can't ask Patrick any questions. We can't do anything. >> I think you could comment on, but you can't like we can't engage in discussion on. So, if you said like, "Oh, I really like this or like >> Yeah. >> Okay. >> I'll get clarification." >> Yeah. because I I know for the town side we used to just not >> not engage comments on it. I don't know. We didn't engage until after the public hearing and then it's it's part of the charter so we can read it. >> That's why >> there will be no deliberation. >> That's why that's why I thought you could I thought you could share comments. You can't go back and forth. You can't ask
049a question. I can't respond and engage. >> We can't cut anything. >> Yeah. Um I think it's I think >> the past few we've just kind of tried to avoid it. >> Yeah. >> I think we've just kind of kept it to a >> Yeah. >> But respectfully so like I I like bringing it to the board first before just putting out uh to the public. So again, you'll receive it'll be a public document when it is shared directly with you and again I will present on it as well. at our next meeting. >> Correct. At our next meeting, the 28th, >> the public hearing is February 12th. Yep. That's a Thursday. I believe in um your calendar we um in in correspondence the town budget calendar is in there. So you will you will
050see the all the dates regarding the budget cycle in your packet as labeled FY 2026 2027 budget calendar with some those dates highlighted. Yeah, supports that right before the update itself. >> Yeah, that's really helpful, Cather. the transition. >> Yep. All right. So, uh number three, um so FY27 transition program transportation needs. Uh so, uh you do have a memo, um from myself. It's directly after the community survey result presentation. Um part of u behind that memo too is um some documents just highlighting what our um transition program is along with a um a sample job site um weekly schedule. Reason I bring this to your attention is um uh Ryan has done a tremendous amount of work as far as researching um options to lower our transportation costs. And one of the areas uh
051specifically targeted is our transition program. Um just to kind of highlight some of the information in the memo. Essentially our transition program is 18 to 22 um for students ages 18 to 22 um that have developmental disabilities that are eligible for special education beyond what would be considered a traditional like high school cycle. Um, and that's mandated. You are mandated by law to provide these opportunities until they've met uh their postsecary goals um um saying they're either ready for competitive employment or um whatever their post-secary outcomes um are. Um, so it essentially provides pre-employment uh type skills in real life situations uh by essentially um uh being out in the community and offering real life like um employment opportunities. We supply essentially the job coaches. So we have staff that there might be they might
052go pickle jar deli and there's a staff member. It might be two of them, might be three of them. And along with um uh the business, we provide uh the assistance to provide that on-site um uh coaching. And so we have a number of uh businesses throughout East Windsor and just outside uh that support. We also use internal. So, we've had um uh um in the years those that have worked in our cafeterias or our facilities um I think even it some years ago as I'm thinking about it. Um but it's based on you know their existing skill set areas of interest motivation and such. Um what we pay for transportation is typically two vehicles. um they are on site. Um we contract out. Um obviously we are looking for um uh like the least
053expensive option but when you consider their summer programming needs along with their school year uh programming um uh the cost is about approximately 100,000. Um and that's not going down. Those costs are going up every single year. Um um so what we would like to do or pursue is purchasing our own vehicles to support that program. Um finance and leasing options um are uh essentially a very reduced cost. Even if we're um increasing uh funding for staff to drive the vehicles, um it would still be a significant um savings uh to the district. and also would increase our flexibility um and capacity uh or programming along with other um smaller transportation needs uh within the district. Um the reason why it's somewhat uh timely is uh um in talking with vendors and preparation. It's not
054like you just go and you're buying a car and you're there for 12 hours and you leave. Um I mean we're talking about transportation vehicles that are designed specifically for your needs and those requests have to go in about six months ahead of time. Um so we don't do it in the um within the next 30 days and start to pursue it. Um really um we've passed the deadline for even beasable for next school year. Um, speaking as far as the license endorsement, um, we already have staff that have the, uh, license endorsement and to obtain it for any new staff. Um, it's not a difficult, uh, process. Again, we're not talking about full-size buses, just to be, uh, clear. We're talking is it Ryan 12 to is it 12 or 14? >> 14. Um,
055and also we're talking about um, there are two different types. If it's um there's a lot of Connecticut laws when it comes to transportation vehicles. If the bus is yellow, you can pick up at um um at um at like you you can pick a student up at their house or a location and bring them to school. Um but it also requires a higher level license. If it's white, it can be used for community based such as the transition program. It can be used for field trips, but you cannot um uh pick up or drop off at student home. So, we are looking for um the the white school bus, not the yellow um um because of uh the requirements and regulations around uh such and strictly just the color. Everything else is exactly the
056same. Um um and that's how the law of Connecticut uh works. >> But a white van can go and stop at that. It's not a white bus. Uh, no. So, they said >> it's got to be yellow. >> Cannot do doortodoor. It has to be yellow apparently. >> Now, there's some grandfathering in the year of the vehicle and as such. So, I I can tell you um and um I I know um we do have the one uh in district vehicle that is 14 years old. I will tell you like in the SIP process, we are going to be looking to update that to a yellow um small yellow bus that's also a a wheelchair um accessible. Um and I can tell you that uh um she does have the license um um to do
057that. Uh so that is uh part of that roles and responsibility. Um but looking at that, I mean that vehicle is starting to get to the end of the vehicle. We did uh Ryan, myself, um Dearra as far as our special ed director and Diane did do a field trip to the vendor and we had Diane, we all got in the mini uh bus. We had Diane uh >> Oh, yeah. Oh, yeah. to uh test drive it and she said uh even though it's a larger vehicle, I mean, you're talking about something that's brand new versus something 14. And she said it was much easier to handle and drive than uh the current van. Um just to put things in perspective. So, we have done our homework. Um, you know, we did take a field
058trip. We did on the full day TV uh day. No, election day. We did election day. >> Um um so, but certainly we understand this would be a change. I can tell you it's not um unique. When we did our um I mean, I was the special ed director when we put in the transition program. At that time, we modeled it um after a program in Vernon. Um it's called Next Steps. that may still exist and may still be called next steps but they provide their own transportation at that time. Um we just we were um starting a new program that was just um we didn't have the capacity uh to do it. I will tell you as uh special ed director um I did have a conversation um but that was our former outsource
059u business um uh manager and that was a very difficult and challenging conversation to even pursue. So certainly Ryan has um uh done his homework and and has made this uh uh feasible and doable. Um I will say I've been in conversation with Amy um because uh this would be considered capital. Um this was not part we didn't have enough enough information. We weren't um again I mean you have to submit your SIP beginning of uh September. we weren't far along or we could even consider it as SIP at that time. Um, but we have in our budget um transportation and I talked to Amy and you can essentially do a transfer from the BOE to the town sit specifically for a project. So, as far as the process um um it is doable, but
060we didn't want to pursue it any farther less the ward was not comfortable with that. So, certainly can't answer any questions. Ryan's here as well to answer any questions. >> No question. So, we don't want yellow. >> Correct. >> So, we're basically looking at this second option, this activity bus with wheelchair, right? We want it to have wheelchair. >> We do because we have a number of kids with wheelchairs in the program. >> So, we're looking at this $111,900 one, >> right? >> And we need two of them. >> We do. And this is not so this number is only one, >> right? >> We have double, >> but we would be looking at to be clear, we'd be looking at lease or finance options, which it's over five years. >> So that 111 it
061it should start like below and I think I broke it down where it'll it's 18,200 a year for lease or 24,000 for finance. >> But that's just for one >> just for one. Yes. Times that by two and >> Yeah. So if we were to if we were to lease two of these at $18,200 a year, we're talking 30 40,000 roughly 40 grand. >> And right now we're spending 90 on >> closer to 100 when you the summer portion. >> So we would go from 100 down to whatever these lease prices are. >> Correct. Yeah. >> And we would want a lease more than would I don't know, Ryan, did you look into lease versus purchase? Is it something that at the end of five years we can return it and >> quotes I got
062we can either give it back or you can do like a lease to own. Um >> you didn't really give me too many details on that piece, but um it seems like the the leasing is probably your best bet. And if you were going to lease it, is there an upfront payment that we have to make besides, you know, like when you lease a car, you got to give them five grand and just >> So, you said there is like a registration and and potential for taxes and I said, as a reminder, we're a tax free entity. So, um there's probably some little pieces there. Again, he gave me as far as the quotes go, this is what they were able to give me. Um, I can certainly, you know, reach back out to him
063and give you more of an exact number. Um, I think the problem was, um, we kind of had to go further in like the financial part, um, where he could give me like real definitive numbers and we didn't want to push it too far until >> I will say when we negotiated um, the Smith bus contract, um, we knew that this was something we wanted to investigate and so we wanted to leave the possibility there. So, we had written into the Smith bus contract that they would service up to uh three district-own vehicles um with us only be responsible um for uh the cost of parts and that service. >> So, as far as having a service plan, we have that already written. that >> I just said um do we have would this cost
064extra fuel or is this going to be less because these things are more fuel efficient or >> I mean we there would be a fuel cost because I mean that's part of the cost we we cost with the vendor but they would fill up at Smith bus like our other you know like the vehicle that um uh facilities uses that fills up at Smith bus the uh vehicle that Diane drives that fuels up that. >> But this would be an extra fuel cost for us. >> It would um um but we're also reducing fuel in other ways in our budget which I have not presented yet. >> Okay. And then would we be required to purchase insurance for these as they would be our >> Yep. Ryan's looked into that. He can report a little
065bit on that. I know he spoke to uh car to karma in regards to that. They're still they were a bit hesitant. They they want to make it very clear. They can't like give me a definitive number yet until they move forward with it. But I was able to get um >> uh it was adding roughly I think it was like $8 a month uh per vehicle to our liability coverage. And then she said they're they're working on the workers uh um like the workers comp portion of it like to cover the actual driver itself. So covering the vehicles minimal. Um but as far as >> insurance policy, >> what's that? If I can get away with $8 a month. >> Yeah. Wow. I think I was combined. >> But I mean I mean I
066don't know what the cost is. My guess is probably right there. So it's just adding something that's already pretty extensive. >> Our liability is very high up depending on the workers comp. She did say it would roughly be you know probably what we're paying for our van driver as is. Um, which again when I looked it's I don't want to say it's minimal, but it's comes out to I think it was like $11 a month. >> so this is she our driver currently has a CDL. >> Do we pay for her to get that to renew that or do we pay for any of the medical stuff that goes along with that? >> Uh, we pay for um everything that requires her to maintain that um >> renewal testing. Yeah. >> Okay. So, so I
067just have a question. Probably it's a it's a Ryan question. You know, I've leased cars before and then mileage, right? You're going over the mileage and then that's that becomes an issue sometimes. Do we have would there be something in there in terms of maximum amount of mileage um for lease this lease vehicle? >> Um I would have to reach back out to our person on that. We didn't cross that bridge. Um I do it yet. Normally you do like 15 20,000 miles on there. >> Yeah. >> Um I think all the sites are in town, correct? >> They are pretty much. But I I can definitely follow up with that and see what the limits would be on that. >> Um >> I'm not sure if you thought about it, Patrick or Ryan. of
068like the life expected lifespan of these. Are these something that we could buy and have for 10, 12 years or is it something we would prefer to be turning over every 5 years or whatever. I don't know like how many miles we put on. I know the one we have now is ancient. >> It's 14 years. >> 14 years. >> Oh, and it's still limping along. I'm just I'm not sure if you guys looked that far into it because you know the difference between leasing it and buying it. The issue with a lot of times with leases is that there's the residual at the end that if you decide you want to keep it >> is going to be a lot more than if you had just done the financing. Um, you know, so if
069it's something that we're looking at that we could keep for 8 to 10 years, we might be better off thinking purchase it outright and stay away from the lease option. I'm not >> Yeah. >> You know, have to get further down into the weeds kind of thoughts. I have one other question, Patrick, as far as the transition program itself. I I appreciate all of this information. Um, you know, I knew we had a transition program, but I didn't realize the extent to how much they travel, who goes with them, where they go. Um, as far as the amount of students, I think it says we average 10 to 12. items of 12. >> Yes. >> Do we know that in kind of in advance? Like do we have a forecasting that says, "Okay, right now
070we've got x amount of kids who are in the high school and may end up being in our transition program." >> You can forecast it to a degree, but what you can't forecast is the kids just like anywhere else that move in and move out. >> Move out, right? Okay. But so are are you comfortable thinking that 10 to 12 >> is we'll maintain our average over the next >> It's pretty it's been pretty consistent. I mean we've been as high as 14 but we've been as low as eight or nine at times two but it's been pretty uh consistent at 10 to 12 like as a sweet spot. >> So Patrick this would be solely dedicated for students who are in the transition program. Uh correct. Now to say like be used for you
071know >> so like so I'll give you a perfect example like we had um every year um the middle school has a number of students it's not a large amount that are on student council that go to a student leadership conference at AIC. Um one of these vehicles could easily transport them um uh for them as as an alternative. Now if it's in conflict with the transition schedule that would be the priority. >> Yeah. Um but like if not or um that's something that could be completely doable or a field trip such as that. Thanks for all the work on that. You know all things buses now. Yellow and white >> Carrie. >> Yeah. I don't know. Would these ever be usable for like um like any of like the co-op sports or anything as
072well? >> Um it it could I mean there'd have to be some uhus with uh contracts. Uh but it could be something that could be explored. >> Okay. >> Are the transition the kids in the transition programs are they pretty much done with the day at the dismissal time of the high school? Uh they're typically done by two >> by two. Okay. >> So they so the both would possibly be available for after school activities or >> correct. >> So I'm going to just say thank you for you know thinking ahead around this and kind of looking at it sounds like a win-win situation quite honestly. We're saving money right now. Um just to explore a little bit more. So for me what would be helpful is bottom line. So this would come out of
073um so um this would come out of transportation special needs and where would this come in the budget? >> That's where it is. It's in special ed transportation. >> So we could just take that I mean there would not it would be able >> Yeah. We basically would take that and then transfer it over to the town and sit for um specifically to either lease or finance. um in talking with Amy um um there is a process to do that. So what would be helpful and and I know that you said you know should we explore more right on here but I think what would be helpful too is so this is this is good information about you know ley you know but what would be helpful to me is like overall like I know
074you can't get specific but there are other factors that that go into this right so like you said um you know um staffing right um if staffing any other factors that you think you Maybe gas mileage. This would if we're leasing this, this would be uh they would be taking care of maintenance, I'm assuming. >> Yeah. He said it would be included. It already is included contract, right? Yes, it's coverable. >> Yeah. Yeah. So, so just those kinds of things so we have a real sense of like what would this mean? >> Yeah. I mean, what we would need from the board is a blessing to go full speed ahead just because of like the then obviously trust in the decision- making. Certainly we can be in contact with uh uh Denise's chair, Norina's u
075finance subcommittee chair, but if we are bringing something back continuously back to the board, we won't have enough time turnar around for them to produce the vehicle to start because it's about a six month is it 6 months and six possibly. >> So at that point we're really what we're looking at is we can continue the conversations but what we're really then looking at is that Y28. That's the board's preference. That's that's fine. That's why we wanted to bring it forward um so that everyone um understood the timelines that we're working with. >> So, are you saying that if the board is is okay with it that you would come back with a solid proposal at what the next meeting? Um Ryan, what what would you say based on your conversation with the vendor as
076far as reasonable timeline in which it would be operational for uh next school year? Uh and in my last conversation, we basically indicated if we would have to have everything moving forward by like the end of January in order to have it ready for July. Okay. So basically my understand like Patrick had shared like they literally have to like custom order it add the wheelchair items and stuff. So it it is quite a bit of a turnaround. >> They're actually going to put East Windsor public schools on too much space program >> run through it does but we could do a contract just for the summer too. >> Yeah. So, so you know it for July 1st, you can >> I mean >> for January >> February and it's Yeah. >> Yeah. If you were
077to to go into February, you'd still have it by the next school year. Indeed. I mean that that was based on our conversations. I mean I don't want to say like yes we're sure without >> so is the consensus of the group that that we want them to go further with this. >> It makes sense if it's saving us money. >> I think it sounds like a good idea. It sounds like a good idea. I would just love to know kind of the the other the other kind of um just for my own, you know, what are the other is it going to be $10,000 more? Is it going to be $20,000 more? Those other kinds of things. I know it can't be complete, but >> you mean other kinds of things. >> Well, I'm
078talking about I'm talking about staff to drive it. Uh insurance >> isn't the staff. >> The staff goes with them now. >> Diane, >> but you said you had to pay them extra. Is that incorrect? probably a small but it'll be honestly uh minimal and we have um we already have a draft of a updated job description. So the job descriptions actually already re but I'm not I was going to bring it forward to the board without having this >> copy. Okay. Okay. But it would be kind of a wash almost on that. So it wouldn't be anything that would be >> no we wouldn't be hiring anybody new to come in. We'd be utilizing staff who's already with those. >> Correct. >> Right. Correct. So maybe a statement. >> Correct. It' be a small
079like small addition. >> There's no new staffing required to >> correct. Right. >> And insurance is minimal. >> Insurance is minimal. So there's nothing really else, right? That could be >> I mean gas that's going to be minimal. >> No, we would have like POS as far as like um in purchase uh history for Dian's vehicle as far as what we pay for like parts for, right? when Smith be building billing parts. Uh yeah, I can we have we can pull I can get that. >> We wouldn't be able to determine because it's just like essentially it's just one the gas is all inclusive of everyone utilizing it. So there's no way >> the only thing I could say is we do report miles. We could figure out maybe that way try like >> is
080it extraordinary or is it something you know >> I'm not worried about the the fuel cost. And really the there wouldn't be repairs on a new vehicle, but there probably are on a 14-year-old vehic. So >> yeah, um personal my personal I think we we should probably we should do something because I mean if we can save $50,000 a year by having our own buses for something that we're mandated to do, that makes sense. I personally am thinking purchase them >> rather than lease them. Um only because I think they have a longer life than you know if it was a school bus going around picking up 50 kids every day and dropping them off at full length to be saying no no no we don't want to own that sucker. foot and my only
081other thought on it from either perspective, lease or buying is there's a way to set it up with the town. So, it's capital improvement. We can't have our own capital. It just doesn't work like that. So, the town has to hold it in their capital. And in order to do that, even though it's our money, there are probably bid requirements that we have three bids for that. >> Are they on the state vending? >> I thought they were on the state. They're on the state. >> They're on They're on They're on the state list. >> I thought we asked them that. >> We did. They're on it. And there there's a number of other districts. They were no brain just when we were there. >> As long as they're on the state list, >> then
082you you can get around the the bid requirements. if they weren't on the state approved whatever I they call that thing in order for the town to take it in they would need and that would just prolong >> but if there was should be okay so consensus is to go ahead Do you agree? >> Yeah, I would agree. >> Do we have to vote something on these to go ahead with that question or go ahead was just looking for general consensus. >> Yeah. And and yeah, sort of out any question. Yes, we all >> Okay. Well, thank you. Thank you for all the hard work going a lot. Okay, on to new business discussion. I had asked this to be put on. So, um I can quickly explain the charter revision group is looking for
083any recommendations from anybody on things that we could do differently. Um I think this election was a little eye openening to all of us that it is very difficult to get um people to run for office for almost anything. Um this would not in any way impact what we have going on now. It would be something that would take effect either in 26 or 27. But what does the board think about having seven members rather than nine? I had in the packet information and I sent an email um that explained where I was coming from and has the um charter uh reference that shows that they're the ones that set up how many the charter is is where you get the number of nine. Um Patrick did a little bit of research, right? uh to
084see that other school other towns have less than nine. >> Correct. So um uh districts are either seven or nine. I will say um speaking with other school districts our size, it is unusual to um of a district our size to have uh nine members. That being said, we're not the only ones either. >> See, because I did a little research on it. Um, Ellington, Summers, Windsor, Lutz, Windsor, they all have tonight. Ellington had 10, which I found weird. >> Um, >> I think for me, just because this is the board of education and the amount of subcommittees that we have now formed, I think none is needed. Um, I also think it's been great having so much perspective, but that's just >> I agree with Courtney. I also just thought it was weird in
085section 9205 where they talked about the conditions for having a seven member board and that was like three people run on a two-year term and then other the rest of the board initial that's the initial chart kind of really oversees some of this. >> Oh, so we don't have to follow that. It would just be okay. I thought that was like the requirement. Okay. Um, my gut immediately said to me, "Oh, we can't go to S. We have too much to do." I agree with >> we have, you know, we, as it is, we have a lot of subcommittees with four people on them and and if we eliminate us from 9 to seven to try to keep those things, I just can't see us being as effective with to us bodies. But I do
086understand the issue of finding people to wrong >> and I don't have the I don't have a I don't care either way. I wanted to bring it up because we've had the issues um to to just let the board know that there was an alternative. I agree with what's been said so far about you know the subcommittees are a lot. I mean, this board selling, you know, what everything that we do to potential candidates is very difficult. You, if you're going to be honest, it's a lot of work. >> Yeah. >> And split nine ways rather than seven is probably better, but I did want to bring it up. >> So, I did a little research, too, in terms of Sorry, Inqu >> Oh, no. I was just kind of not that it might have
087already been discussed, but how much interest I mean I know with the election we didn't have people when we had room for people to be on our ballot, but has there been and is it still three jobs? >> Yes. >> Yeah. >> Okay. So, yeah. >> And tomorrow is the last day. >> So, so I did a little research as well and um you know just be because I was really grappling with it because there's there really it's a good question, right? just given what's given that's gone I agree that we should we should it's a big undertaking nine people I agree um makes sense and you know the subcommittees have been um very efficient in terms of working you know as opposed to that think right in the past and now we're really you
088know we're really bringing stuff it's an efficient way to move and to get things done so it was kind of like what I looked at was kind of a pro and a con, right? And and um you know um seven could be more efficient, right? and probably red tape is kind of, you know, uh, cut through a little bit. And, um, but the but the cons are there's there's more opportunity for burnout because of the kind of things that we have on our plate and the things that we're going to be doing that we need like I think active members on the board um, overall in the future, right? And I just honestly I think I hate to reduce based on situational things of things right now. We don't know right what the climate might
089be. >> Could be better hopefully >> and it could be better. You know, Brian, God bless you. You know, you're you're you're a Republican and >> and it doesn't stand on this board. It really doesn't. No, but what I'm saying is what I'm saying is if you had an organization that I'm just going to be real honest like you know putting forward right and helping to support other kinds of so that was kind of a that was kind of a gap in terms of conduct I think um as as far as recruitment >> I don't understand what you just said I'm I'm saying I'm saying that we have a a a somewhat I'm going to say functioning democratic town committee that kind of can go and kind of do some of the work as far
090as recruiting when when um I think we reached out to the um to the Republican town committee to say, "Could you please help send some names?" You know, we were really kind of and we found that it wasn't as they weren't as as responsive. I'm not talking about you. I'm just talking about >> No, no. I just I I just know overall there was I think there is across the board around the country >> yes >> so few people who want to get involved and do anything and it just gets worse and worse every year but just because it's that bad the the you know I think that it's better if we would have a gap with the possibility of filling it >> Yeah. than to cut the board to a smaller size and not
091be able to do the things that we currently do. >> I agree with you. I agree with you. And that may be that may ch you know could change, you know, it could change. What this opportunity of two vacancies has done is um allowed more consideration for unaffiliated. >> Exactly. and unaffiliated in this town is almost half of >> sellers. So for them to to be um not ignored but um under reppresented Yeah. >> across the board for our government um you know you don't there's there's no organization for them like the town committees for the for the major parties. There's no one to say that the unaffiliateds are going to get together and they're going to get some candidates. And that's a shame. >> I find it with the way that the current political
092system is set up. We have two completely opposed and diametrically far apart >> groups that you're supposed to be able to find representation within. >> Yeah. >> And I don't know anybody who feels fully represented by their party. >> I don't. >> I agree with you. I in order for someone else to get in. I mean, you're you're you're talking about the very just ends of the bell curve. The vast majority of the population is in the middle somewhere and but we can't talk because I'm an R and you're a D and >> I I have very different here, >> but not necessarily here, but it's like it's in this town. >> I've you know I don't. >> Yeah. But I just I think that if there was a way >> Yeah. >> to limit
093it to say the parties can put up with and then >> unaffiliated >> and then unaffiliated from someone else. Yeah. I think that would be fair but it's very difficult. I ask current system >> I asked unaffiliated to run. >> I know that they're Republicans did as well and it's just you know nobody wants to be well I won't say nobody because we're all here. Yeah. But um people some people yeah want don't want to be associated with a letter because there's too much of a stigma that goes with it. So I kind of like you know the parties put up the green piece and then Patrick goes and gets the other three. Yeah, I think that >> I'm I'm really pleased that we have three people who wanted to do it because they those
094three people are people who want to do it. They have an interest in doing it. They want to serve our community, but they don't want to be involved in the nonsense that they have to go through to get there. But this gave them the opportunity to. Um, so I'm very pleased. >> Um, Carol, >> let me just see how Carrie feels to weigh in. Are you comfortable with um going to um no further with this because that seems to be the general consensus. >> Yeah, I mean that's fine with me. I I I agree that it's just that there's a a lot to do for nine of us and it can always be revisited, I'm sure, at some point, too. We just can't get people in. >> Yeah. But I think even if we can't
095get people in, we should have the space just in case you could. >> I think we have to after a certain time have people on or the time that >> Well, we had to we made the deadline, right? >> Was it February 50? >> We're past the deadline, aren't we? submissions >> tomorrow January 15th and then by >> the second meeting >> if we can't if we don't have yes then I think it goes to the town by turn the town then >> I I don't remember what the next step is because we won't go that far >> it's not clear it isn't clear >> yeah I think it I >> wasn't clear it's not clear >> that the board of selectmen don't pick it though we go to special election, but we won't so
096we won't have any worries on it. >> Um, okay. Well, thank you for at least discussing it and I think it was an interesting discussion. Hope you all. So, um, the next item is the school renovation project update and we have some information on that, right? >> Uh, yes. So, um, the ad hoc um committee meeting is that last week when >> last week oh week yeah it was uh January 7th um the dynamic group which uh presented to the board uh previous um since then um with your approval we did um a sign on um they have met with um the first slapman um he um was very pleased uh um with the presentation of their work Um, and we've had them uh present a draft of essentially a timeline and send them back
097to active. >> So, it's this target audience. >> Um, >> yeah, it's right behind the road map. Um >> and so basically that hawk committee focused the entire time in meeting on going through the draft um road map really um working on the first two months. So not showing if you look um in the back it has kind of like December, January and February and basically saying let's um let's identify a date as far as community forum. We identified the date of February 26th and then what we said as far as the committee is the number of tasks listed in January would be completed. So when you look at the social media post graphics as far as drafts, drafts of a newslet uh release, email, fact sheet, slide deck, having all those completed um for
098that uh committee to review at the first February meeting, which is February 4th. um and then we'll review have those ready moving into um the forum. So I mean overall it was very positive meeting. I will say there was a number of documents and supplemental so you have this electronically like when you see >> 26 is the board. >> Yeah. when you go on this document electronically like all those things um that are listed in blue um are other documents. So if you see enrollment projections that was uh >> they're all active gains. >> Yeah, it opens up it'll open there are some resources they provide it kind of like the dos and don'ts as far as what you can do as far as best practices with um a referendum recommendations reminders. Uh there's a
099staff flyer. Um so there um some of it is just templates. Um like the social media was intell they're really um they're taking the ball and running with it. >> Yeah, absolutely. >> Pretty quickly. >> Yeah, I know Betsy was in the audience. You spoke during um uh public participation. Um >> I was very impressed with it. It really was, you know, his uh his expertise. I think his openness to you know what I like about him, he really listens. So he's listening a lot and you know he's listening to what we're talking and and he's thinking about all this stuff. I I really like that and I love the fact that he they they focus on educational programming. So the what what I have come from taken a lot is that marketing marketing has
100all different kinds of colors to it but getting something and marketing just it's not just about one message that's one piece but all the other pieces that have to go in to what you have to do to get to a referendum is something that I think he has very firm knowledge of and I feel confident, you know, that he can help us get to those get to those steps when we do it. >> Talking about a video, you know what I would love? I would love a video of our kids and for the next if he can do it. That would make us cry. That's what I keep saying. If you look at a video that just, you know, gets to your heart, you're kind of like, you know, you're interested in something. Yeah. >>
101Yeah. So I will say um so we did talk about the kids um um they talked about playing together videos um they are looking to have um a video but um the first one more on uh the physical like infrastructures and the second one incorporating uh kids and staff. So I can tell you u um Kyle already got video and pictures with the drone flying over u both the high school and Broadbrook roofs with the number of blister repairs. Um we have the district um uh we have um our typical lake photographer and videographer that is coming um to uh take pictures of problematic uh tomorrow uh with Kyle. So they're accumulating and then the Diamond Group will take it and produce it and uh and do a story board around um those. Um I
102know um Betsy you said some um things as far as like the um Q&A Q&A. >> Yep. So we've already started to put so we have a draft of that already doing that working on the slide deck. So I'm confident that we're going to have all these things in place in the uh the next few weeks. Um >> I think having confidence in the in the group that that is going to put our communications together is very helpful to all of us. And I think it's also helpful to keep the board of selectmen um as confident about our communications as we are because um I've said it before, we're all in this together and if we aren't all in it together, it's going to fail. So we have to have confidence in the message going
103out and everybody has to. So I think we're heading down a good path. >> I have a question. Is there a community coral go? Who is it? Is it the board of education coral? Is it the board of selective and board of education portal? Is it an ad hoc coral? >> I thought it was joint between BOS and B, but I'm not >> I thought it was too. It's not ad hoc because that's really not their getting it going is their thing but not um we shouldn't ad hoc should not be the host of it but I I thought it was both board of ed and board of selectman sort of like that initial meeting that we had remember the one where they they sort of brought the concept together um that was both if
104I remember correctly well Like my thought is is that if it's going to be one or the other, we have to be cognizant of if if we're all in the room together, but we're not participating in it, it's not really indicating, but if we're all sitting there, it's a meeting and it needs to be posted as such. >> Yeah. >> Or and if it's the board of selectmen, if it's a joint meeting, it needs to be posted as I'm just going to be >> Why would we have to do that if it's a forum? It wouldn't be considered a need. We're we're participants in it. So would somebody else why would that why would we have to I mean we have to advertise it as a forum. >> Yeah. Because if we're together sitting at
105a board together talking >> about a specific >> we're in a meeting. >> Yeah. >> It's a considered a meeting. >> I'm just curious if you're in a forum that it doesn't constitute but it does. or is it more of a board of education meeting where or the two that like Jason's going to be up there answering some things, Patrick's going to be up there answering some things. I'm I wasn't at the meeting so I'm not I just >> Yeah, I think so. I think we're going to clean all that up, but my understanding is at the February 4th meeting by completing the because again um we said we were going to talk about that more in depth now that we've identified and we would have these tasks done for review at that meeting. So
106um so that was kind of like the next steps understanding that we had the February 4th meeting prior to the February 26. Yeah, that's the little It's nice to see that there's a motion. >> Any other questions or comments? >> There's approve. >> Oh, good. When you guys when you decided this is the day that we will do this that felt a year after Yep. Okay. And um the rep for the board of ed um we had agreed at the last at our last meeting we were going to wait for the two new members come on board. There's one more ad hoc meeting without a fore person. So, new business. Um, do you want to talk about the strategic plan and >> uh yes. So, um in conversations with the board, we talked about our
107strategic plan coming uh to uh to an end. It um it was voted um and approved by the board in um 2021. It was November 2021. And certainly we've accomplished quite a bit under the strategic plan. Um certainly it drives um work that we do both instructional along with operations how we operate our business um regarding allocating uh resources and uh certainly um again when we look at our successes it's a lot is aligned with that um uh to start the school year um as you may recall I did explore for uh three um uh three different options as far as engaging um the public in um adopting and developing a new strategic plan to piggy back off the work we've already completed. Um but when you look at our needs and um and you
108look at the work on ad hoc I mean we were just talking about so it is uh timely um really the focus and this board um was in agreement uh last time uh we discussed um when it comes to community engagement really needs to be focused on um the work around uh new school construction and to try to engage the community both in that work along with developing a new strategic plan um really seems to um be in contrast of each other as far as like uh keeping the focus um singular. Um um so with that focus our community engagement on new school construction. Um what I proposed and it was um thought favorably by the board would be to vote to um extend our strategic plan while we're here um so we can continue
109to focus our community engagements on uh the new school construction um uh with hopes of a referendum this fall. And then we'll for next spring to then engage uh the public um on the next steps as far as um uh building a new strategic plan and the results of the reference would be telling either way and would um I think be necessary as far as building upon. um should it pass that will take the strategic plan in one direction and should it not that would be information to um for the next um so um it's been a while I think we discussed that around October so it's been a couple months uh since we last revisited but at this time it seems appropriate to uh vote and extend it >> make a motion go ahead
110>> I'll make a motion to extend the strategic plan through 20 2027 was seconded by Norie. >> Any discussion? I just have a question. So, in our um in any of our, you know, is any place do we have it written that there's that we have to do this during a you know within a certain time frame? >> no. So, so we're good. We we can make that call. >> Correct. And I mean there's nothing that says in your bylaws um that um uh that you need to vote on a strategic plan, but it is best practice. And the fact that we vote on we voted on to approve it and when we voted to approve it, the plan was voted from 2021 to 2026. So it feels like a necessary step to then extend
111it as well. >> That Thank you. >> You're welcome. >> Okay. All those in favor? >> Gary. I >> righty that's unanimous opposed. >> Great. Okay. >> Thank you everyone. >> Okay. Next is the job description. Um so this uh program as far as uh sorry I'm just getting my pack. I'm doublesided. I got to check. Perfect. Um, so that rising future educator uh group advisor uh this was a state initiated uh program. It's to promote uh kids that are in high school and I can tell you it's now expanded into uh middle school um with hands-on um teaching experience to build interest in the program. So you may recall we had a group of students come um with Cheryl that presented that were in the program. They spoke to you about the activities. Um
112so uh because sometimes when things become grant funded I mean you are rushing to implement it. So we implemented essentially the program because it was grant funded at the time um before really even having job descriptions on it. So we're playing a little bit of a catchup. Uh the program is overseeing as it says building administrator along with the safe school climate and equity director which is shar. Um and the program is in place and this really just outlines exactly what um uh these supporting advisors do to uh support that program um that again that was presented to you um last spring. Um so certainly if there's any questions I I um can um we are in the second year of the program I believe and again it's um actually third year um third year
113of the high school second year at the middle school. >> I make a motion to approve the job description of the advising future education group advisor. Motion made by Courtney, seconded by Naren. Any further discussion? This is a great program. >> Thank you. Yeah. No, we um um it's been well received by uh students and staff and families alike. >> Okay. All those in favor? >> Opposed? >> I thank you. Carrie. >> Okay. The next item I would I would think that um are you gonna be handling that or >> Sure. Yeah. the the transfers. >> Yes. >> Yep. So we uh we actually just went over these finance subcommittee. I think we've agreed like um uh meetings in the past. Basically the finance subcommittee goes over it uh discusses it. Um once they approve
114the the transfers then we bring it to the board. Um once that goes through then I'll I'll make them in unice. Um just as a reminder to those who weren't at the finance subcommittee um we do transfers inside of cost centers like throughout the year. So like to be clear there's been more than like three transfers if you will. It's just like salary to salary um purchase service to purchase service supply to supply like the internal transfers because it was in the approved budget. I'll make those throughout the year. Um these are going across cost center. So it could be uh like in this case it's mostly from like salaries to purchase services. Um as I uh kind of mentioned to the finance subcommittee these were brought forth department. Um basically they had a little
115bit of excess funds from the um summer program. So they're using those to uh to kind of offset um there's a new needed instructional equipment for uh believe they're called standards. Um and then uh contracted services um and diagnostic services that were unanticipated. >> Any questions? I had subcommittee um met on them. >> Yeah, we talked about them earlier. Um >> does this have to be three separate motions or can it be bundled? Do you need them to be separate? >> I in the the sheet I label them one, two, three. When I them in the system, it doesn't matter. Obviously, it's easier to do one, but >> so I will make a motion to accept a transfer of $4,500 from special ed summer school to the special ed contract and services. We approved the
116$5,935 from special ed summer school to special ed replace instructional equipment and $8,350 from special ed summer school to special ed diagnostic services. Second was made by Courtney, seconded by Fran. That was beautiful motion. Uh any discussion, questions? All those in favor I >> I opposed any motion here. >> And we're on to leazison and um subcommittee reports. I'm on a roll. We had a curriculum council subcommittee meeting. No, I think it was probably two weeks ago. Um, we talked about how we're going to be transitioning from a seven to an eight period day in response to kind of get high school graduation requirements. Um, which right now we're set at a minimum of 25. So by going to an 8-day period, it gives 32 opportunities over the four years instead of the current 28.
117Um other benefits would include having more designated intervention periods, support, more support skills, more room in the schedule to take electives, but also just offers flexibility. Um there was a teacher committee set up to look at this and leave in 23 24 school year I think it was. um which really like just looked to see what other surrounding towns were doing um getting feedback from all of that. So they took a lot of time. There were four things that they were looking at. There was a six period day, an eight period day, a 4 day blog scheduled, and then ultimately they went with an eight period day combining it with two block periods, which basically allows for consistency in the the teaching of the curriculum, but also offers those courses that might need more time,
118the ability to have more time through the week. So, that'll be a change for next year. And so Courtney is that like does that extend the day? Is the day >> the day the day is not longer the day is not longer. Actually I wrote that down with the eight period day. >> Um it's a 43 minute class. >> We're 50 now. 52. >> I don't think it's that long. It's really just a few minutes, right? >> Yeah. It's just a >> Yes. >> Yeah. >> Oh, yeah. I think Courtney um explained it. One of the one of the um difficulties Allison has had when the when the state of Connecticut increased the credit amounts that students had to earn, it left schools scrambling because they only had a certain number of opportunities for students
119to earn those credits. So, this is something uh and Courtney referenced it as you're making a lot of um work with her committee reaching out to other districts. I think it was Summers who maybe went to a sixth period day. >> It was in conversations with her. She shared they >> Yeah. and then immediately they're already trying to change it um to go back to something similar to what we're looking at because it that's not exactly working out. Um so um you know she she deserves a long in the background for um the planning that went into this. >> Sounds pretty complicated. >> Yeah, I mean Alison's Allison's quite good at the scheduling aspect and creating opportunities for the students. Um the other um big piece that we had to consider um when we when
120we had a schedule years ago and it was a rotating schedule and there was an inconsistency with what students had at the end of their days or the start of their days and created difficulties. We've talked about the pathways number of times. It created real difficulties for those students who wanted to get out into the community to either go to his nun and take a course or go to a local business and to you know um do any sort of internship because our schedule was always moving um which then makes it difficult to form any sort of consistent relationship with community leaders. even like labs and science or different courses that might it I think it provides opportunity too or even just adding that extra time of intervention when you have that extra period. I
121can see a lot of benefits for our students. >> Yeah, for further clarification I mean some of the challenges and difficulties uh Daryl's explaining is not unique to uh Eastther. That's across the board. everyone's in the same boat uh facing the same challenges I >> and changing correct and overall I know I I looked a little bit too and Enfield as a period um so big you know just that whole piece I was concerned too about yeah short periods would be but after talking with Allison and just having you know it's I think it's going to provide a lot more opportunity I just like that I like the fact that as Darl talked about, you know, we talk about those pathways and kids having an opportunity to go out and really experience, you know, what's
122happening in terms of internships, that is an opportunity for them to to do that. So, I think that's been kind of a missing piece as far as like kids and really I mean it's it can be exciting for kids to do this too for high school kids. So, that's I thought that was >> any other subcommittee. Yes, >> finance met tonight. Ryan will be back in two weeks to present the actual budget and whatnot. All look and he's going to have projections for he's got some projections to the end of the year. Um athletics subcommittee met a few weeks ago. Um we reviewed the fall sports and started talking about what's going on now. Um, and to tell you the truth, I'm having a hard time remembering anything that was like abnormal that we talked
123about, you know, it was kind >> we had brought kind we had brought up like the leaf and possibly looking into alternatives to making, you know, it be an even playing ground and just but there's a lot of difficulties and once you leave a conference getting back into it and um yeah, so I You know, Dean will dive in a little bit more with that when he's there. >> Is that in reference to our like baseball and boy soccer? >> Yeah, that one getting hammered. >> Yeah. Every time we walk on the fence. Yeah. Okay. >> Okay. >> And um um TTO had a meeting last week. I didn't get there because I think they all had something else. But um they have a glow dance coming up in two Fridays. If you want to
124come to Bronx for school and get yourself >> blowed up, >> don't get yourself like >> it's the place to come. >> You are totally >> It's like described it. >> And fortunately, Evelyn is old enough now that I can stand outside of the gymnasium and not be it's like literally seizure type. Yeah. Not for kids or old people. Um, that's all I've got. >> Gee, sounds like fun. >> Yeah, sign up fast. >> Any other subcommittees leazison? >> I have nothing to share about the vote meeting that wasful. >> Yeah. >> Okay. Um, actually, I have one thing. >> Uhhuh. Um, no. No, I don't. I take it back. False alarm. Yeah, Tim covered it up. Sorry. Okay. Um, our second public participation. No public left. They all ran out of here as soon
125as they could. That was a a great presentation. Thank you so much again. Um, miscellaneous. I just wanted to go over the thing for the search for people that we have three. Um, the applications closed tomorrow. Okay. >> Um, Patrick has done a great job with um getting questions from Cape. It was like how many? Like 45 or something. There was a there's pages of questions. >> Yeah. I mean to be clear, I mean what they did was they just asked other districts and they just did everything um all in compass um and Jessica was the one who really did the nice job they um what I did was essentially I reduced them for redundancy and then categorized them based on themes. So, we're going to um Loren and I and Patrick are going to
126look at reducing that number to bring something manageable to you all. Um at the next meeting, we will talk about that in executive session. We can do that. I asked that the FOI training I had gone. Um I don't know, Jessica, you're going to have to try to figure out how that gets covered under Freedom of Information. It's not personnel. I don't remember what he said but it's not personnel because I asked specifically it was that >> as far as interviewing in executive session >> we will be interviewing in executive session but we can also talk about the process in executive session so we'll be going over the question the evaluation >> oh yeah I think it's evaluate something with evaluation I can look >> um uh we'll go over the questions because that should
127be done discreetly and the process um we'll have something concrete to to bring to you all as far as um how we should do the process. So put your thinking caps on and we'll we'll get that um that'll be the next the next meeting. So my question is uh after the 15th which is after tomorrow will we um be able to you know will you send us the resumes the people who have this letter of intent >> probably at the in the executive session we haven't talked about it but I would think in the executive session everybody can get copies of that right >> well um >> yeah when we're discussing it yeah well just that we have it prior to the interviewing process. >> Absolutely. Yeah. Um and um yeah, so I think we'll
128discuss the process. We'll get you a narrowed list of of um and the applications. >> Okay. >> And set a date. >> Yes. >> The date for interviews. >> Yeah. >> Um well, actually the whole process, how long, >> right? That's part and I I'm thinking maybe we should do a special meeting just for that and it would be fairly um you know if we set aside it as part of the discussion next time how long do we think we're going to take 15 minutes per person. >> Um so that would be 45 minutes. Yeah. >> And then um >> and then have a discussion internally about what we do. Denise, I know you and I um and the thought just came uh to me, so I apologize for not asking it now, but um
129as far as those interviews, do you want to be present? Because I can see pros and cons uh for me being uh present. >> Gee, I don't know. Um what do you see as as pros and cons? I mean, you would have insight into members. I I would think. I don't know. >> What do you all think? >> I remember the last time we had a vacancy the you were it were you was it you? >> No, it was Betsy. >> No, Patrick, was it you when we had the vacancies that we were trying to fill? >> I I mean I sat. So, um the process was a little different that I I mean it was essentially past practice. I think like only one or two questions were really asked. >> Yeah. And the person
130was really disappointed in the few times that I've been president >> and it was done in a public at a regular BOE meeting. >> Yep. >> So >> this is two that we're going to be doing and we have >> I will say in the past too though there hasn't been multiple like candidates that were brought forward. So I can't ever recall when there was um it was essentially one with the recommendation of that party that this was um who take the seat. So um >> this is a little different. I remember when Heather Spencer got um because we voted. She was her she was just nominated and was just approved. >> Well, that was because that was the party put her forward. But right now, we don't have anybody from the party. >> That's
131that's why >> this is why we're doing what we're doing now. So, but I I can't see any reason why you wouldn't be >> I think that you would be very valuable to be here. >> Yeah. No. Um >> you have insight. Do you have a bigger picture of this whole room that would we be happy to attend? I just at the end of the day like it's not lost on me too that um I'm evaluated by the board or report to the board. So there's private conversations related to those topics. I want to be respectful of that as well too. >> Right. Right. So that would be my only thing. Your your insight is absolutely valuable but I think it's the position I mean we're the one on the board who are kind of
132looking at the nominations. So I think board members should be the ones who are asking the questions, right? And >> Oh yeah. >> And Patrick, you of course would be there to kind of, you know, hear what's going >> observer and the fact part of the discussion. >> Yeah. I think the board board has to be the ones asking questions. >> Do we have to extend? >> It's 9:30. So 9:30. >> Well, we won't be extending. >> Okay. So um that was under miscellaneous. Anybody else have miscellaneous? >> So going back to >> the thing on like just uh students things and like some things they complain. One thing I've heard is um more specifically in uh upper classmen or those in taking the AP classes is the ability to use like a a personal
133laptop or an iPad because it's been very hammered down this year that that's not allowed. in previous years, it's kind of gotten some leeway. Um, but not only for taking AP courses because it's a college level course that you can earn college credit. I mean, at the college level, they're allowed to use um laptops and iPads. Not that and Chromebooks aren't necessarily the the top of the line. So, they have they come with their flaws and issues. And I understand the issues with this cuz like students can misuse it and there's not I don't know if there's as much control. I know that you can still get your guardian on them through manage managing the Google account and the Google account is still managed through the school. But that's why I was thinking it could
134be something as a privilege to students that can be taken away for students misuse kind of like how senior privileges how seniors can like have the ability to drive to school be something be taken away. So I'm not sure that's something like I'm not really sure all the state policies if that's something that's that's even possible. >> So I have to say it's not related uh to policy but I mean it seems something very valuable that like student input could bring to building administration and have a conversation there. >> Um >> like student counselor or something. >> Yeah. Or if you have a student leadership group that's comfortable that's been has a topic bring that forward. >> Yeah. I mean, I talked to Miss Anderson briefly about it and didn't really go anywhere bring up
135again, but I just thought it was a really good idea. I know a lot of students, but like especially especially for seniors, the college application process like using my personal laptop like it was much easier for me to organize my college stuff and my online com stuff and using the utilizing the AP uh classroom and obviously I mean it's not a necessity. Chromebooks can do the job. It's more just a privilege and not just a preference now of school. So my understanding is you guys aren't allowed to use laptops at all. >> No, they have to be Chromebooks. >> They have to be Chromebooks. >> Oh, so you can use laptops just certain ones. >> Basically talking about interpreted as no laptops at all. >> Yeah, I was more talking about personal devices. Like >>
136got it. like they don't let these supplied by school, but like I know me after my sophomore year, I went and I bought a laptop cuz I was enrolling these AP college courses and then unfortunately I wasn't allowed to use it. But and I still use that at home and stuff and it's it is very useful. I know a lot of students who use that same stuff at home, it's it is a great benefit. I I maybe shouldn't say this, but maybe if you go have the conversation again and say, "I talked to the board about it last night and they thought for me to come have the conversation." >> That might that might help. >> Maybe that's why I did that. >> That might help the teach that, >> oh, I discussed it with
137the ward and they said, "Come on back." Have there been issues in the past 10 with people well that there's never been an opportunity for people to what are the what are the issues that you think might come up with people using their own computers or class >> and how would that be monitored? So that's my question. >> Yeah. So I mean I'm sure there's students who probably I mean I don't do there's probably students who play games or do other stuff. >> Right. Right. Right. Yeah. I mean there is GoG Guardian for the Google account that you have. I'm not sure if we can view everything else. Yeah. I don't know if the board knows what GoG Guardian is. So >> yeah. So essentially so GG Guardian is essentially uh district software uh well
138software that we've purchased for district devices >> to be used. >> Yeah. safe essentially safeguards to make sure that um essentially you're on appropriate sites or monitoring systems to ensure there's not the inappropriate use of technology. >> Yeah. Like when you sign like on my personal laptop when I sign into my um Google my school email uh and account I mean my goarding session is still there even on a different device. So, I mean, there could still be that monitoring. I guess it just be mainly other apps outside of that Google account. Maybe the issue, but again, it's a privilege of you can get that's kind of my idea behind it that it can't be taken away. It's not a given and if you're caught misusing then >> okay >> conversation >> Patrick do you
139anticipate that there would be any like liability to the school if students were using their personal laptops like god forbid you know I'm thinking of who's broken like three laptops in college but like god forbid a student like brought in their personal laptop and like you know it got damaged during class or something like that like that >> yeah I don't know if it's any different than phones but Like I'm just trying to think of like aside from distractions during class like what other >> Yeah, I don't think that's >> it's more the it's more the access and the kind of the accountability right to what I think that's in my you know what I'm thinking is that is is that you know you're you're most people are responsible most students are responsible and I
140guess it would be that well you know If there's if there's someone who is not, how would that be monitored? You know, what does that take as far as as far as this is a high school policy, right? This is something the high school had determined that >> no no other school are you allowed to use personal devices. I think at one point there was some greater flexibility at the high school other school. So I think so I think it was more like a recent uh change in which >> uh >> we're back to follow rather than >> a procedure because I don't think it's written a procedure rather than a >> follow. >> Well, thank you for bringing that up. >> Yes, >> maybe you got a little bit of guidance. >> Yeah, >>
141I can try bring it up again, but >> Okay. Uh no other miscellaneous then we'll move >> I just have one. Oh, very quick. I I went to the block party last week. >> Oh, that's right. >> At the high school. Um, >> it was really very good. It was really was well attended. Game was great. And I wanted to say um we I as an elementary school person, we had gotten stuff from Malorus saying the block party is going on. There were a lot of people from Broadbrook School. Good. There were a lot of little people there. Yes. like like a lot of them. Um I would say there were probably 10 to 12 families of little people who didn't have big people with them. They just came as little people. Um so it
142helped to send out that message because it got people on board. Um >> I brought these back. >> Oh, you brought them back? >> Yeah, cuz I >> I don't think any board members actually got them. So I was >> But yeah, it was very good. Thank you for for sending that out um to all of our all of the parents. >> She also um did >> Oh, yeah. And I walked around handing out pamphlets. Um the um I talked to a lot of high school kids because there were quite a lot of high school children there. Not children, students. And um they were all like, "You may well be ready for me." I'm like, "Dad, I'm sorry. Maybe if you're a freshman, maybe we might we might get success. So they were like, "Oh,
143no. It was a very good night." >> Okay. And we have uh correspondence the town budget calendar that you can see um when the public hearings are. we should attend the public hearings because that's where you hear what the public has to say about our budget or not. Um the referendum dates um updated subcommittee calendar. You didn't see a question on that one. >> Oh, that's right. I didn't see that. >> Yes. >> Uh it's just um DPR. Do you have a need for all three of those? I thought we were trying to >> um I definitely need a um I definitely have a need for the next one. >> I will tell you uh Shipmaker went um updated quite a few policies. >> Um I spent quite a bit of time on break going
144through them. Um and so I'll probably send them electronically ahead of time. >> Um I mean most of the um I mean all all the updates are are essentially legal. I mean, so like they have to be updated. >> Um, both of them are pretty straightforward. Um, I do need to connect with our attorney on a couple. >> Um, and then I think the majority of the time will be like more like a Q&A. I definitely need the next one. >> Okay. No, it's just because I know we had spent all that time and we were talking about going quarterly with BPR. >> I think we have, but we've only had one BPR. I think >> we haven't had one in a long time. >> No, but I'm looking here, you know, in the next
145few months, we've got three. So, so >> yeah, I I there's probably a good chance we can take one off. >> Okay. >> Um but, uh just based on the number of updates, uh >> I'm I'm not again obviously I mean, if the work needs to get done, the work needs to get done. I just didn't know that was on there like habitually or because there was a known need. >> No, unfortunately not. There's a need for >> but I'm hoping that we can take one off, you know, but >> still to do an AI policy. >> Yeah, we need a Yeah. And uh you know, we're still looking at uh cell phones, too. Um, so along with a number of uh legal >> prepared >> I had asked that it be updated to include
146the a committee because even though it's not really a subcommittee of ours, >> yeah, >> it could easily get lost in the shuffle if we don't have it someplace that everybody's aware when those meetings are. >> So, um, >> no, it's good that I have this thing this way. Uh the next thing is this letter um that is um approving the pathways program course. >> So that that is at East Windsor High School or is that the kid goes to as nonto? >> Oh, very cool. >> Okay. Thank you. And the final thing is u uh a note from Melissa Lel saying that um Bob Leachch has been assigned as the board of ed um liaison. Yeah, he's he's not he's here today and we do we do need a quick executive session, right? Oh,
147we have one other Oh, yes. Thank you from social services about any Christmas donations. Um, so a motion would be an order to go into executive session. >> Second. >> So when we go into executive session, we should be stating the time, the purpose, who's included. >> You're right. >> I'm the one who >> I make a motion. We go to the executive session >> to discuss pending lication regarding our forward contract provider to include >> oh to include contract >> motion's made I think it's going to be less motion He wants