001Um, she's already >> I call the meeting to order and we're going to stand for the pledge of >> allegiance. To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. I don't believe we have any added agenda items. Did you have anything else? >> All right. So, um, under accommodations. Do you want to do the student? >> Sure. Um, uh, we actually have three, uh, commendations. Um, so I'm going to ask, uh, Mrs. Kaminsky, uh, to come up and do our national merit scholarship, um, honor, uh, that we're very pleased to, uh, share with the board. Thank you. Thank you. Elizabeth, can you come up here for me? Um, everyone, this is Elizabeth Ronald. >> Elizabeth earned
002a letter of accommodation for her academic promise um for her performance during the PSAT and MSQT of October 24th. So, she scored high enough to be recognized. So, we just wanted to say congratulations to Elizabeth. As you guys know, the PSAT and MSQT are not easy tests. So she did very very well. So we're very pride proud of her and she's not hiding her panther pride as Mrs. Anderson would say. >> Thank you so much. Yes, congratulations. >> All right. And next we have our Pon Churchill Apple recipient. >> Yes. And uh with that we have um Dave Moer with us as well. Um Dave, you can stand up if you [laughter] put you on the spot. Um so just to give a little background on the Crystal Apple, it's in partnership with Horseman. Um
003and with that partnership, it's a quarterly uh staff recognition. um uh one staff member uh per building. Um a couple of the nomination uh criteria is that can be any staff member certified or non-certified who has demonstrated understanding of the needs of students um as individual or as a group. Um they demonstrate through their actions supportive and caring relationships. uh they help support a positive and compassionate uh school climate where students and adults are physically, emotionally and intellectually uh safe and they exhibit a collegial and collaborative approach and challenge students to reach high standards and expectations. Uh so certainly we value our partnership um with horseman and certainly uh Dave has been a fixture in the school since I've been here for 20 plus years and uh you know it's a a great way to
004recognize our staff uh with that. Um, so, um, I don't know if you have anything else to add, Dave, before we bring up each of, uh, the schools. >> Uh, not really. I just like to say, you know, I grew up in East Windsor, I graduated from East Windsor, and I just keep coming back. So, just thrilled that we can continue on the partnership. Um, you know, and this is my 21st 21st or 22nd year with Horus, man. So, we've been partnering this whole time. So, um, just excited to continue it in the future. Thank you. >> Awesome. So, we're going to start with uh Broadbrook, Mr. Ryan, to introduce our Broadbrook Crystal Apple Award recipient, Cecilia. >> Pieces pieces. >> Okay. >> You always want to make sure >> not attached. Um, so I
005have the honor and privilege of uh honoring Miss Cecilia Rose. Uh, Cecilia is a team member of the special education department, but I would say of all of Broadbrook School and the nomination that was written for her reads as following. Cecilia is a team player. She works hard to meet all students needs. She goes above and beyond helping colleagues, students, and assisting with extra duties and coverage. Cecilia has a great rapport with staff and students alike. Cecilia is able to manage students behaviors, academic needs, as well as classroom responsibilities. She's an asset to the special education department. And I would also like to say not only that, but she puts a smile on everybody's face when she walks in. Um I know she also helps out with the F FRC program. So she is um
006pretty much our everything tool in our building. So congratulations. Thanks. Uh, middle school. Mr. Field. That's me. All right. Mrs. Fisher. Mrs. >> Thank you. >> So, Mrs. Fischer was nominated for East Windsor Middle School's Crystal Apple Award quarter 1 winner. Um, so Mrs. Fischer has done a really great amazing job all the time, but this year really has brought her a game. So, one, we have a new or newer UA team. She really has taken that and has really helped them out to do a great job every day. Um, she's really taken the lead on our MTSS behavior team, too. Helping out with morning check-in and afternoon check-in with students, checking, making sure they're going to make good choices throughout the day. Um, using the library really to help that out. And it's really
007helped this year having this part of the team. Uh it's really much smoother than last year. So thank you so much for your help with that. Um really uh with our books too. Um Mrs. Fischer every year gets books for our students uh for the summer reading. So the kid every kid can bring home a book to read. Um that's really important. She really does a really good job hearing the students needs for books and interests and getting books that students are going to read and really pushes them to get other books and genres that they might be interested in. Um also I know there's a lot here. Um she does our Scholastic book fairs um three times a year. So not just one but three times a year. If you ever been to a
008book fair, there's a lot of work to do. She organizes it. Uh and then she takes all the process pro money we receive and does a buy one get one free in May for our students. So students can buy one book and they get a free one which really helps out our families. So Miss Fischer has done a really amazing job. We really do appreciate everything she does for East Windsor Middle School and our students. So thank you so much. >> Thank you so much. Thank you. I asked uh Mrs. Kaminsky uh to come up for high school. >> Two pieces. [laughter] >> Cat ML, will you please? >> Two pieces. [laughter] >> This is uh Mrs. Mlullen, our art teacher, and she was nominated. So, I would like to read a few words about
009her. Um, it is with great enthusiasm that I nominate Cat Mlullen for the Crystal Al award. Cat is an exceptional educator whose dedication to her students and colleagues embodies every aspect of this honor. Cat demonstrates a deep understanding of her students both as individuals and as members of a learning community. She approaches her learn each learner with empathy and respect, taking time to understand their academic strength, goals, and social emotional needs. Her classroom is a safe, supportive space where every student feels valued and capable of success. Relationships are at the core of Cat's work. She builds caring, trusting connections through consistent feedback, encouragement, and genuine belief in each student's potential. Her classroom radiates positivity, structure, and joy, creating a pass compassionate environment where students thrive. Cat inspires a true love for learning. She weaves goal
010setting, reflection, and feedback into her daily practice, helping students take ownership of their growth while developing confidence, independence, and resilience. Beyond her classroom, Cat is a collaborative and supportive colleague. She shares her expertise freely, contributes to a positive school culture, and models professionalism and creativity in all that she does. Cat Mlen exemplifies what it means to educate with both excellence and heart. She creates a community where students and staff feel intellectually challenged, emotionally supported, and deeply connected. She is richly deserving of the Crystal App award. And if you ever have the ability to come to the high school in one of her hallways, she always posts student work and it's truly astounding how she can get any student to do artwork and she inspires a lot of people. So, thank you Cat so much for
011everything you do. >> Congratulations to everybody. Thank you. Um we had a third one. Um it's board of recognition. Um board of education recognition of service. Um so uh both uh Kate and Heather. Uh for those in the audience, our chair and vice chair, this is their last uh meeting. Um we tried to go back and figure out how many years of service. Kate, I think we figured out eight years of service for you. Heather wasn't quite sure. About the same amount. >> Five, six years. >> Yeah. I think it was nine because I was appointed and then ran twice. So yeah, nine years. >> Um so certainly obviously uh being a fixture for u five and eight years uh we certainly appreciate um uh your service. I can tell you on both behalf of
012the administrative team and the board of education, we want to thank you for your service, your dedication and advocacy for our kids. Um and the Eastwor public school system. Um certainly our recent accomplishments uh could not have been achieved without your support and we greatly appreciate uh you and certainly you will be uh missed. Um so thank you um dearly. >> Thank you very much. >> Some flowers and uh cards for you. Um >> thank you guys. And I know Courtney actually wanted to say a few words as well. >> Um I want to take a quick moment to thank Kate and Heather for all the time, work, and dedication they have given to Eastport Winder Public School District and community. When I think back on when I began began on the board to where
013we are now, the two of you have been a big part of the positive direction our schools are going. Both of your leadership, insight, and commitment have been a direct impact on our students, staff, and community. I can personally thank both of you for being available to talk to when I have questions or concerns. Kate knows my do you have a minute will most likely turn into 30. We do sometimes have a lot to say and have always felt heard. We have come a long way as a board and the two of you have worked together collaboratively so well. You both put the kids at the forefront and as you complete your service on the board of ed, your efforts and positive momentum will continue to resonate. The improvements in our schools, the curriculum, our
014pathways, programs, and our policies will continue to benefit our students and community and both of you have had a great part of this continuous positive progress. I am thankful and proud to have served on the board with you both, Kate and Heather. We wish you all the success in your next adventures and know that you will be greatly missed. >> Thank you. Thanks. >> Thank you very much. I really appreciate it. >> All right. So, at the end of commendations, we usually say you're welcome to stay for the rest of the meeting, but we you don't have to. We understand it is a school night, and we appreciate you coming out, especially when it's chilly and this dark already. So, um, you're welcome to head on out or you are welcome to stay for the
015rest of our meeting. >> Thank you everyone. >> Thank you. Have a >> great like three years. I thought you were at like 11. [laughter] Thank you so much. get out like uh like um and Kate gave her some I think it was like it had to be co because I remember like going into a meeting and sitting in the audience in March when it was like oh we're shutting the field down. I think Brendan got >> it started six months after >> Brendan got his um like third quarter I felt whatever it was and Brendan had it. I went to the meeting and they said >> and then in July I was on the board kind of like 20 years but then like yesterday >> thank you guys. Thank you. >> Little people on
016this side. >> The nice thing is we have another great advocate from our school for that point out loud. >> All right. So, next on the agenda, we have our minutes from October 8th. And I don't think people had a chance to review those. They are in the packet. So, if I could have a motion. >> All right. We had a motion by Norine and I'm sorry, the second one was >> Denise. >> Are there any any further discussion or any changes to the minutes? All right, hearing no further discussion. All in favor? >> Any opposed? >> All right, motion passes. >> Could make it really easy on you tonight. >> There you go. >> Yeah. >> Um the next is public participation. It looks like most of our public has taken advantage of the
017leaving situation and left, but do we have any public participation? [clears throat] >> All right. Next we have our student representative report. >> So Robert Elementary School continues to emphasize attendance engagement community involvement through positive incentives and recognition. Robert Elementary School held second attendance incentive on Monday, November 3rd, celebrating students commitment to regular attendance. A total of 278 students participated in a creative outdoor activity where they decorated the hardtop and sidewalks with colorful chomps. In addition, each participating student added their name to the attendance intent in incentive chart, proudly displaying in the school's main hallway as a visual celebration of their dedication. Students who earned pause award for the month of October were recognized for their positive behavior assessment show. Selected students had their photo taken with biscuit and their pictures are now featured in
018the main hallway showcase. Student growth in mathematics continues to be a point of pride. Progress on reflex math is being tracked and shared with 149 students in grades 2 to four leveling up to become math wizards. These achievements are celebrated as part of Barberwick Elementary School's commitment to fostering academic motivation and engagement. The October family mileage club was another successful event promoting physical activity and family participation. This month, Broadick Elementary School partnered with the local club scout troop who facilitated additional exercise stations and award stickers to students in completing each station. The collaboration brought great energy to the event and helped strengthen connections between Broad Elementary School and community partners. The middle school, we've had a lot happening at Eastman Middle School over the past few weeks. Our eighth graders recently took the PSATs and
019several of our eighth grade student leaders attended a leadership conference at American International College in Springfield. Our seventh graders enjoyed a field trip to Springfield where they visited four museums. the Michelle and Donald Dore Museum of Fine Arts, the Springfield Science Museum, the Lman and Mary Wood Museum of Springfield history, and the amazing world of Dr. Seuss Museum. Our cross country team had two meets last week and competed in the middle school championship on Saturday, November 1st. On October 31st, we celebrated our attendance incentive for students with a 95% or higher attendance rate from September 2nd to October 25th. Students got to play bingo and won prizes. for the high school. On Wednesday, October 22nd, 2025, the high school had 22 st students from safe school leaders and the National Honor Society who exemplified the
020competencies of our portrait of the graduate lifelong learning, self-awareness, and responsible citizenship. These students are truly proud of relief and never shy about not having to spend this time. They celebrate meaning day with the middle school and broadbrook school communities running activities across all grade levels highlighting the importance of kindness and inclusion and building meaningful connections with students of all ages. These relationships will continue to grow during future visits of school year including Carlson America day and lunch. >> Thank you very much. All right. Next on the agenda, we have the Eastman hit floor. >> Yeah. And uh we have Barbara and Darl presenting. >> All right. Um so I I had talked to Allison earlier and I said I would take this this this mimics really the uh report uh I gave I think
021last month um related to some of our ASPAC scores and our performance there. Um so go ahead. Um so obviously in line with the strategic plan um in terms of our academics uh and one of the things we're going to focus on tonight is um MTSS but especially the academic performance and this links back to some of the conversations we had at the end of last year um even through budget season. Uh over the next several slides, um we're going to take a look at our AP data. Um something that we've talked about for several years. We're starting to see um some sustained success there. Our PSAT, our fall data, so that's our most recent data and really highlighting. And in the packet, there's some uh charts there that I'll reference. Um the progress monitoring
022that we're currently doing that goes in line with some of the data analysis we have. Um and then lastly, we're going to take a look at our tier. um tiered intervention which is something we did talk about last year um moving on to the high school. So, first good news um and this is actually something um Kate and Heather having been on the curriculum committee for several years um but when we um started some of this work several years ago and I think Fran you were there um one of the goals that I had stated a number of times was every student who graduates from our high school should experience a college level course. Um so this slide um points directly to that. So, back in obviously um school year 21, um you know, I've
023never been a proponent of saying, you know, we need to score a certain percent on the AP scores. The purpose is give the students an experience and let them know what the challenges would be if they go on to um higher education. Now, having said that, it's great to see the performance of the students who are taking these exams and the success rate we're having. So the last two columns, the percentage of exams that have passed with either a three, four, or five, and then certainly the last one, the percentage of AP students who have passed at least one exam. So those numbers have really gone up over the last several years. And that's something that um I think speaks to that success. Um and that really speaks to some of the tier one education
024that we've talked about throughout the district. Um that's what's being um referenced there. Um this is a different chart but one of the things you'll notice here even even from last year to this year the gray bars is where we were scoring. So the scores of one or two last year and then shift that over to this year the the difference in the percentages um in the three four and five. So the the trend line is definitely something that's worth celebrating. Um this chart similar to uh the charts you've seen recently for our ESPback um and NGSS scores. This is our reading and writing scores from March of 2022. This is the Alliance district. Um as you know 50% of the state is um part of the Alliance school districts. Um we were bottom of
025the third or bottom third of all Alliance districts. Um, fast forward um to this past year, we're in the top third. Certainly not where we want to be. We've talked about that. Um, there's no getting around it, but the um the performance has um definitely increased, especially in light of the other alliance districts. And then the other chap the other chart, excuse me, is our math. So, uh, March of 2022 and then, um, more recently, um, there. So, again, something we certainly need to continue to work on, but in terms of the alliance district, um, we're seeing the growth, um, especially in terms and related to some of the alliance districts that we're often compared to. Couple of trends. Um, and there's a number of other graphs in your packet that will specifically um point
026to uh specific grade levels. So 9 10 11 um grade levels, but the trends that you're going to um see in those graphs certainly an increase over the previous uh five years. The vertical alignment I think is important. So the success you're seeing at the elementary and the middle is now starting to reach the high school and we're starting to see some of those trends uh going up there. The MTSS data systems are now fully functioning. Um elementary school is the last school in the district to get it. But those trends, you know, the data that we're able to collect from the MTSS process, whether it be academics, um, attendance or behavior, are really allowing us to start looking at small more focus really focusing on the students who maybe need extra support or um,
027subgroups of students who need additional support. I know that's something we spoke about at curriculum council. Bless you. And then lastly, um high school academic intervention um are really in the initial stages. Um is there another uh slide? Um so in your packet, so it's not in here, but in your packet, there's two um additional slides towards the end of the presentation. One of them focuses on intervention. Um so what that's meant to do is talk about the high school academic intervention. So, couple of things to remember. High school has credits. So, the students need credits. It doesn't work in the same method as an elementary or middle school. So, I give a lot of kudos to Allison and Barbara on the high school team. They spent a lot of time talking to Laura, a
028lot of time talking to Tim about what intervention should look like and then adapting the system to what it really needs to be at a high school and carry credits. So that first slide that you see on that page is really kind of the outline of the week in terms of what intervention would look like at the high school. And that second slide specifically relates to the tutor that we added last year. and some of their daily functions at the high school and what that looks like. Um, but again, it all ties together. The tier one, we see the success and again, we see the trends of success with the AP and the SAT, but then we dive deeper into the tier 2 and tier three. And that's really in light of some of the
029data that we've been able to start collecting. Um, questions. Um, >> yeah. isn't implemented. Correct. >> Yes. Yep. That is currently taking place right now. >> Of course, I have a question. Um just in terms of the first slide, type one when it um it's talking about the um it gives um you know time and it's 50 minutes static for semester or quarter and then it's 25 minutes for intervention and 25 minutes for grade level support in that pod or so to speak. >> Yeah. Okay. And are two teachers there or one teacher? >> One teacher. >> Yep. >> So per teacher and I think on that slide it says specific number of students per teacher. >> Yep. There's eight. Yep. >> Okay. So that's manageable. >> It's manageable. Yeah. I mean typically so again
030remember it's not like the elementary or middle elementary you're going to look at tier two or tier three. You really need to be within the five. no more than five students in a group. Um, again, intervention at a high school has to look a little bit different. Um, but um, that's something I know Allison and Barb spent a lot of time on trying to get those numbers as low as possible. Um, and trying to service all of the students who need to be seen. >> And it probably feels good to the students too having it done in this way so that it's not felt like a pull out and I'm very different as far as >> Right. Exactly. And they it smaller classes allows little one-on-one or smaller groups. With eight, it's even smaller. So,
031they're getting the instructions and support they need. >> Yes, certainly. Yeah. Go ahead. >> Sorry, I I didn't know if you were done with the presentation. Um, so so going back. So, do we have any data currently on the trends in the attendance and behavior for MTSS? Because I think after our last curriculum meeting like I certainly have a better understanding of, you know, MTSS's kind of a model for outcome assessments. Um, you know, do you have any information on that data and how that compares to last year at the high school? Uh, so it's funny you say that because we had an MTSS meeting today and I believe the chart Allison showed just specifically for attendance. It was 25% chronic absenteeism two years ago to it was a decrease last year. I don't know
032the number off the top of my head, but this year it's about 15%. So, and because I just remember that specific data point catching my mind, it was like 10% over the last um two years. So, we're certainly trending in the right direction. Um, and that's what we want to see. >> Oh, and what about for referrals? >> Uh, referrals, I'd have to I'd have to I don't have that off the top of my head. Okay. >> Um, but yes, we have that um data. Okay. >> Uh because as you remember at our last meeting, every school works on a cycle. So, >> every week is something new. So, it might be attendance this week, it'll be behavior next week, academics the week following. And then we talk about systems. >> Um, so every month
033you're cycling through each of those areas. >> So, so basically this month we would have data as current as lasting. >> Uh, that's when you talk. So this this is getting more into the weeds and we can certainly keep doing that at the curriculum meeting. >> Okay. >> The data is always there. It's daily. >> Yeah. >> But you're focusing on it >> every every month. >> Okay. I guess my ask would be like when we get the school report because that's kind of looking at this as just you know titled high school report and only focusing on academics which obviously is important like I'd love to see the improvements with our academic progress but I think knowing that MTS is more of a holistic approach in view of our outcomes. I think even just
034getting some of that data doesn't have to be super in-depth, but for all of our school reports, I think that would just make it a little bit more comprehensive and certainly give me a better idea of, you know, the just the trends that we're seeing um and all the all of the things that we're monitoring MTSS. >> I think this one was just focusing more on AP specifically and that's why like the >> So we we do every school reports two to three times a year. Yeah. >> So like each report has its own focus. So certainly like the next time around if you want it to be on behavioral data, it can be on behavioral data. >> Um and then the other the other thing I would point you to Gabby is every um
035every uh newsletter that Allison sends out on the weekly basis. >> Yeah. >> And I believe um you are CCD on those. Um those all deals specifically. So the numbers that you're looking for are in those weekly reports. >> Those are the ones that are up to. Okay. >> Yep. the I don't do you even show up if there we have like the SAT and the PSAT cuffs in here. Do do the kids get any or like are there recommended like when we were taking like SATs and stuff there were like prep courses or things to like help kids do it? Is that something that is still done and do we offer that stuff at the school or is it something that we refer out for the >> No. Um they we've actually added those
036courses in the last few years. Okay. >> Those were some of the new course proposals we added. Yep. So I noticed I said >> you said you had one question. >> I know I got you know I [laughter] Okay. So then um then the next slide that's the math tutor that's tier two and tier three and these kids are being pulled out. So I said those weren't these are Yeah. So they they come out because they need that direct indirect. >> So it's those kids getting pulled out maybe you know that they're enforcing fit for the schedule. So they're getting pulled like they get pulled for freshman seminar or if they >> Yeah. >> So it says that pulled from study hall or first year. >> I see that. >> Yeah. Yeah. Of course. >>
037Are the students okay with it? >> Yeah. They they the tutoring room is a nice tutor does a really nice job making it really welcoming. So I think they I think they're enjoying it because I think they're understanding math a little more which takes a lot of anxiety away. So yeah. >> Yeah. To your question, Oreen, I spoke with one of the tutors probably two weeks ago and she's like, "Darl, some of these kids are coming in saying, "Thank you." Yeah. Like, I I know I need to work on this and, you know, thank you for helping me. >> My concern is that high schoolers are a different student who don't necessarily want that to happen. So, it's set up correctly. >> Yeah. And I think that's been a learning process because several years ago
038we had interventions and the the high schoolers looked at it as this is kind of baby's work. >> Yes. >> And so it's it's completely different in the terms of what they're receiving um when it has to be. >> I think the scholar check-ins that we do two to three three times a year I should say really help students kind of own that like I need help with that because they sit down with a I mean Daryl was part of one I think the most recent one. they sit with an adult and say and they they have a little report card, right? Academics, attendance, >> they want to know. >> And so they look at it and they're like, I really want to improve on this. So I think a lot of kids want to
039do well. I just think sometimes when you're in a setting of a classroom, it's hard to ask that question. So this smaller setting allows students to feel comfortable. As soon as they feel comfortable, the guards down, now they're learning. >> I just want to say thank you. I know this took a lot of planning as far as as far as the scheduling and figuring out how to do this and showing this in this way. It's been very >> Absolutely. I'll tell Allison you thanked me. [laughter] >> Thank you. >> All right. Next on the agenda um for discussion we have the community region trifold which was included and um this was discussed at the last ad hoc which I believe a lot of us were at but some changes were discussed there. I know they're
040still working on getting a new photo, right, for the front section is that >> so uh so I I believe the vast majority of the board was at the ad hoc >> uh meeting uh looking at the trifold uh providing feedback and input. Um I believe uh um um that input has been essentially implemented in this draft with the exception of the picture. So, we do know that we need to get an updated um photo from CSG that differentiates the high school and middle school um uh side. I he had a term for it. I forgot what the term of that was. Um so we once we get that we'll implement it but if you want to take a look and based on that feedback see if we missed anything or if there's anything um
041and we do need to confirm uh with CSG and Jim that uh um the percent 63 I think 21 is uh is the accurate number >> that's on the estimated cost >> portion it says um current reimbursement rate. Brand, did you have a question? >> I had a couple things just thinking about looking at this. I I see to go along with my thought of making sure that it's apparent that this is two schools in one building. Even if we just put up in the sky here a little two schools, one building just to and looking at the back where we have a new construction project on the left hand side for a combined middle and high school campus facility. That seems like a lot of words, but if you strike the combined for if
042we have a new construction project for a middle and high school campus, get rid of facility because that's the same. And then um maybe uh the next bullet down, we also have the combined because combined somebody's going to read that and they're going to say, "Oh, they're going to put all the kids together." >> Change that. >> So, I think the combined needs to go. >> Okay. [clears throat] And then just honestly floating in the sky. If you just had like a little thing, two schools, one building. >> I think building the CSG one that we looked at the other night, >> they had a better picture of the two >> and I think that's what they're Patrick said that they were waiting on. going they indicated that they were going to provide a uh
043>> updated one that um >> that reflected the the feedback and provided at the ad hoc meeting. I would just make one suggestion on like visually is maybe take this this one right here and flip-flop it so that the angles the other way. That way when we see the picture >> it shows you it doesn't cut through the design. >> I was I was trying to figure out how to remedy that. I was going to say make it not as much. >> Just if you put it the other way have angled that way. >> That makes sense. >> But this will be so it's going to be the trifold right? Yeah. So then you're going to see this somehow the picture. >> Yeah. >> When you take it out. Not for nothing, could we add
044a American flag some place? A little school. >> That's a question. Huh? That's the last question. >> I like the idea. >> Just in terms of speaking of people kind of looking at it. >> I really like this a lot. I mean, I know we talked a lot about it in depth. That's a ad hoc, but it's just clean like you said. Yeah, >> I think it's eye-catching and I really think a lot of people are going to think >> and they added the community forum in January and scanning the QR codes to learn more about the project. >> I think that's helpful. >> And this is and we now people can can do it if they scan it. >> And it has the um URL at the top too. So if you're not scanning
045and you just want to type in Yeah. DW school. >> So Patrick, you were going to look at the cost, right? >> The cost >> cost of doing this. >> Yeah. I to be honest, Jessica's done much of the work. She really deserves a lot of credit. Um she did get the cost. Um I it wasn't um wasn't that wasn't significant. What was it? About $1,000. I want to say it was about >> I can tell you if you give me half a second just for this to load. >> It was under $1,000 left. >> Yeah. Uh that's not postage. We So at the ad hoc meeting, we didn't discuss about mailing it. What we said was uh placing um them in public buildings, having them available as we're um having um and meeting uh
046with individuals. I I will say uh last Thursday I did attend uh the East Windsor Chamber of Commerce uh breakfast. I mean it was a small group um but talked the project. It's actually my second time uh talking uh to businesses about the project. I did [clears throat] what the first selectman um attend the monthly uh coffee with seniors in the senior center. Uh that was a good group uh to talk. They had a lot of really good questions updated on the school uh renovation projects with that group. Um but as we continue um to uh meet with those groups, the thought process would be we would have these trifolds available to um to hand out as well. Um so I know um at the ad hoc meeting it was talking about uh the Broadbrook
047concert as an opportunity just to hand them out. Yeah, >> Norine made a good point. It's not a great opportunity. >> No, but >> but there there are other opportunities. There's there were some really good suggestions during the ad hoc meeting. Um like for example um in early January the high school has their block party. Um it's a great opportunity too to um just prior to offer like tours of the building as well along with providing information. Um, so we have a number of uh like middle school, high school concert like um carving out 30 minutes ahead of time just uh providing like a 10-minute overview along with like a Q&A uh to parents and community members um and targeting and informing um essentially our our parent and community groups. Um so I think it
048was very uh very good dialogue. A lot of uh good suggestions came out and things are very doable as well. I really like that idea of course too, Patrick. So if we kind of put that out there a little bit because because you know to bring people through and to kind of see you know really and truly what you know what needs to be done. But if we did that and put it out there and kind of put, you know, timing, what would the what would the times be that would be best whether it would be for you? I mean, we would want people trace them through the school during a school day. >> Kids are there. Yeah. >> But um >> I mean we've done it before. We did it my first year. So
049we did with all town leaders and we there was >> right after school. Could we do like you know >> I mean I was thinking you uh back off event. So if we have a block party, we would offer it like 30 minutes prior and you know we would get our leadership team and we break up in groups and we'd bring them around prior to the block party and would also encourage participation um at the block party. >> Yeah, but there might be other opportunities Patrick. So, so for for example, um you know, when it starts, if you put it on here, you know, if you're interested in seeing a tour after, you know, I would indicate after school, please contact I mean, I don't know if it's worth bringing one or two people if
050you if we want to, you know, I don't know if that's worth it, but one person spreads a lot of word in terms of in terms of kind of, you know, um what they >> Yeah, I think what I would do was I mean, so one, we would offer it as opportunities. So I wasn't suggesting that like January 7th would be like the only one that be one well and certainly as events come up we can offer them. That being said certainly um um you know based on uh your input we could say like if you are interested and then we have a sign up and then once we have a certain number certainly like I don't have the resources to dedicate. No, no, not with that. No, that's why I'm asking that, >> but
051honestly, >> well, you can't I mean, >> maybe the senior center, maybe that group >> or would high school students be willing to take people on as far as tour? >> They wouldn't show. >> They're not going to know. they wouldn't know in terms of like >> it's a good idea, but I don't think they're going to know the hey this has been we've had this refrigerator for x number of years or >> you know >> yeah this ceiling collapsed or this um or we have asbestos in this area or >> it was really really detailed because >> that's what yeah that's what we need to sell it. >> Yeah. Is it possible for us to consider actually scheduling a date in January for this meeting that we're talking about? Because I really believe that
052if we don't do something about this is the date >> even though the time keeps getting >> Yeah. showed. >> Yeah. I mean intentionally I mean so in short Yes. Um I mean it is going to tie into some of our conversation that we have scheduled tonight for executive session as well too. >> Good. I just think it's, you know, if we if we could have a date on here that says on the back first public hearing is public forum is whatever that date is, people may take it and put it on their calendar. And I think if we try to the earlier we get people thinking there's going to be something coming, we may get better attendance rather than people find out 10 days before. I think and I think like each of us
053that are on either another board or go to board meetings maybe during public participation make mention of it and then that way we kind of build more of a awareness. >> Yeah, >> just a couple things. Um testing through I mean I I know this is not live yet but this still points to example atample.com. So, if you go to the the title page, >> and you go down to the bottom, you're looking at the contact >> contact um click on contact and well, here if if you press hit the button there and hit that contact on that page, it says if it refers to you, but if you go back >> directly to the website. H. No, I go now. Go scroll all the way down. You see that contact button? All the way
054down. All the way down. Contact is the bottom. >> Oh, okay. >> Yeah, that's funny. It doesn't do that on the website, so it must be >> fix it. All better. Yeah. But then another thing I um just looking at this um we have do we have any of more another message to put in latest information because apparent according to this the latest information we have under that is February 2025. >> I wonder could we put like you know how on the other uh trifold there was all the different um things that we've been doing. I wonder if those are things that we could put on there. >> They're all on the list. >> Oh. So everything that's on there is on the website. So it may just be the way it's uploading on the
055phone. So we'll look into it because if I go on my computer all all that information it may be the the way it's ordered too. So >> so the discussion was about setting a date in January. I think we need to be clear the the ad hoc committee and I think the board of ed were in agreement that it would be hosted by the board of ed. The ad hoc committee will be there but that it's the board of ed's public forum. Correct. Just so that we're all on the same page. Okay. >> I would agree with that. >> Is this going to be a town hall or a community center area? Is that me? School. >> I would think I would think a school. That's cool. >> Yeah. I mean, we talked about the
056school because I mean, those are the places that are in need. So, you'd want to have a site where you can highlight that. >> Yeah. Yeah. I have a tour after >> and you can do a tour before or after. Yeah, >> I like that idea. >> I might have missed this. We hadn't picked an exact date for this. >> No, we did not. >> Not very far away. So, is there a plan for when we're going to pay? >> Excuse me. >> It's January. >> January. I'm looking for a date in. >> Yeah. So, we still have another ad hoc meeting um uh the first Wednesday in December. And as I indicated um uh there is a um executive session pertains to some of this as well. >> Sorry, I said so. I don't
057think that at all. But didn't we I thought Patrick correct me if I'm wrong here that that this was going to come back to the board to set a date and then we would go to the ad hoc and tell them that we've that we've set a date for this community forum that it would be up to us to set it. >> So the board event is driving it. Correct. Yes. >> Okay. >> All right. And we'll set it. Thank you. >> All right. That help cover. Are we good? We got it. >> Next on the agenda, we have uh new business vote for um board of ed meeting schedule. So if you look on pages 18 and then on 19 is subcommittees, but 18 is the board of education meeting schedule and that um
058has to be approved, right, Jess? Yeah. >> So um is there anything specific about that, Jess? Or no, just a regular vote. just a regular vote and it lists the um yeah the meeting dates through the rest of the year. I was just looking it looks like there's just one in July and August. So I think that's how we've usually done it and one November, one December. >> November, one in December. >> Yeah, every other year you've done one in November. It's uh the election years you've done two um based on >> Oh, because of >> um uh new members and and them starting. Um so uh because uh this year was the election year and next year there's uh one meeting uh listed um and it's per uh per charter you have to do
059at your first meeting um because it needs to be filed with the the town um so you do have to vote on it's a calendar year not um like school year fiscal year >> yeah it's just January through December meetings and it lists the start time of 7 o'clock and again that the meetings can be held here. >> Yeah. And then I I believe your board policy lists that your meetings start at 7:00. So if you wanted to change seven, you'd have to change policy. >> Okay. >> I'll make a motion to approve the 2026 East Frasier Board of Education meeting schedule. >> Second. >> Okay. So Courtney made the motion and Gabby seconded. >> Question case. >> Yes. >> Down Broad Elementary School 8514 Rice Street number 955. But what is that number 955?
060That's funny. I was just looking at the same thing. >> That's like the official mailing address. >> Says numbers number. >> It's been on every observation. >> Yeah, we can get I mean we can get clarification. I don't care. >> All right. If you if you go on the town's website, that's how the address of Broadbrook, I think, is listed. >> I'm pretty sure. We can double check. >> Yeah, we can even we can get clarification as far as what that number means, too. >> All right. All in favor of the dates. I >> Any opposed? Okay, motion passes. Thank you. And then as I said, the next page has the um subcommittee meeting schedule just for your own information and to put things um that would kind of be the cadence of how they
061fall with the first and the third Wednesday and those types of or second and sorry, second and fourth Wednesday. All right. Um leazison and subcommittee reports is next on the agenda. Um, do does anybody have any specific? I know we already kind of talked about ad hoc. >> I think everybody was just about there anyway in there was kind of covered it with the previous um fire. Yes. Was that any other I know it's kind of been election season and >> that type of funny curriculum. This is for Oh, it's for the I forget. >> We had curriculum >> meeting tonight, but we >> at 5:30 this evening >> Ryan will be here at our next meeting, present the budget. >> Okay. I know sometimes we meet and then talk about it on the next
062one if there was something that needed to get on the agenda, but was there anything from curriculum? You were just saying Courtney >> maybe I'm forgetting >> presentation but >> some of the stuff that we talked about today with the >> the AP and >> not the AP setup but just how the whole process workeds >> and like what the how the process works from like the almost like the admin site and how they kind of go through everything and then how it breaks down and and how the whole system works kind of like the the different tiers and and the um >> so basically it was kind of as a whole not just for the high school but we kind of talked about it in different ways where like the academics how they do
063the tears and how they have interventions there and then how they have like the behavioral ones and basically about how the whole system breaks down and they're starting to use more subgroups now to get more information. So instead of as a whole, now we're getting like smaller, more details targeted groups and then that helps them to be a to get more data to then be able to break that down more and then have >> Great. That was pretty much kind of it. Thank you. >> I already described it last time because I remember um Patrick saying, "Wow, that was actually really good." >> Missed the last one. gonna say yes because it helped us kind of understand like how it's approached, why it's approached that way and then what they're getting out of it and
064then it's kind of has to constantly change depending on where things are falling and what tier groups and how things are going. But it's >> all right. Were there any other Go ahead. >> All right. I just say this Sunday is booster clubs um full purse bingo. So, if anybody wants to play, tickets are available. >> What time is it? >> Well, doors open at noon and it starts at 1. >> Oh, that's early infield. >> Enfield. Yeah. Tanguay American Legion Hall. >> Okay. >> Oh, if you bought pies, they're coming next week. that >> um you have to come here and pick them up. I think it's the 18. They are looking for anybody who would like to volunteer to help at the holiday store. Um they do the holiday store here at Broad
065Brook School. I'll go get to go shop >> and they really could use them. They need body signup sheet or something. >> You can sign uh you can look it up on their Facebook page >> or um >> you know I can send you something. >> Yeah, send me something. and I did it. >> They need bodies. Um because every child gets taken by a person. >> No, the pies are next week. The holiday store. >> Come on. I I bought a couple so I know. >> I'm so confused as to what week I'm even in. But they are volunteers for the holiday store. It's It's a threeday. >> Yeah. >> Okay. The 9th >> 10th 11th 12th 9th 11th 12th >> 12th. Right. >> And you know what? >> It's heartwarming if you get
066if you can volunteer. It's just a wonderful experience. >> Sweet. >> The joy on their faces. The excitement that they get in getting a squishy from mommy because I mean it's it's it's really heart. and otherwise. >> All right. Was that it for lean on and subcommittee >> and I don't think we have any more public participation. Um under miscellaneous. I was just going to say I think the reason I wasn't able to be at the last curriculum and I was sad missed my last curriculum was because it was um senior night for fall um fall sports. Um, so the soccer and track and uh those types of things had their senior night at scout hall and it was a nice presentation during the boys soccer game. So and then we also have something under
067miscellaneous for adopt a family. >> Yes. So in the past uh the board has um through uh social services sponsored a child um just wanted um um we kind of took the assumption the board wanted to move in that direction again. Uh so we did move forward with uh uh uh two um and so uh Jessica provided the information on those two uh children. So um we also are adopting I think uh four kits this year central office. >> Is there a date as when this has to be turned in? >> There is one second. >> I was going to say and usually stuff get need to be brought to you Jess or >> Yeah. >> to you Jess. Yeah. >> Yeah. So central office is fine. Um or if you bring it here I
068can take it with me. Um everything has to be dropped off on 1211 which is conveniently the night after our meeting. Seld does it need to be wrapped? >> No. Uh not wrapped. >> Specifically says not >> I think last year I did like a sign up genius or something like that like for the board just because you don't want to get multiples of >> that. I can make another email out to everybody that works. >> Perfect. >> I don't know what this is. They're just >> Yeah, these are my radar. I don't know. >> And the correspondence is just right in the in the packet. >> Sorry, what were you saying? >> Sorry, I was starting to say the course there's a couple correspondents that's just right in the packet. I know we're just
069trying to get to an executive session because someone else is coming in for that, but um there's a few items in correspondence. Um was there anything? >> Yeah, just two things to highlight. Um the first one, the board of ed subcommittee meeting. Um I will probably be well not probably I will be uh adding a subcommittee on January 28th for uh BPR board policy review. Um there are several updates uh that shipment. Good one, Kane. Uh, regarding um, uh, legislative sessions. So, and, um, and there was a followup from the last meeting. Um, so I will be putting adding that on the 28. >> Yeah. >> Oh, it is. >> Yeah, I think it is in there. So, it >> Oh, okay. Um, perfect. >> And then the grant and aid award letter. >> Yep.
070So, we're pleased to share that. Um, the afterchool grant in which you had to be an open choice participant. Um, we it's not the formal letter, but it's formal enough we feel comfortable sharing uh to Daryl uh for his grant writing. Um, but we got a grant for to run after school programs for 140,000. Um, so um, we're waiting to see kind of like uh the formal letter along with some of the details. Um, so we will be hard at work at putting that together. um and are excited for the opportunities it will provide all kids in East Windsor. >> Is it across grade levels? >> It is. Okay. >> Yeah. Every school. Every school. >> And this is not just summer. This is >> this is not summer. >> This is just this is
071>> during during this school year. Just this school year. >> Yeah. And is this our first time receiving this grant? >> The first time the grant existed. >> Oh, awesome. That's great. Thank you, Darl. [clears throat] >> All right. And then there's a short federal funding update. Um, as far as CSD and lunch and breakfast, we anticipate they will be funded in terms of that >> through November. >> They just saying through November. >> No, I mean it's I mean [laughter] >> taking one month at that time. [clears throat] >> All right. And then there's also a letter that a student is in a performance of Annie um for one of our elementary school students. >> That's great. All right. Are we good to go? >> Okay. All right. So, we do have need for
072an executive session.