Tolland Board of Education - January 14, 2026

001Okay, great. I'd like to call the January 24th, 2026 Board of Education meeting to order. >> January 14th. algiance to the flag of the United States of America to the reps. One nation under God, indivisible, with liberty and justice for all chair. >> No, we you're falling off of you. Sure you won't. Okay. Okay, Dr. Miller, I believe we have some acknowledgements tonight. We >> sure do. This is a very special evening. Um, we do have our parent educator of the year and our teacher educator of the year here and I'm just so honored to be able to to present them to you tonight. I'm going to say a couple of brief words about each and um we also have gifts for them. We acknowledge our pair of the year and teacher of the year

002at convocation typically but um you know as the board was transitioning to a new board I figured it would be a good thing to also honor them in front of uh you know the entire board with the new members once they were elected in. So uh first off I would like to introduce Autumn Mandek. She is an amazing amazing pair of professional. She exemplifies the best of everything that happens at Burge Grove and everywhere else in this district. She is very safe and supportive. She daily models encouragement. She promotes kindness, inclusivity, acceptance. She helps students learn the importance of welcoming all individuals. Um she develop we could we could use you on social. She develops strong positive relationship with students ensuring that their basic needs are met as well as their emotional and physical needs

003so that they're ready to learn every day. She engages in positive respectful interactions with students and staff creates a collaborative and uplifting culture. She works with multiple service providers, juggling all kinds of individual goals and objectives for kids and demonstrates massive flexibility, awesome teamwork, and a deep, deep understanding of student needs that we're all very thankful for. >> She thoughtfully creates and implements projects and activities that strengthen the kids motor skills, communication skills, overall development. She's creative and I'm committed to helping kids and builds confidence and independence and success. It's very fortunate that we have her here to spread her compassion and her dedication. She has made a meaningful, long, and lasting impact on everyone in the school community and she is so deserving of the pair of the year recognition and congratulations. >> Thank

004you so much. Thank you. >> Well, thank you, Autumn. I wonderful things were said about you and thank you so much. I'm well aware that Paris are the heart of our schools and so grateful that people like you are with our most vulnerable students but also helping with all of our students every day. So, thank you so much. >> Thank you. Thank you. and uh Kristen Blore. Uh Miss Blore is our teacher of the year, by the way, was also a semi- finalist for the state of Connecticut's teacher of the year. Um [clears throat] I had the honor of attending that ceremony with her and she was uh was just amazing to be there and to and to see her get that honor. And we got to stand up there with the commissioner, which is

005so exciting, you know. Uh, so it's with great pride and admiration that um that I recognize Miss Bore. I've known Miss Bore for a long time. In fact, I've hired Miss Bore. So I'm I I I got You're the best. [laughter] Right. She teaches 8th grade social studies in a heterogeneously group setting, which means she does everything for everyone all the time. Differentiating instruction for all kids based on their needs and their levels. Um she provides amazing culturally responsive teaching. She challenges students every day. One example of Miss Flor's u incredible lessons involve students stepping into the role of Supreme Court justices to analyze real constitutional cases without you know revealing the actual ruling. She challenged students to interpret the Bill of Rights and all of the complex scenarios that come from it. uh her

006approach was reminiscent of college level classes but she pulls it off with middle school students and that's a pretty amazing thing let me tell you right now um she has amazing outcomes in her classroom because it's a model of inclusivity she has stu all kinds of student centered learning um she provides a kind of gradual release of responsibility building up the kids scaffolding and getting them to the point where they can execute things themselves she created civic friendly strategies is always visible She guides students in a respectful disagreement and it's really she's in her way making the world a better place and the people that are going to graduate from TMS to ths are going to be so much better prepared to handle this crazy world because of the things she does. Her teaching extends

007far beyond the classroom. She's led the social action project empowering students to research and act on issues they care about from veteran care to soil pollution to childhood mental health. uh she's just helped these kids provide ma amazing outcomes to these projects. Um created student opportunities for student inquiry and research. Um it resulted in a studentrun swimathon raising over $1,500 for the wildlife fund and all kinds of other things that these kids engaged in because of the guidance and leadership she gave. Miss Blair is also helping redesign the districts um or she did and helped me at the time and continues to help us redesign the grading systems um that help separate behavior from academics and she transformed and helped transform the SOAR rubric which is the safety ownership active and learning active learning and

008respect paradigm that the middle school used and actually segueed that to an evolved version of it through her leadership. She's been part of our ruler seal programming and been a leader in that as well. There's just basically nothing that Miss Blair hasn't really touched and made better at Middle School. So, I'm just so thankful to have her here genuinely and I'm so lucky that she came u when I was there and and stuck around with us as long as she has teacher of the year and semi-finalist for the state of Connecticut. I have to foster stroke because thank you so much. Everything we do at the middle school we do together and it's really I work with amazing people. We have a great community and great leadership and um the kids are awesome. So I

009I have imposter syndrome because I am just representing one of many people who do all the things. So thank you guys. Thank you very much. >> Thank you. 17. >> Well, Miss Flor, I have the honor of being a mother of two young men who have had you for a teacher. So, everything Dr. Willlet said is absolutely true. I get to say that from first of knowledge. You are an amazing teacher >> and um one of my favorite things about you was how you treated your students and I always felt safe and secure when my children were in your classroom. So, >> that means a lot to me. say thank you so much for everything you've done for them and for all of our students. >> Thank you guys. Thank you. >> So now the

010purpose of the evening is to honor you and not torture you. >> Dr. Sure. Oh, sure. You guys want to take pictures? >> Take it with your opponent. personal. >> Should we go like maybe back far like a cell signal? >> Perfect. >> She wants cheese. I forgot I was dealing with teachers and parents. >> Thank you. >> Yes. Thank you. >> Thank you. Thank you. >> No, thank you. >> Truly makes it happen. >> Congratulations. All right, >> rolling right along. Are there any additions to the agenda? >> Then I will entertain a motion for the approval of the December 17th, 2025 minutes. >> So move. >> Second. >> Hey, JP. >> I >> Brian. Hi >> Bill. >> Hi >> Dana. >> Hi >> Elian. >> Hi Joelle. >> Hi >> McKenzie. >>

011Mute. [clears throat] >> Give me a moment. Where's McKenzie? Hold on. She's showing the mute thing. >> Yeah, that's all right. I got her. >> Hey. Hi. Thank you. >> Thanks, Mackenzie. >> Okay, so that passes. Public participation. The members of the Talon Board of Education welcome members of the public to share their thoughts and ideas at this time. When appropriate to do so, members of the board and the administration may respond to comments during points of information. However, in consideration of those in attendance and in an effort to proceed in a timely manner, followup discussion may need to take place outside of the meeting setting. Dr. Willlet, do you have a timer for two minutes? >> Yes, timer ready to roll. >> Okay. Would anyone in the room like to speak? Please come up

012and give your name and address. >> Heather Van, 62 Pro Drive. I'm gonna talk fast because I just want to make sure I get through it. Um, I'm speaking today on my own behalf, not in consultation with my local political committee or any other community that I'm a part of. Um, I want to address the urgent need for a clear plan to protect our students from the minimally trained par paramilitary forces, specifically the new ICE. We've seen disturbing reports of these individuals entering schools and even using tear gas against students, a situation that is traumatic for everyone involved. It's crucial to recognize that this issue extends beyond undocumented citizens. These groups target anyone who looks like an indig immigrant, creating a climate of fear. They've also been known to attack, abuse, and harm people and

013students for just filming or speaking up. Increasingly, blacks and white women are being harassed as well. I'm deeply concerned for the safety of all of our students. Additionally, parents want reassurances that our state police and SRO will uphold their obligation to protect their citizens, in this case our children, and will not tolerate harassment, abduction, intimidation, regardless of race, religion, disability, sex, political affiliation, or immigration status. I urge you to take immediate action and develop a comprehensive strategy to ensure the safety and well-being of our students. Our children and families need reassurances of their safety. I have copies of potential resolutions you may consider to use to get this conversation going. I have a copy of a safety plan checklist. I'll give this to Walt us. I'm happy to email it for you as well. Um

014copy acceleration includes such as designation of public versus private spaces. That's when you meet persons for different tasks. what to do in case of a detainment and more like training staff about protecting immigration information. Thank you for attention to this concerning matter. We cannot assume safety because we are a rural predominantly white community. All of our children are at risk. Thank you. >> Thank you. >> Good on that time. >> Do we have anyone online who would like to speak at this time? Please raise your online hand if you'd like to do so. Nope. Okay, back to the room. Anyone like to speak? >> Okay, one more time online. All right, looks like we're all set there. We can close out public participation. Moving on to correspondence. Amen, your report for us. >> There's no

015additional correspondence since Okay, moving on to points of information. Would any board members like to speak at this time? >> Yes, I would. I'd like to. Uh so this afternoon the uh uh the federal government passed the uh milk act which will be providing or mandating that we were involved with the school lunch program for whole milk and uh 2% milk to be instituted in the schools. I just wanted to put this on the radar when this might be instituted uh throughout the school system. Anyone else? >> You're aware of that, Walt? >> Yeah, we uh the state of Connecticut, we're pretty much doing it, [clears throat] >> but we'll make any other changes we have to. USDA has been I think has a set meal that includes that >> the two the whole milk

016and% milk or beverage. So, >> yeah, it's but it's only the lowle uh milk that a lot of kids don't like. That's why they pick the chocolate milk. [laughter] Well, yeah. 1% which is very watery. >> But my guess is we won't take it won't take much for us to adapt to that. >> Yeah. Yeah. >> Because we kind of do and as I remember through the years um you know this is something in education you you can't even give away the milk if you don't use it. It had to be destroy you know um poured out. Yeah. So this some of this has been around for some time. So >> yeah it was instituted during the Obama years and they thought it was a good initiative at the time. They thought of adult childhood

017obesity, but it really doesn't. >> Yeah. >> As we can see from, >> you know, the obesity rates in America. >> So, I I'll look into, but I believe we're going to be in complex quite easily. >> Okay. Thank you. >> Any other board members like >> um I probably should have this when when they the teacher were here, but um thank you Dr. Wil and team for putting it on the agenda. I think it's really important that we acknowledge the folks that are really getting it done in the classrooms and in the schools in the walls of our schools. So, um that's the fun part of what we do. Uh thank you, Miss McCann, for bringing uh this to our attention in addition to, you know, what we're seeing across across the country and

018and what have you. I know that we're talking a lot about board goals. We've been filling out the surveys and talking about it and safety is obviously one of those topics. So, I appreciate um you bringing the literature and um obviously speaking from your perspective um for us to look at and see what we can do in partnership with Talent as a whole just a school thing. It's it's talent as a whole. So, us as a team and then all the boards and commissions should really look into this across half. Go ahead. Yeah, the the we um starting last year, Shipwin [clears throat] and Goodwin, I worked with Shipwin and Goodwin um and they have model they had model plans. We have we do have a district plan and it's it's designed around the the

019legal requirements um and there are protocols and steps and who calls you know, who they call and who engages at certain points in time. Um, so you know, these things do tend to evolve and change over the years, but we have a plan in place and and it was communicated to the teachers and administrators. Um, >> and the chair and I did review it last term as well, >> right? You guys, it was at the time I showed it to the board chairs. I think it's posted to on the dashboard just it's all the way down maybe a year ago. So, >> all right. Anyone else at this time? >> No. Okay, moving on to the student representatives report. Angela, you're on your own tonight. Um, so this week has been mental health awareness week

020at Taland High School. And at a meeting on Monday, student council wrote affirmational sticky notes and placed them on lockers with sayings such as you are awesome and you are light, um, you rock, you are a star, and just motivational things that hopefully make someone's day feel a little bit better. And also throughout this week, we've been doing a fundraiser for NAMI, which is the National Alliance on Mental Illness. And we've been doing that through a raffle, which has three prizes. One of them, the top prize being a pair of AirPods, a $50 gift card to Target with a Stanley Cup, and a fidget toy basket, which includes things like that Neato toy, um, among other fidget toys. >> Great. Thank you. >> Great. And I believe we have some [clears throat] liaison reports tonight.

021So I believe FFC >> next Wednesday. >> Okay. >> We're We did a phenomenal job already getting our meeting scheduled. >> You all Thank you very much. Brian, did you have communications >> next week? >> Okay. So when >> are we still all waiting to have our So [laughter] >> just flying for me, huh? All right. >> [clears throat] >> Moving on to the chairperson's report. Um, I didn't write anything formal. I'm just going to make this quick. Um, I think our our biggest item tonight will likely be the superintendent's proposed budget. So, I just wanted to say um, welcome new members. >> Um, you know, so I I really think it's the same for those of us who have been here and for the new members, it's a lot. Take your time. Ask questions.

022And I'm talking to myself, too. you know, be easy on yourself. It's a lot to take in. Um, you'll have plenty of opportunities to ask questions. You can always talk to Dr. Willlet, of course, outside of the meeting, but um, please feel free to reach out to me or to Bill or anyone, um, to the public. Um, I I I have very little concern that this room will, you know, I I'm quite sure that this room is going to handle this with respect and kindness. that seems to be the people that we are. That seems to be the way that that we've gotten this done. This is also probably one of the most public things we do. Um so it's discussed a lot publicly. So I'd like to say to our public, you know, please

023follow the example we set in this room, which is to, you know, debate things um with respect. Um to be polite, to be courteous, to make it about um what we're talking about rather than the people or the party. um as I know we will do. Uh the last thing is is that I um I ask you again to be patient with me. I am going to try to make sure that I'm as organized as possible as chair during this process. Um as we all know, as we've said, as I've said before, it gets very easy to speak back and forth because it's it's a very human thing to do. Um I'm going to try very hard to keep that under control. So um please even you know during the superintendent report let's get him

024let him get through his presentation for each each item and then I will take questions after that please wait for you to be called on um so that I can make sure that while I'm looking one way somebody didn't have their hand another way and then if you could just help me with that. >> Um I just want to make sure that no one feels like they're not getting their ample opportunities to speak during this process. something. >> Yeah, I'm almost set. Go ahead. >> I wanted to go back to Angela. That's [laughter] >> it. Just dumped in. The first thing that you you said about notes, can you tell us what that what what you guys are doing again with that? >> Oh, yeah. So, at our meeting on Monday, we all had like

025a small stack of sticky notes, and we had a pre-made list of affirmational messages, which we then wrote on the sticky notes, like each of the sticky notes, and then we went around after school and placed them on lockers. >> I think that's awesome because you never know when someone's going through stuff and just a simple kind word will make a change. So, you know, I think that's a great thing that you guys are doing and, you know, you probably can't do it enough. So, you know, that's that's good. Clear. That was it. >> Yeah. No problem. Well, glad you said it. Thanks. All right. I'm going to move on to the superintendence report. So, the first item up is the monthly financial report. Dr. Willlet. >> Right. So, [clears throat] as you know, we've

026got quite a few items tonight. I'll try to move through them expeditiously. Uh, and [clears throat] FFC FC meeting next week. If you're if you're interested, you know, we will be in the um in the um well, actually the week after next, we'll be in the library program room at Talon Public Library. >> So, that's going to be on the 21st, I believe, on your budget schedules. You're all part of that workshop. And FFC is there um before the workshop at 6 begins. Just to give you a heads up that the FFC report is a um five three to six page report. you get the one pager and then FFC has a three to six one. So if you're ever interested um that also has a greater disagregation um so I just want to point

027that out so you have that as a resource and you can also if you can't make it to those you can see it um in the FFC folder off of the board of eds dashboard uh and that type of thing. Um so just putting it out there. Um [clears throat] so let me give you so everybody typically in the um that it's online you can find the the um object page the one pager in the board packet for board members. Um I'm going to display it up here but you can also pull it up in the board packet if you're interested while we're while we're talking about it. Um so I'm going to load up the object summary basically page. So it'll display in the screen for everybody at home as well. So do that

028quick. >> Will there be any way to make it bigger? >> Actually, if you're viewing it online, you can hear it. Yeah, that's about as big as it gets. Um, but you know, if you bring your laptop, the school laptop, you you'll be able to get it and open it up. >> Is there Wi-Fi for the shrimp? >> There is Wi-Fi, but I don't know. I don't know the it's guest. It should be guest pass. Um, okay. So, a couple of things. Um, code 110 120 substitutes. Um, substitutes are over by 25,000 at this time due to custodian substitutes having to be used. Um, just a lot of illness going around. The custodians are out too. So, essentially it's um, you know, it's just hitting every every area and that's causing a lot of outages

029for and and fortunately for them and they do great job. They're always the first line of defense when things happen in schools, as you know. Um 150 code 150 is over by 39. Um as you know, we had club stipens. We're still collecting some of it. There was a new um some some people will um have asked to add some clubs. So, we're in the process of collecting um those funds as well. um that negative balance is expected to go down once we credit to the account all of the payments and including all of the donations. So that'll should balance out once we credit everything um that we've been receiving. Code 240 401 retirement over by 20. Um that's due to several new hires electing the 401A plan um and staff working uh overtime due

030to some of the illnesses and overtime that's also involved with that plan and put credits into that plan. So during the budget season last year um there as you recall there were a lot of reductions and one of the requests at the time was to you know to kind of go down as low as we could on some of these and so this is going over a little bit now um because of that um [clears throat] 320 professional ed services um that's over a bit last month it was 69 now it's 73 so just popped up a little bit there um three new out outplacements occurred this year and those out placements are hitting that line. So there's an net increase of two um since one student also just left the district. So that's the

031impact of these new three with one going out. So it's two more than um you know than was budgeted for. You may also remember that as part of the budget process last year, we eliminated the backup extra outplacement provision. Um so that's going to hit us a little bit. 340 legal. We talked about this a little bit last time. Uh legal is running a bit over. We kind of expected that because we also cut legal down much below the trend line um when we did the budget from last time. 560 also is involved with um health placements and services for students who have special needs. Um and so that that is also at 138 over. Um we are going to probably balance that out. There is a outplacement that is costing almost $400,000 for one

032one out placement. Um, and that's going to be something we're going to have to work through. There'll be a reimbursement, but that's going to hit that line and that line will be negative for a while and we'll see how it pans out at the end of the year. I do expect to have to engage a budget freeze probably within 60 days to 90 days to make sure that we lock everything up and start to, you know, balance out all of that. Uh I don't expect us to have any issues getting to the end of the year, you know, obviously above the line for our budget, but um but I'm going to freeze it in probably 60 days and I'm watching it carefully to see how all the lines are trending. So those are some of

033the biggest movements and what I try to do in this meeting is just focus on the biggest movements and then I can drill down on anything you want. In FFC, we drill down a little bit deeper deeper and I take questions and come back with answers. As you noted, I I'll post an answer. Um if I can't give it to you now, I will post it or even So, >> okay. Any questions for Dr. Willlet? I think >> um we've talked about that special education outplacement that 400,000. What's the actual cost to us with the state reimbursement? >> So, until I until we have all the info on that, I won't be able to give you the full number, but you we get um >> guesstimate. So we get at 69 over 69 you get

034about 25% over 69. So about 69,000 or 70,000 and you know I'm just rolling that number up. You got reimbursed over seven. You pay the first 70 and it's in my budget booklet actually. I think now it's you pay the first 89 but I have to look at it because it changes year to year when the state changes its stuff I think and I'll look in our budget booklet for what it is next year but roughly 70 to 89. We pay that first and then it's a reimbursement of uh 25% beyond that. >> Okay. >> So 200, >> right? >> 260. >> Okay. Thank you. >> Okay. Anyone else have any questions for Dr. Millet? >> I do. >> I guess I'm not sure if this is necessarily the right venue, but I'm curious to

035know what other options there are besides an outplacement of that magnitude. um you know if we're locked into a single path or um those uh that that usually results uh from a negotiation of some kind the the a person a parent guardian student if they're of age can ask for a hearing um can ask for due process they kind of process for um arbitration for if there's a disagreement and how that comes out is how it comes out you have to follow it. So, these are these are things that are part of um they're basically like contractual agreements and they have to be followed once they're determined. Um >> that's that's a staggering impact on them. >> Well, Connecticut is that is not just us. It's one of the things in Connecticut that is really

036hitting school districts. there doesn't seem to be any real ceiling or regulation um that yet has been provided or you know from the state to help on that. They they've been putting out um they've been trying I guess over the last few years to try to try some strategies which we could go into at FFC make an agenda item and talk about that. We do go into special ed funding in FSC as well, but um they have not yet uh successfully created a um a state structure that helps us. So it's not just us, it's it's every district. These this is our biggest vulnerability and fluctuation is the amount of money that these out placements tend to be and it's across the entire state. So, I mean, at that at that money, I mean, you

037could an individual could have their own teacher and their own full-time uh, you know, live-in nurse and still I don't know how we get to a 400,000 number. And I know we can't talk details, but that's yeah, special ed when we're talking FC would be a good time to, you know, to we can really drill down, but it is it is a challenge and it is not unique to us and it is extremely cost impactful to all districts. Um, you know, and yeah, it's it's a it's a shocker. It really is for everyone. Now, the kids, you know, they need to get services. So not grinninging that. It's just the state doesn't seem to have strategies to help school districts right now with caps >> and the state is actually by law supposed to reimburse

038at 100% does not. >> So there's a lot of things that are not >> working the way that they optimally could. >> Yeah. Thanks. >> Anybody else? >> Wait. Yeah. Oh, so you just said that the state is supposed to reimburse at 100%. >> But they never do >> don't. They just choose not to. >> They just don't. >> Nobody holds them accountable. >> As far as I can see, it's not changing. You get it's there's a there's an equation that's basically, you know, kind of what is in my budget book that you'll see it. It's x amount you pay and then you get only a certain percentage after that back and that's that. Now I suppose the other side of that coin is it's taxpayers who are going to pay anyway and there's probably

039some people they they just where would they go to get it? It's possibly part of the narrative but >> thank you. uh in the budget book is it the the calculations that you have is it at that 100% in the budget book or is that this other number that you usually get back this out placement >> the the outplacement specifically what you'll see in the special ed section is how the equation works for general outplacements so like if you have 10 let's use the number 89 because I think you know I'm bouncing between fiscal years now and and next year But if you um if you have to hit the threshold of 89, then if you have 10 kids that are outplaced at 89 or below, you know, or just let's say 89, you're paying

040890,000 before you get and you get anything. >> No, I understand that. >> And then beyond that, you get, you know, percentage back beyond that. >> But what was the comment that you made that we're supposed to get 100%. >> That was that comment. >> School systems are supposed to get 100%. It just is. And where is the we contacted our lawyer regarding this or not just it's really it's just it's across the whole state >> doesn't make it not a lawyable you know >> get our rep our county or state reps you know involved with with with whatever law that you have on the books saying we should get the 100%. Yeah, >> I don't I have it has never been different uh the whole time I've been working. Although I do constantly hear

041that it is supposed to be uh funded and it isn't. It's kind of like um other things that the federal government or state should be funding at a certain level and just then doesn't like I I don't know. I wish I could say that I understood a solution to that, but um it's way way above my rank and I don't have the ability to influence it. Um but we can in FFC drill down on all of that and just go into it, the history of it, where it is, you know, I I don't know that um it'll ever change really, but I I don't I don't I have no influence over that. >> No, no, I'm not saying that you do. that just when you just had mentioned that I think it took a couple

042people in this room off guard that if we're supposed to be at 100% why aren't we and what the like you know I'd like to know where that is in the law I mean I don't know if you know it right now or if you can send me I'd just like to read where that where that section is just to kind of get a little background history >> banter about only funding special ed >> okay >> only funding >> yes >> because they don't [laughter] >> so you hear you If you hear the banter at the Zet out, we should be fully funding it. It's because of that and then they don't. But yeah, no, I can dig that up and post it out on the dashboard. >> All right. FC. >> Okay. >> I

043think the dashboard probably for all would be beneficial. Please, >> if you wanted to look into as communication chair sending, you know, a letter um on behalf of the board or any board members willing to sign it, I would support that. >> Okay. All right. Thank you. I'm not trying to open up a big can of wor. >> All right. Thank you. >> All righty. Anybody else? >> McKenzie. >> Oh, I got to >> Oh, she thumbs up or >> just up. >> I'm just gonna just also Yeah, you know because of the other stuff we >> Right. That was a mistake. Sorry. Oh, go ahead. >> Uh, I'm just gonna for FFC next week before our meeting at six o'clock, we're really deep diving into the one pager. So, um, for the teammates that

044are on FFC notes have some really we're at a compressed meeting next week because of the meeting right after. So, these are phenomenal questions. So, let's let's make sure that we're ready to to go on by our Wednesday at 5:00 to deep dive into this report. >> Well, in that just I I threw it out there because it is more it's even more detailed than this. And frankly, you're you're one of the boards put the most out there like 43 lines in that. There's 104 110 lines in the other one that just adds a point to the gym order in in that particular meeting. You only have 30 minutes because it bumps right up against the six o'clock workshop. But in most of those meetings, they're hour or hour long. >> It would change it

045though to 5 to 6. So if I'm >> Well, you're you're five really to five. If you look at >> 540 because we have to set the >> Oh, that's fine. I just >> We have to set it up. >> Jen should have sent the email out today. >> Because there's zero time between that like if it went right to six, then the workshop for the board starts at six and I have to we have to set up. Charles, did you have your hand? >> No. >> Okay. No. >> All right. We're all set. We can move on to the next agenda item, which I believe is yours, Dr. Willlet. >> Oh, they're all >> on stuck within the my agenda items. >> All righty. Transfer. >> ERF transfer. Um, you know, some of the

046members who have been around for a while, you know, the educational reserve fund, the story behind it, everything else. Some of you that are new, this is a whole lot of narrative to digest and I will not read the entire thing, but the shortest version of it that I can give you is that by Connecticut law, school districts are allowed to put 2% of their end ofear funds into an educational reserve fund. That's the short shortest version I can give you. Um it used to be that um chapter 8, ordinance 86 of the town regulated where you know what you could do with it and how much you could put in it and things like that. the new law um the law CGS 10248A and then public act 2445 now gives that authority completely over

047to the board. So it's yours to um move into that fund. You don't need authorization and you don't need approval. Um generally boards though you know our accounts are meshed with the board with the town's accounts. So we do send a notification over um about what we are saying should happen with those funds. So the reason I give you this is um when we get done with the audit every year I bring to you a request to transfer the funds um that have been identified in that audit as remaining from the previous year to be transferred into the educational reserve fund. Um so it's in our best interest to do that and I come officially to you each year to make that request after the audit. Um, having said that, in this case, a good

048deal of those funds, um, if you may recall, uh, we worked out last year's budget where the capital item came off the capital list, the THS, I'm sorry, TMS auditorium repairs and seating, and the board um, basically was going to get funds that were going to be used for the capital auditorium seating from the town instead given to the board for the educational um technology initiative purchases >> and that's about the 188 so that those funds were transferred over and our we are taking out of the ERF the money it costs to fix the auditorium seat the benefit of doing it that way meant that we could start the year with the technology purchase otherwise we wouldn't have been able to make that technology purchase until the third quarter after it had been approved by

049audit etc etc etc so it allowed us to reduce the budget a little but it also allowed allowed us to then use the ERF funds um for that auditorium repair. So this amount that's getting transferred in is going to very quickly be diminished by almost 200,000. So that's the the version of it that is the shortest. Um if you read through the whole thing, you'll get the the full soup to nuts of it. And a motion would need to be made um and then seconded and then discussed and then voted on that would allow in accordance with 10248A public act 2445 and we're not and we're not superseded by the aforementioned ordinance 86 chapter 8 um hereby accordingly directs the town to transfer of the BOE's audited balance from June 30, 2025 into the education

050reserve fund. So I put that motion there for you to throw out there. um you [clears throat] vote on it and we would make that official communication to the tow transport response. >> Great. First, any questions for Dr. Bullet? >> What was the exact amount for the uh chair? The >> It's 188, but it's never exactly what you think it's going to be. >> I think it might be more than that. Materials steel. It's old. It's old seating. It's It's There's It's in terrible shape. So it probably it may even though Peter's Dava is a wizard and an amazing individual even his powers against some of the things happening pushing up all the costs >> we've been talking about that auditorium for >> yeah know he's like Gandalf because this is sort of like you

051know more >> so see subconsc that out or do we have somebody in mind that we already have this 188 figure? How did this >> that was generated originally when it was originally quoted out but it would have to be re you know recharge. >> So we might be at 250 and not 188 >> could be but the we committed to get take it out of the RF. >> Yeah. Well I'm saying yeah we had 335. >> All right. Well, we're transferring 335 and I'll give you an ERF to update once that transfer. >> Yeah, I'll be a little bit >> and we did review that quote where we did the capital budget request. It was initially on the capital budget request. >> All right, McKenzie, >> I have to do >> there. Um I

052have uh I have two questions. Um, so we are only voting on moving the money, not what you do with the money. Correct. >> Right. It is uh Yes. >> Okay. And and was there a balance in the in the fund before um this transfer? >> Yeah. And I I'll give you the total once this gets transferred in. I'll give you the total balance. >> Okay. Thank you. >> The ins, the outs and all of it. Anyone else? >> For for clarity on on McKenzie's question, we approved prior to use the 188 on the quote. So, in theory, we're approving the three or we will be discussing the possible approval of moving 335, but then knowing that the 188 >> is already approved before. >> Yeah, this is a Yes, >> correct. I just want

053to make sure because her question was over. So, it's it's kind of like the caveat with it. That's all. >> Uh, this is a procedural matter. This particular action you're taking is just procedural. And then what tends to happen, and those of you who've been around the block a couple times know when bud when the budget cuts start coming, sometimes you can use ERF to set certain things. Yep. >> So, whatever you have left after you, we see what's committed. um to those auditorium repairs might be able to use to offset things which is what we've done on you know seed to the trade holder. >> All right. Can I speak with you? >> No. Anyone else? >> Okay. I will entertain a motion. I'll be reading >> Talon Board of Education in accordance with

054CGS10-248A public act 24-45 and where not superseded by the aforementioned ordinance 86 chapter 8 hereby accordingly directs that the town transfer $335,13.70 of the board of ed audited balance of June 30th 2025 into the educational reserve fund Second that. Okay. Any discussion. >> Let's roll call. JP. >> Hi. >> Brian. >> Hi. >> Bill. >> Hi. >> Dana. >> Hi. >> Elaine. >> Hi. >> Joel. >> Hi. >> McKenzie. >> Sorry. >> I And I am an I. So that passes unanimously. Right to day three solar project update. >> Right. So, um I have really great news that um and basically I I'm not going to put up all the details here on the screen. you have it on your dashboard and we are in the process of finalizing the solar credit agreement but we

055are finally almost there. So, um the good news about that is that should be complete um within a few days. Then, you know, I'll be communicating with the town for the last pieces of that um their end. There's some stuff that, you know, the town manager would ultimately sign and I'm going to be meeting with him. We had a meeting actually for about a week ago that had to get moved to this week later this week. So, I'll be updating him on it when I see him. I think it's tomorrow. And um this uh this was a long time in coming. We worked really hard on it. It is um something that uh I think everybody has has deemed themselves to be comfortable with because it's a bill credit agreement. Basically, we get credit on

056our credits on our bills that lower what we're going to have to pay. Um and what we look like what looks like it's going to happen here is that we'll save about $100,000 a year. Um which is going to help a lot over the span of the next few years. So, um I think we're going to finally land the plane here and in your tenure as a board, we will have solar on on the school roofs and we'll be effectively generating a benefit for our offsetting our energy cost better than offsetting our energy cost. >> Thank you. Any questions for Dr. Mullet? >> Yeah. [clears throat] >> No. >> And that's posted on your dashboard too. Super cool. >> So, we looked at two different solar options. This is the first initial one that we

057looked at, correct? >> Yeah. This is crediting the bill versus, you know, >> but companywise, this was the first company that we looked at a year ago. >> Yeah. Uh, >> the second one was the one we, >> you know, looked like they had a better plan, but >> yes, you're right. There were two options. This is >> So this was the one that didn't want to put one on the high school roof or the middle school roof because of the age of the roof. >> Yeah. That we went with the cantal lever. >> Okay. So the cantal levers are going in the parking lot of the high school. We're going on Birch Grove roof >> and every other roof >> and the middle school route. Okay. And they're all credits, not >> credits against

058our bill, which means it's not like as convoluted as some of the things, >> right? you don't have to worry about money going back and forth. >> Um it's very straightforward. It's just crediting on the bill. >> Um so, >> but it is acting since it's a credit, we're not locking in any kilowatt rate. Um it's going to be whatever kilowatt rate we're already in with Eversource. And we can kind of have a much better estimate because our kilowatt usage should be the same year. It's a it's a percentage differential that they you know they their that company picks up a percent and we pick up a percent and that percent is what's used for our budget offset. They put in all the infrastructure. We pay nothing for the installation and you know we don't

059pay for any of that >> and [clears throat] then we basically get 15% of the return which is a good percentage when you look around this you know the projects >> and it amounts to about $100,000 a year >> through all of the >> and all we have to do is basically you know >> allow them to use >> allow them to put it on the buildings and then we get 100 grand off our energy which is going to be important because it looks like energy is going to fluctuate a a lot in the next couple of years potentially for costs. >> If I remember right, they maintain it. If something goes wrong, >> we don't have to pay anything for maintenance. The only thing that might happen is if um we needed to do

060something up there, we would have to take like a week out of the we might not get the same return because we might that month we might have to have a week where we didn't get any solar energy return um because we had to remove x number [snorts] of panels to repair something. But that's why we're not doing the high school roof because that roof is going to need to be repaired and replaced and you don't want to put things on there and then have to take them home. >> 10 year 20 year >> 20 after [clears throat] 20 years what happens? >> They take all their equipment and go home. >> Okay. >> Yeah. Point of information. >> Someone's text someone texted me that they can't hear what's being said. People need to speak

061into the mics better. >> Okay. >> We don't have a mic. That thing is the mic. I assume >> Yep. We uh we are we are recording the meeting tonight. Um our the person who usually does our minutes isn't here, so the uh video might be a little wonky at times. So apologize for that. >> Right. >> Um Dana, you were next. >> Oh, thank you, Bill. You hit some of my questions, so I appreciate that. So, I'll keep it short and sweet because I know several of us have these solar conversations are excited to see it actually come to fruition. Um, you said when did you say the date was that this is going to start? >> So, it has to be submitted to an organization called NRES. They go through the state process

062because this was the last year we could get special pricing because they're pending all the the energy >> sort of subsidization. So, um, we should know by April and we should be able to start making plans for deployment around that time. So, we're in the span of hopefully the summer. >> Okay. JP, you were next. >> No, I literally just concerned that if people can't hear online, that's what I was trying. >> Mackenzie, just let me know she can hear fine. >> Oh, really? >> Yeah. It might be that person's connection. >> Oh, interesting. >> There is It has everything to do with the bandwidth on on other people's ends, too. and Verizon is having a big problem tonight for some reason. >> Okay, >> Joel, is that your hand? >> Yes. Um, Dr. Bullet,

063so for this whole project, what is what is the start time? What is the stop time? And and is this all being done at the same time or are we going from school to school and >> we're going to try to do it all at the same time if we can to get that rolling as fast as possible? >> Okay. The cantal lever might be the thing get it's a little bit more involved but the objective is to get these installed as quickly as possible and hopefully so and you said all of all the schools with the exception of the high school are going on the road. So is as is money allocated for you know what's our oldest school TMS or is no >> TIS our oldest she is it's probably TIS TIS at

064this point. So, is money allocated for, you know, they go and they start installing and there's growth work or or once the contract is signed, the contract is signed and it's theirs. >> Um, >> well, no, what do you mean growth work? >> You know, they go in there say something the building's not, you know, uh, compatible for for what they're trying to install. >> Well, they're they're they're very good at this and they already scoped us, you know, scoped our stuff out. But if they if something lightning blew up a roof or something, we might have to renegotiate the you know something because it would take them more money to do something if something was damaged. [clears throat] >> But that's those are sorry I use I use shipyard terminology but growth work. So

065growth work whatever you want to use is something learn and adapt. Um, >> no. And I just I I you know, for something that's old, sometimes you you're projected that like this is what's going to cost when you go on there and you start moving stuff around. They're like, "Oh, this is not what we expected." >> Yeah. They there there are provisions in the contract that we'd have to adjust our return, but people have already kind of looked at that. So, >> we're not expecting it and they do a lot of work across the entire state. >> Absolutely. Yeah, >> just going to say they they've already been on the roofs and they know where all the rooftop units are. They know where where everything's at. So, and they know the age of the roof.

066So, they've inspected a lot of it. It's in one of the I'm sure it's on the dashboard. >> It's on the dashboard. If you scroll down, they >> you know, so they've done all those things and provided us with pictures and you know, that's part of the reason why they don't feel comfortable putting it on the high school roof because of the age of the roof. So, you know, they're pretty the the the report that they gave us was pretty comprehensive. If >> you have trouble finding it, Joel, let me know. I hope you're >> um Are you all set? >> Yes. >> Okay. Go ahead. >> Yeah. Just something I I thought about from the last I was rack my brain about the last time we talked with the lab board in that public

067meeting we had um of the library at the high school library um when we had the other meeting. Now, how does this 100 thou look back when we were saying we're going to get 65,000 from the high school for the back things and not necessarily maybe a credit or not a credit or however the monies were going to move around. So, how is this 100,000 going to be allocated with the budget? Because we still at the same time we want to get recognition to use that 100 grand for the school system and not just oh here town you got an extra 100,000 savings but even though we want to you know >> use it for the education versus just reducing tax or or reducing our budget 100k. Are we going to be putting our regular,

068you know, um, uh, expenses out? Say whatever the energy, I'll make it a million bucks. Are we going to be putting that we're we only need 900k? Are we still going to put the million or we're going to use the 100k um, savings throughout the district uh, in other avenues? >> The benefit it would have is that we would do the but using your example. Yeah. If you now instead of budgeting the 1 million because you're getting credits against your electrical, you you know you can lower it by whatever your credit is. So let's that 100,000. Yes. Use your those numbers aren't the numbers as a round example of million to >> Yeah. You would then pay only 900,000. So what that allows is it allows us to ask for a lower budget and it

069is also something that the town benefit from because we won't be you know needing as high of a budget to to sustain our own energy. >> Okay. >> So it's um you know another thing you could do is budget for the full amount and then put the money into some reserve fund in case >> something blows up somewhere. >> Well that's what I was asking. What was done for this year? May ask that or >> we don't have So we budgeted for our actuals. >> Okay. >> And you know, but we we that that that way of doing it in the past has been that's what gave us Yousef. >> And when you go back and you look at the utility, you know, internal service fund and >> you know, you look at the balances

070in there and you look at that history and you look at the Honeywell project and those are the things that started to give that taste in their mouth. >> So probably what we're going to do is budget our actions. >> Okay? you know, it'll be less the 100 you know, we're getting back from the bill credit. We'll estimate that we will be paying less than we would have otherwise. >> Okay. >> So, that'll help us with lower budgets and then it helps the town because we're requesting >> Oh, absolutely. It helps the town either way. I just wasn't sure how it was going with that sort of uh avenue. All right. Thank you. >> All right. Anybody else? >> Yeah. Go ahead. um of the uh the solar agreement that you provided to us. Schedule

071two in the appendix all the way at the bottom talks about the uh the inverter. The inverter is what transfers the solar energy into actual electrical energy. It looks like the inverter warranty is only 10 years and the contract is 20 years. Do we do you remember? >> That won't be our problem. Okay. They they cover that if it comes out after >> warranty. It's all of their equipment. >> All right. >> As long as we don't do anything damage it. >> Y >> um it's their their equipment to manage. >> Is there does anything change with our um [clears throat] >> our insurance by having that on there? Does it does it raise the cost of our >> No, it doesn't seem to impact us negatively that way because it's also insured by them

072too. >> Okay. [clears throat] that they they own the whole kitten kaboodleoodle of it. So the only thing we would need to consider is you know the roof but but again that has been vetted. You know we can sustain the weight. It's not going to weaken it. You know it's not and they've been doing this for many many many you know years in many districts. >> Lightning strike to our property. It damages their equipment. It also damages our property. Is it hitting our insurance or their insurance? >> Probably. Okay. Well, >> they fix their stuff, we fix our stuff. >> Yeah. >> And as long as we don't cause a problem. >> Sure. >> You know, then if we cause a problem, we own whatever the result of that is. >> Makes sense. >> Yeah.

073>> Okay. >> Thank you. >> Let's call. Good. All right. Next item is the superintendent proposed budget. So, Dr. Willlet is going >> I think the next item is >> Oh, no. The answer update. I'm sorry. Getting ahead of myself tonight all around. But I know you're eager. >> A lot of S's in a row there. >> I'm going to make it really short. >> All right. Go ahead. >> Uh, good news. Um, there's basically, you know, two contracts necessary to make this work and one of them appears to be in place. So, um, now there's a check of just to make it as simple as possible. And if any of you ever want to call, just let me know and I'll go into as much detail as you want. But the desk town contract

074um goes through 2027 it appears and um ship and Goodman's going to be reviewing it for us to see if there's any changes we need to make to the second contract that's necessary because of things that are that are or are not in the desk contract. But the good news is that desk contract with the town is there for 2027 and that's been something that um needed to get resolved first. So the second thing is now um once the ship went good reviews it to see um if the appropriate language is in the desk contract with the town to allow us to hire you to allow us to work with the town to get a console. Then we engage in a town and BOE agreement which is the second contract that has to be put

075in place for that to occur. That's actually the easier of the two. So, as soon as Shipman gets a copy of the desk town one, and as soon as the um that's looked at to see how it impacts the town board one, we'll make modifications if necessary to the town board one. Um Brian's great and we should be able to work through that very quickly. Um so, I think we'll be able to get it resolved, you know, in a matter of a month or, you know, two months, something like that, if we get our hands on what we've requested. Um, so that's good news. I think we'll finally kind of get that short up probably realistically. We're getting it short up somewhere in the next two months, three months, and then that'll be the end

076of the year, you know, as we start to interview and all that. Um, but um, if we do see any candidates now, we'll try to hold on to them. Um, I I see us going into next year with that position and um, you know, as long as it's funded, we we'll probably go into next year with that message. >> Great. Thank you. Any questions? >> Is there what is the hold up with the lawyer not having the contract being reviewed currently? >> You said, oh, they have to get it open. I can't explain that part of it because that's you know authority or control over it. I just uh we need to get a copy of it and we're waiting for that. And >> you're saying your office hasn't received the copy. Isn't he saying

077we >> our attorneys haven't received the copy and they're waiting. >> But are we waiting on the town is what I'm I'm trying to gather the chain of command here. What's >> Yeah. Um waiting on desk. So they >> So the you're waiting on them to provide a copy to our lawyer. >> Yeah. >> Or our lawyer is waiting for the copy to let me know they got it. So they can look at the BOE town agreement, see if there's anything that needs to be adjusted or cross-pollinated and then the BOE town agreement. I already have a good template for that where we that should go pretty quickly. Yes. >> Once they do that. No, but um we're waiting on desk. >> This has been a very >> No, I know. It just seems like

078we should be able to get the contract of like, you know, I know it's hard to follow, but >> No, it's Yeah. >> Yeah. I'm getting updates on it regularly. It's a very complicated process. Dr. Willlet is going above and beyond to try to get this. >> Yeah. No, I'm not saying it's not doing their job at all. >> Oh, I know. I >> it just seems like somebody say, "Oh, I need a contract." Okay. >> I feel your frustration. It has been a very difficult process. >> Yeah. >> I appreciate um appreciate >> and thank everybody who's involved. It's not that I I apologize if I came across that way. >> No, I think you spoke for all of us. >> Yeah. >> Thank you. Um, when you said go in next year if

079funded, can you expand on that? >> Well, it's in the superintendent budget. >> That's that's where I'm getting >> that's up to you. >> So, we just need to be cognizant of what we're talking about here today and how it affects us annually, year over year. I also would like to, you know, dog ear this topic because I think, you know, and again, I know this has been a long time coming and it has been hard with legalities and different things, but also looking at what kind of support financially from the town for the SR, working with the town council on assisting us that in that in the budget in that our budget, >> right? I just wanted to make sure that as he said >> understood >> if funded >> and I wanted that

080just because we decide to put this into action depending on what happens with our budget and depend on goes on with our conversations doesn't necessarily mean we could actually put it into action. >> Correct. >> So, okay. Any other questions on the SRO update? Okay. Now, we're moving on to the superintendent proposed budget. So, Dr. Willlet is going to give us a presentation. Um, when he's done, we will um questions. However, I just want to remind everybody that this is really this is our first time looking at the um the budget. So, we'll just tonight we'll really just do some clarifying questions if we have any. You know, can you explain this table or things like that? This is really for us to digest um to take with us. Next Wednesday, we have the um

081community budget workshop where all of the admins will be at the high school and we as a board will have time to ask them questions and then the community can come in and ask them questions. Um and then the following Wednesday the 28th is when we will do a deep dive with our budget. At the same time, and I'm sure Dr. Will will explain it more, we will open up the uh Q&A document tonight that will be visible to the public. It will initially though be for board members to input questions. You can do it every day if you want. Um, and Dr. Willlet will do his best to answer those questions in a timely manner, but if the questions are in, you know, 24 to 48 hours before that 28th meeting, you should have

082an answer to any question that you load on the um Q&A. >> Can I ask something before we start? >> Sure. Thank you for for that because it is it is a lot. Um, so one thing that I would ask too, especially since Kenzie's got a hand up, too. Since McKenzie is online, too, again, I know that we are all absorbing all this. So, we probably need to start, you know, writing our questions for the next coming weeks of meetings. But if when we do have questions, um making sure that we make sure that we go through the room and then if there's someone who has a second thought because I I do know sometimes and this has been in my six plus years of being on the board of ed some folks have monopolized

083whereas you know I just want to make sure that everybody has voice and I know you're going to do a good job at that. I just wanted to make sure >> that I would say that because it it is hard because then we get into a a back and forth question discourse and then the next thing you know it's 20 minutes and Dr. Willlet and I are still kind of the conversation with one question then off. Thank you for Kenzie. >> Hi and I'm sorry that I'm online and making this annoying with the muting and the unmuting. Um, I just since I am um not in person tonight, can I send somebody to come pick up my budget book? >> Oh, the superintendent office. >> Oh, yeah, definitely. You can come by the superintendent. So,

084we'll have it waiting for you. >> Yeah. >> Okay. Thank you. >> Yeah, we can probably mail it home, too, by the way. Mackenzie, if you want, I can grab yours and we can coordinate. >> I was going to say whatever's easier. >> Cool. Thank you guys. Appreciate it. What I typically do as well is once we once you have done it, you get the first look at it. Traditionally, I I don't have a PowerPoint slide presentation. I come through and I I kind of fairly expeditiously walk through the document with you and then you take it home and you just start reading it and pounding on it and generating questions. You send the questions into the submit a question. It's on the dashboard and then those questions get posted to what's called the BOE

085FAQ. So it's BOE FAQ basically your 27. Those an those questions and answers are posted to you but they're also public. So what happened you know it gets posted to the the website. So once you have seen this tonight, tomorrow I put it on the website and I put that you know all that stuff up and the older stuff you know is no longer relevant. I keep some of it there but I take obviously the old Epic goes down and yours goes up because it's new year and new questions. So the dashboard is everything. The dashboard is where you ask the question and it's where you're going to see the posted answer and the public will also have access to that once we get through tonight >> on the board of education budget. this that's

086the superintendent's proposed budget after tonight will be posted you get the first crack and then so will the BOE FAQ which has all the your questions and answers so that all is happening tomorrow once you do this um generally it's just presenting it to you tonight we don't do much more than that this evening because don't have time to digest it and then we go from there you have three budget uh meetings more or less you have the next board meeting you have the coming u rotation workshop where you talk to all of the administrative staff is there. So if you have a question about facilities for instance Pete South is there if you have a question about um you know about the high school Tom Holland's there or the curriculum you know STEM curriculum

087Mark Rudy's there that type of thing they're all there and they're in different areas as you remember when we did COVID we ended up walking around the high school to different rooms and then we kind of got stuck in that but there's no reason why you should be trekking all the way across hallways you know we're going back to the old paradigm where it's in the Tomlin Public Libraries 's program room and there's tables set up and then we rotate every couple of minutes. So you you sit down at whatever table you want. There's no restrictions. You can ask whatever you want to any of the admin or me that are there. And then after I think we rotate every 15 minutes or something. You get up, you move to a different table and people

088move around. And so you that that particular one is useful because once you've read this, you can go in and just start asking any questions you want about why things are needed of them. Usually I'll give some general overview statements um and then we get right into it. After the board one, there is a public one. So there's a community one. The board one is just for you guys and then the community one is for anyone in the community who wants to. So it's broken into two separate ones. That was something the board wanted some time ago. Was that broken? So that's really where you get your first chance to ask me and then all of them anything you want face to face and you can just extrapolate as much as you want and then

089you have two board meetings where you deliberate on the budget before um we have to submit it. So if you end up wanting more we have to add a another meeting. So, you know, the meetings are that are coming up are next week we have that rotation workshop. We have the FFC. Then the 28th you have your next meeting. Then February 11th, you have your final meeting. And on the February 11th, you basically by that point, you have to be letting me know what you want because I create your board of ed uh budget booklet from whatever you want to do and then you adopt it that night. So if you um I have to hand it over to the town by the 14th, but generally I hand it over to the town right after

090that night. So you have these three meetings. Um if you want more, you'd have to add them. These three plus the epiph. So just throwing out there what you've got. And between now and then, you you break this down as much as you want to whatever you think is going to be reasonable. and you ask the questions and I post the answers. >> Angela has a question. Um, one, do Camila and I get a fancy book and two, do Camila and I need to be present at next week's meeting? >> You, >> I'm willing to be present. I'd like to be present, but is it necessary? >> It's not required. >> Yeah. And um, this is posted online, but it we could actually if you want to look through the book, we have another book

091than that. I can give you this fund to look through >> and then we'll give you that angel. Okay. >> So, that's your timeline. And that's Brian had a question. >> There's uh I know there was um mention one of the meetings with the town councils before we vote on the 14th because I know they added another one. There's supposed to be two of them some point to the process. >> Is the calendar in the budget book? >> Yeah, I just don't know where to count. >> Well, actually the calendar the link for the budget page that has all of that stuff is is in that document. But if people want to know where it is, if you look at our website and go to budget >> Yeah. go to budget documents and at the

092top is the fiscal year 27 budget schedule. So you guys in the schedule and I posted this to the dashboard too in a couple places. Um this you are at this point right here. Um >> no scroll up just >> you're here and then you have this workshop. We didn't put I didn't put all the board meetings in between the two but you have two board meetings. Then there's a capital budget hearing starts on the 9th. Then um I present your budget to you for your approval because you're you're going to tell me what you want to keep, lose, and all that. Then you vote on the 11th. Then I provide it to the town manager. Then the town manager convenes a joint meeting between the council and the board or the charter to have

093the town council be able to talk with you about the budget because at that point it is your budget. I'll be there to answer questions if they want. Um and that's I think what you're talking about Brian that February 19 told me that I believe they were going to have two of those meetings this uh cycle this budget cycle. two of what meetings? >> The town um the town and BOE joint meetings like we had at the library instead of last couple cycles only been one. >> I don't believe that >> chair man committed to that or to that. But I do think that chair man as am I are very open to scheduling another meeting if we choose to as a board and account. >> I'm not saying to do it or no. I

094just thought I had heard that's why Right now >> we had two last year. He's very open to doing so this year should we need it. >> Okay. >> Yeah. Right now there's only one on the book. Yeah. >> But then after that the town manager submits the budget to the council, his budget. Then the town council deliberates on that budget just like you're deliberating more or less on mine. And one of those meetings I they usually I bop been to one of those you because they go over all the budgets and they're one of those three I'll probably be invited to and you can come you can come to any of them you want. >> Yeah I've been to a bunch the last couple years. It's good time >> and then that yeah it's

095a good time and then that's it. Then the annual pres budget presentation happens to the public in April. That's the budget that's at the end of the process. So every town some towns do this differently. They just leaprog right to where we will be in April. But you guys have a process here where you take shots at it, >> then the count, you know, manage takes shots at it, the council take shots at it, and we arrive there in April. And then the first referendum is in May, first Tuesday in May. >> Thank you. Yeah, I I didn't want to drag it out that much, but >> No, that's good because we do have new people, too. So, >> need to go over the so that's the preamble. So I'll I'll just jump in right

096now. Now what I have done also is um you know your board of ed dashboard today you got some notifications. So my budget is here for you to look at but I also started to build out some of the tools we're going to use. So there's a reduction tool that's there too that if you look at it that was something that when I talked about this as I was putting it together and talked to the chair and vice chair. So tonight, if you look on your dashboard, you have my budget, but you also have the beginning of that reduction tool. Should help. Okay. So this um this budget has and again I I'm going to try not to like make it painful for you. Um this budget that is posted for you and will be

097posted online, the electronic version lets you jump around. So, if you go to the uh table of contents, you can click and jump right to any of these sections. Okay, I'll scroll through them just to to you know, for the m point of tonight, but you can jump all around. Also, the electronic version, all of the appendix files that uh that are more detailed about every school's budget are linked on the table of contents page and they're also linked at the back of this document. If you have paper documents, those appendices are included in the paper document. But here, you're clicking a link to get to the appendices. For instance, you're looking at the global program budget. This is the global program budget. And it goes on for multi-pages. So even though um even though

098this document itself has 46 pages, it's probably more like 100 when you get through all these other attached appendices. So, I just clicked on that global one that you're in. It says access denied. >> Um, even though it says I'm signed in as you know my talent K12, >> it says you need access request access viewer commenter editor. >> Okay, >> try another one. I've tried I know what the problem is. >> B opened up. >> Yeah, if it did, good. I'm going to make I'm going to do a quick check though since that happened to you. Give me one sec. >> C unblocked. >> Well, that's C unblocked. >> Well, you have the you have the paper one tonight, but I'm going to >> No, I don't have it cuz they said there was

099only enough for >> So, this will be too >> That's okay. I don't need that for tonight. Just go. I don't need that. Just Yeah. No, no, hold on. Yeah, just I don't have any. I selected zero paper. and all except that one block as well. So, Just some technical access. Thank you. All right. Take my reading. All right. Well, okay. Okay. Why don't you try this now? I'll give it like one second. >> Yes, it seems to be working now. Thank you. >> Yeah. Yeah, no problem. Sometimes it's just like that. Okay, so anyway, um the so that is that's going to give you even more detail in each of those budget areas. Um the budget is a 48 million and a dollar increase is 4.4 million. Percentage is 9.9. Um I'll explain why

100it is that in a minute. A couple of things about it. The year board is listed in here. the people that worked on it with me, the portrait of, you know, vision and mission of the district, the portrait of a graduate or transfer goals, the board's goals, which you guys will be replacing probably. All of that is in, you know, put in here. When you go down to page um six or sorry, eight, go down to page eight, that's where it begins really with the narrative. So that's my introduction. Um so if you take a look at this table, this is our contractual obligations um you know legal and our cost drivers. So the superintendent's proposed budget that 48909511 which represents 9.9 or 4.4 increase over the fiscal year um over the previous fiscal year's

101budget right this year. um approximately 70% of that increase is due to the contractual obligations and cost drivers. So what that means is 7% of that 9.9% is fixed. It's the contractual costs or um or drivers in the budget. tuition, special education, energy, um grants that have ended that transferred to operating uh the contractual obligations. So 7% of the 9.9 is fixed dollars that I I I have no option of not, you know, um we have no option of not funding, right? Because we are obliged to do that. The only exception of to that anywhere in that list is if you recall we kicked the can on Windows 11 down the line now we got to do the stuff for Windows 11 we're going to have some problems. So I added that in here too

102because we we put that off but now we put it off but about as far as we could put it off and we did that I think over a budget or two budget cycles and now we've got to do that. So that's also in here. Um so 7% of the 9.9 is is um contractual and fixed kind of drivers, right? That means that 29 is really it. That's what I had to work with. So this um this budget included the movement of some grant positions to the operating budget because um some grants have ended. For instance, ARPA had ended. Um the cost of contractual obligations has risen from last year to this year. grant funds either remained the same or diminished like I you know like the ARP is gone IDA remained the same or

103in some ways diminished so it required a transfer of the differential to the operating budget that by itself was $29,000 $238,000 actually for this year so if you look at that you can see you know there's a lot that's tied up and that's why coming you know given that I was given certain things that people wanted to see in our budget. Um, and I was given priorities from the board about what they felt were superintendent's priority folky areas. Um, I did those folky areas, but I only had that 29 to work. So, this, you know, this is what's locked down. These are the impacts of those grants transitioning to the operating budget. And in about you know last year the board of ed met in November 20th and came up with priority goals for me.

104Um some of those priority goals were not funded in the fiscal year 26 budget. Um but and because they were not funded in the fiscal year 26 budget they've dropped off. For instance prek prek was one of the priority goals but it was not funded so I did not represent it. Um, another one that um and it was not brought up again after that. Another priority goal that um came off was um what's the second one? Well, two two oh pathways because the board did not fund pathways. So, pathways was not represented to the to the bud to the board because the board decided not to fund them at that time. However, the themed uh the priorities for me that you gave me that have been part of the conversations that have been ongoing and

105repeated again and again and again since the last budget were safety and security and and MTSS and MTSS ties into our NES evaluation and our accreditation. Um it's been part of our conversations all along. So the two remaining priorities you had for me uh from those original priorities back um last cycle were the safety and security matters and the MTSS matters. So as a result of that the positions that are being requested in the board of ed I'm sorry in this superintendent's proposed budget are the things that that were communicated by the board that you wanted. They are the school resource officer at 77. Um an increased security presence. So if we increase our SAT officers by 2.0 FTE, every school will have a security person. So Birch Grove will have a security officer, TIS

106will have a security officer, TMS would have a security officer, and the high school would have an SRO that could bounce around and work in collaboration and cooperation with security officers. Um, our security officers do a lot of things in this district. Um, so they're very useful to us and they help us offset a lot of costs. Our stats right now offsets a tremendous amount of money by being able to transport kids, um, transport people in difficult situations, um, homeless situations, shelters that, you know, are engaged for families for various reasons. um uh sometimes marital disputes, things like that. Um DCF situations, they are able to help us with all of those. So bottom line is uh this is in response to what the board has requested. ABIS, uh this goes into MTSS currently and

107and I'm giving you a truncated sort of description, but in that table below that has the yellow heading, I explain this. So each of the things I'm talking about is also listed in this table below, what they're going to do and why they're needed and why they're in here. to the AVIS. The short version of it is that um because um there's been just a really hard impact not just on us but other schools in the youngest grades, the kids that were affected by COVID um there's just a lot of behavior challenges um a lot of school adjustment challenges and our intervention staff is having to stop for instance reading support and and are being assigned to kids that are in circumstances of needing some behavior assistance. So, they're being pulled off intervention work at

108Birch Grove and assigned to help in other ways, which means that our reading intervention is not happening the way we needed to. So, we're not living up to the MTSS stuff that we have to live up to. Now, the state of Connecticut for the new members of the board requires that the board of education and schools service children under what's called multi-tiered systems of support. used to be called SRBI, scientifically researchbased interventions. And there's three tiers. There's uh tier one, which is basically what you do for all kids. There's tier two, which basically what you do for 15% of the kids who are struggling in the general population, and tier one is 5%, the top 5% um most needy in the general ed population. And it's general ed services. It's not special ed. Special ed

109is its own class of services. And if things don't happen under SRBI, RTI, MTSS, sometimes those kids get designated for special ed. And then it becomes more costly because those are the kids that they may end up in outplacement. They may end up with special services. They may end up with things that were much more costly. So, the state of Connecticut required the school districts um have MTSS, SRBI, RTI services in order to offset the costs of special ed because kids were just getting over identified because there were no other services for general ed. So, that's trying to make a long story short. Anyway, for ABIS, that would be a behavior intervention support person. So they wouldn't have to keep pulling kids pulling staff out of intervention, meeting sport, things like that to handle these

110behavior situations or these other special needs. The MTSS curriculum uh the multi-tered systems of support and curriculum instruction assessment coordinator that is also meant to support our MTSS systems. We are doing a better job in this district than we ever have of serving kids in those tier one, two, and three need levels. However, um we can't there isn't enough people to chair the meetings for these. This individual would help us in a series of ways manage the MTSS resources because there's not enough people to go around to manage it right now. So, we're doing a great job of expanding it. We're doing a lot of curriculum work in the school day now um and in in the contractual day and in our ERS that we were never doing before. We're making massive progress um in

111MTSS and in curriculum, but we do not have enough people to make it to all of the meetings and this individual could do that, share them, and do a multitude of other things. So, if you see that job description um in the table here, I won't go through every single bullet, but everything that's in there. >> Dr. Can I interrupt you for >> May Angela take that book and we print out another one? Sure. >> All right. >> Thank you. >> Do you need someone to walk with you? >> I'm good. Okay. Like the phone. Thank you. Have a good night. >> Real quick. Is there any way that we can have like see the bug or something? We can't see it as we can't see it from the screen. No, it's >> Yeah. >>

112Thank you. And as a just a as a note, um there was a a mindset that I would not grant the kind of books to their meaning. I would only bring in the books for the people that requested them so as to not waste paper. >> That was a previous directive. I can change that anytime. >> You should have. >> Yeah. But so I was following the previous directive, but I'll do whatever you guys want. >> Oh, no. I have no I just needed the book earlier just because it was a pen. It's more smartph >> just so the public understands the a student representative wanting the book so is a good thing. So >> definitely all good anyone who wants it definitely hint the public though downloads it. >> Um okay so anyway in

113that table you'll notice the uh FM MTSSCI coordinator then what they would do is all listed there in that table. Um so that's that's part of that position. Anyway, the next position here is the um the u there's some extra duty for ninth and tth grade. Um those just if you remember how we handled it, we did not support any of those original MTSS stipens in the last cycle. So what we are doing is teachers that are willing to help in the high school with ninth and tth grade intervention, they do it through what's called extra duty. So I accommodated that. It's it's another way of doing it and MIAS is currently evaluating the high school for accreditation. MTSS is crucial for that. Crucial for that and it's part of the priority areas that they

114want to see. So having that available in ninth and tth grade is absolutely necessary. So that would be the one hill to absolutely die on here is right now I just make accommodations for that in basically overtime. But I'm letting you know how we do that because we don't do it through any other way. So it's it's something that um we didn't you know create stipens for that. We didn't do any of that stuff. Last budget cycle there were six stipens and remember those were cut. So the only other way to do that is through that extra duty and um that's how I get it done. So um so that table has longer descriptions of everything that I just said but I am basically following the board's directives to provide the MTSS resources and the

115safe security. So that 7% that's fixed. I only had about 2.9 to work with and that's kind of what I did. Um, if you take a look then at the following paragraphs, it just talks more generally about our strong commitment to our programming, you know, our steam and our, uh, language programming, uh, inter reading, all of that stuff. And then it ends with a link to our budget website where these documents for all. All right, couple of things. Um, I include a section called data points. um when we this is the result of questions that have arisen over the years and a lot of times questions have arisen about well you know how does Talon compare to other you know towns and you know Talon's uh ability to pay and all of that type of

116thing because when we do contracts when we negotiate those of you who have been on the negotiations committee you know that what come what it comes down to on a contract when you go to a mediation arbitration is what are the town stats what is your portability to pay etc. things like that. So this information is given to you just for strictly your you know processing of where things are at in terms of other things that impact our budget. You know what is that median income for town? What is that looked at when we go how is that looked at when we go to um negotiations? You know people in poverty in town to 7.7 United States overall 12 Connecticut Connecticut 10 um town assigned and unassigned fund balance. What is the trend there? Is

117it going down or going up? So, you know what's at the end of every year being transferred over to their unassigned and assigned balances. You have your ERF, they have this um and this is the balance in there at this time about 15 million. Um Talin ranks 34th in Connecticut for the equalized mill rig. Talin's budgets in the last 5, 10, and 13 years. If you look at the average, say over a 13-year period, our average budget is 1.71%. Um if you look at some other towns like we're compared to Ellington a lot Ellington has had an average of 3%. The differential is about5 to6 million over a period of um five or 10 years. So you know the if you look at it it's got all of the approved budgets. These are the ones

118that were appropriated to the board and their percentages. It's what was approved. It's the dollars that that you were allocated. So that's one of our challenges sometimes is over that period of time there is a there is a deficit that has occurred in terms of what would have been um you know um at the you know 3% funding versus where we were at. Um the town's ratings uh per pupil expenditure it's hard to crush this into a little graph but we are 143 out of 165. So the highest and most you know the highest per pupil expenditure is one uh we are 143 and the lowest is65th that's heart I think so you are definitely not you know in the overspending per se from a per pupil expenditure point of view as far as the

119state kind of allocates it that little yellow box is you um so you're at the bottom end of it and um that that can be looked at in a couple of ways um teacher compensation I give you kind of where the mean spell this is the last negotiation cycle so that's the data I had at that time for HDHPs but you can I provide this information so you can see you're not getting fleeced by the unions right the unions are not making or you know doing or getting anything that is significantly different than other um other um teachers for instance in other bargaining units in other towns. So um in fact if you look at the negotiated settlement information your negotiated settlements with both your teachers and your administrators are both lower than the average

120settlements. So when you look across the 40 districts and the 37 districts that were uh in negotiations at that time uh you got a settlement your negotiation team got a settlement that is lower than the average of all of those districts for both teachers and admin. So, you know, if you hear something out there that these negotiated settlements are way out of control or whatever, they're lower than the average in the state of Connecticut. Um, the rest of it's not, you know, not crazy either when you look at it. Um, overall average class sizes. The enrollment page has more information. You'll notice that I sent you an enrollment report a day ago that really breaks it all down. Uh this is a very smashed one table version of that, but it lets you know kind

121of what your general overall averages are in classes. Um the existing debt service in town continues to over time drop off and that data is provided because that comes up as questions. And then FTA position loss. Sometimes people say, have you made an adjustment for the enrollment change? Yes. Um actually from fiscal year 6 to 26, 47 teaching staff have been reduced. So if you look at that as a ratio, it's about one teacher reduced for every 22 students in enrollment cla lost or about a class. So has there been an adjustment? Yes, there has been an adjustment for enrollment. Um other information if you really are able to look at that enrollment document and I post that to the um the budget site too. I'm going to be updating this year's and posting it

122all up there tomorrow. I just need to get this to you tonight. Um you can see that um our actual enrollment and I'll show you I'll jump to the enrollment page here for a sec. Um the actual enrollment right now u is not projected in the next five years to get you know lower than 2000 and actually you're you're pretty much where you're going to be. Um even into the foreseeable future you have settled into where Thailand is probably going to be. So, you know, you're at 2121 as of January 12. Next year 2086, then 2073, but then you go back up to 21101, and then you go back up to 2129. You're going to bounce in and around these figures for quite a long time. So, you can see the NASDAQ projections and trends

123in the next two tables below it that preK5 is going to pick up some kids over the next 10 years. K5. Similarly, you know, taking out K preK, you're still going to be picking up kids over the next little year, couple of 10 years. And over a 10ear span for all grades, you're going to um stay pretty much where you are or pick up a couple of kids. So, the bottom line is, have you made an adjustment for enrollment? Yes, you reduce 47 teachers over that span of time, a ratio of 1 to 22. You really don't have any other adjustments for enrollment to make now because you're pretty much plateaued. You bump up and down a little bit, but you're not really you're actually going up. You're going up. Not a ton, but you're

124going up. So, you've plateaued and there doesn't need or should there need to be a further adjustment for enrollment purposes. So, I point that out because that does come up sometimes when people say, you know, have you adjusted for such? Um, this is the object page. It just truncates. These are rolled lines. When you look at those appendices, those are extrapolated. These are all rolled up and they just give you kind of an idea of you know these lines for the current budget, the proposed budget, the percentage change, the dollar change and a lot of times questions will be generated off this page like why did we change it? Um these lines do roll up multiple other lines. So there are a series of lines that you know I will be answering questions about. um

125they're they're aggregated into you know these these lines so you can fit it on a page but um those questions when I answer them I'll be extrapolating out and explaining what the other lines are that are rolled up into it. Um federal grants this page gives you an idea of what we expect for federal grants um for the coming year. This page gives you state grants for the coming year. uh excess cost reimbursement. Um the state of Connecticut when we're talking about reimbursement, it's called excess cost. We get a reimbursement in February. We get a reimbursement in May. Uh 75% of the what we're going to get we get in February. About 25% we get in May. Um and this is about what we get. Um there's also some clarifying language about the thresholds here,

126but that's the budget page has more of that. Um, this is what I I added this page a few years ago called the budget funding estimates. It just gives you pretty much everything in one table as to what the general fund taxes, ECS funding, general operating budget will be, what the state of Connecticut's excess cost reimbursement is, what we plan to get for pay to participate, um, what Medicaid charges. Um, it puts the federal state grants on one table as well. This is sort of everything that I just talked about. smashed into one table. So you can kind of see it all in one place. Um then if you go to the personnel staffing, these are the net changes in personnel and staffing from the act, you know, the actual figures of this year to

127what's proposed. And you can see the four positions that um we expect to go up. That also has some ins and outs with those grants. The enrollment page is what I talked about with enrollment there. um technology is strictly what our plans are for tech and how we're trying to accommodate for um change over to Windows 11 and the kinds of equipment we need and all you ever wanted to know about tech is in the tech section. Um and then if you look at transportation our transportation increase for next year is 5%. Um, in our contract, we negotiated that if we wanted to extend it for two years beyond the three-year contract, those two years would be at the lowest percentage, which is 5%. So, it's it is we're getting the we're reaping the benefit

128of the contract right now. The 5% is about as low as you're going to get anywhere, probably much lower than you're going to get anywhere. So, we are going to extend that for those two years at 5% and next year is the first of those two years of extension that we're getting that 5%. Those of you who are who were around for the transportation negotiations, and I think only one person took me up on being part of it, which was Jen at the time, um but understandably so, people are really busy. Point is, um Jen could also or Miss Scoutch can speak to this. Um we bid out and we reached out to 13 different entities. Three came to the table and only one bid. So there wasn't any competition for you know the bid.

129There was only one bidding. So in Connecticut in a town like this you either build your own bus force or you do have to work within you know the constraints of what you have and this is a very good contract. Um and first student has been very fair and so um you know we we actually have a great contract at the time it was it was determined to be a great contract and 5% is a great percent increase for us to have um you'll see other towns are not going to have that not not at all um utility projections this is what um Mr. Toss was talking about if you now look at this sheet you can see that that bank principle and bank interest is gone because we used the the board was taking

130the interest and the uh you know it was paying interest basically on geothermal that uh technically it's not supposed to be something that was going on unless you have an esco and the esco there's a long history about why that was something that did not work out and people were not in favor of it and did not like it and um that actually affected our solar conversation because basically it was we never want to live that again. So, um, you know, while there's some benefits to having a utility internal service fund, you are no longer paying principal and interest. So, you can see that those no longer have, um, incurred figures there. And, you know, Mr. Thompson, it is about a million. So, it probably would go down to about 900. >> So, you should

131see that change in the next cycle, just not this one because we didn't have it installed. >> Um, and then other information about, you know, that energy stuff is there. Then there's the uh intrad district tuition information. Now this is not specifically special ed per se. If a child goes to certain charter schools, we have to pay for some of it. So we actually do take a hit of about 214 to $234,000 when kids go to the magnets or charters, mostly the charters. Um, and the state of Connecticut invested a tremendous amount of money in them. So, you know, I visited them and I've done cooperative activities with them and I designed a class with them called teen leadership, you know, um, Three Rivers Magnet, great school. U, they got a lot of money from

132the state and they do attract kids because of that. So, um, you know, one of the things I was trying to do was certain pathways so we could compete with that. I've tried to retool that because that got cut. It was not supported in the budget. Um so, you know, I'm doing what I can with what I have, but we tend to lose about 234,000 of attrition to the charters um and other tuition schools. Special education. This section is what um what I referred to when I was talking about how reimbursement works. So you can see that you know if you have a outofd district tuition of 125 we have to pay 894 of it then beyond that is 35 but um if we're estimating a 70% reimbursement of it we're getting 24. So our

133total cost out the door for that is 100. So that gives you an idea of how it works. a $125,000 um outplacement. You know, we we might end up paying the 89 that we have to initially pay much plus the 10 that is not being funded. That is that 10 that's supposed to be funded by the state. All of that is supposed to be funded by the state and generally it doesn't. So, we only get a percentage back and this this 125 would end us end up costing us 100, but at least it didn't cost us 125. Then example B is those 10. If you have kids that are at 89 or below and there's 10 of them, you're paying the full cost because it's the 89 threat. By the way, that threshold changes and

134that's what happens is, you know, that moves around. So they might say, "Hey, we're going to give you more, you know, more uh excess cost, but then they raise your threshold." So the number of kids that qualify for if low. It's it's a shell game. And that's why, you know, we end up paying, you know, pretty good chunk for it. But it's again, it's not just us, it's it's everyone. Um, and then open choice programming. Sometimes people have questions about open choice. We project uh it's a great program. Um, you know, there are talent students from Taland and Talin students from open choice. Um, uh, about to 13 kids we're projecting will be choosing us. Um, right now we've had about 100,000 that we get from it. Next year it will be about 125,000. The

135more students that you get in open choice, it um it magnifies. There is a increased multip multiplier. So if you get to the point where you have 4% of your student population are students of open choice, you're getting the maximum of the re, you know, of the tuition from open choice. So if we ended up with 86 kids, which may be a goal at some point here, and let's say that was about seven kids per grade. Um, so that would be one child per classroom, say K5, right? Because you have about seven or eight teachers. It would about one more one more child per classroom all the way across the district. and then at the high school, you know, about seven, you're looking at a $700,000 um potential um benefit from that. Now, that's not

136the only reason to do that. Obviously, the the the reason to do it is that it's great to integrate our schools and to, you know, have a common community, um have kids experience, you know, a diversity of individuals. Um you know, that is the goal. But uh open choice makes it so that school districts also you know uh receive a benefit for that students who come from open choice um any child that's involved in that program who comes to Talin we do not pay special education and we do not pay transportation so we will get tuition funds but we do not pay special ed and we do not pay transport two huge chunks. So the district does generally benefit. We have funded teachers through this. Um and the return for next year would be about

137129,000. Um and then there's links there that can explain more about the program. So that's the the fly over of of most of this tonight. Uh again, if we um look, you know, at your dashboard um that has on it the the budget submission or the budget question submission, just start doing it. And as I get them, I do my best to then get them, put them on the FAQ, and answer them. Um if I get 20 questions in a day, they're not all get answered that day, you know. Um, so what happens typically is an influx of questions come and I nail I go to each one and I do each one as I can. The more detailed the question, the longer it takes to answer. So you'll notice me start answering some and

138bouncing back to others. It's not done necessarily in the se sequence received. It's done in the complexity of question. So like if one question cost me 10 hours but you know five questions or 10 questions cost me about two hours I might do those five 10 first to get those five 10 answered and I'll continue to work on the big one that takes 10 you know so they don't get answered in the order received but I do try to get them all answered by the the coming meeting. Now, if there are a bunch of questions that come in, you know, 24 to 48 hours before the meeting, I can't always get anything that's in that timeline answered there will probably be answered soon after that um before the following one. So, um last time I

139think there were 84 questions and they were very detailed and quite big. Those of you who remember um the last couple of cycles, you you know that it's detailed answers that you're getting to these. So um then documents go with it. So this is the stage we have entered now is between now and February 11th. You post your questions. I focus my attention strictly on the board. It typically uh you know public can ask questions but you guys are the ones who have to pass your own budget in February 11th. So I I put pretty much all my energy to answering your questions. Then once that budget is out there and it goes out to the it is the board's budget and then becomes the town's budget, usually I'll post answers to the public's questions,

140but I focus my answering on you right now because that will take all my most of my time and you need it to make your determination. So um now between now and February 11th, you come to those meetings, you come to the rotation workshop, you ask your questions in the rotation workshop next week, you're coming to the board meeting and we're talking about it. and deliberating. I'll be putting up reductions, you know, that you discuss um and offering things. Um that budget eventually gets modified to what you want it to be. Um and then ideally, you're letting me know probably that week before um what you want to happen because I have to bring that to you by February 11th. So, you're letting me know and I mod make those modifications. that booklet you got,

141you get another booklet that's yours and it's your figures. So, um, I do your bidding at this point, but by that week, that first week in February, I really need to know, you know, what you want because it takes me a while to get it all worked in. And we have to run it through and print out all the printouts and all of that. And then that becomes the public document of the board of ed's adopted budget. And then that's what we talked to the town about. So if that makes sense. So I think that took me about a half hour. >> You did well. >> Try to keep it >> um >> and thank you Dr. Willlet for I mean this is my first time working the budget as chair. Um you put in

142your holidays, nights, weekends. Um so thank you to your you and your staff for all the work that goes into making this um document for us. Yeah. Now remember that your dashboard is also your your resource. So there there's information on the dashboard. There's a tool that um I already set up for some production. So if you look on it, you can see you know what some things could be. And then you also can see I color coded it. So if you take the red, it goes to this percent. You take the blue, it goes to this percent. You take the gray, it goes to this percent. And then I'll be adding things as we, you know, in the next couple of days and in response to your directives, um, I modify, you know, these

143tools and you'll get to see how it impacts things. But right now, that's, uh, when I talk about, you know, what we were doing this year, the chair and vice chair, we talk a little bit as we go in. This document is there for you to think about as well. Um, but it's it's a tool that is not it's it's something that continues to change. It's not like it's not static. Um, it's changing and it changes with what you tell me to do from this point on. So, this was just a way of giving you a beginning idea of that. And I tried to color code it so you can see chunks. >> All right. So I will now remind everyone that let's keep this to high level or clarifying questions if we can. We

144will have much longer to talk about this um on the 28th. We can also see how that meeting goes and decide if we need to add another meeting if we need to reach out to the town council to request a joint another joint meeting. Um but I think it's best that we at least see where we are headed on the 28th before we make those decisions. That's okay with everyone. So I will now you know what to Dana's point maybe I'll maybe I'll just go around if that's okay and see if anyone has any questions Joelle would you like to start do you have any questions at this time >> I don't have questions I do have a comment you know like you already said thanks for all of this and I think you know

145I don't have questions now because this is a lot you know next week's workshop is going to be even more and even more helpful to expand on what Dr. Will it already has given us. So I'm just going to wait till after next week and then you know pose my questions as as he directed or he's provided us with the the uh u the link to put the questions on. So that's all I got. >> Thank you. >> I actually think I'm kind of in the same boat. There's a lot. I don't have a specific umbrella or overview question yet. Um, now I I think I need to sit and think and come up with Yep. >> Where am I? >> Dan, I'll pass. Okay, go. >> Yeah, I've got a lot of specifics already,

146but now's not the time. >> But I think, you know, that's been through it a handful of times. You know, I think you're already ready to dive in, but that's not this meeting. >> Right. Right. >> Yeah. That's not two things. Is there a point of clarification on the energy? Are those with the new proposed prices from the town council? >> These are Yeah, we we set prices in collaboration with >> Okay, perfect. >> So, that there was it's a little bit of an estimation, but it's close. Locking it. >> I just saw they were milling over some new new rates and whatnot. Okay, thanks. Yeah. >> And then the other thing I just did as a communications uh committee chair would say that we will be putting out and also exploring with the new

147members uh more uh information with the budget kind of similar to what we did last year and try to update people remind people where to go and you know where to submit a question or all that kind of stuff as the process troubles along the next couple months. So we work on mobile wall yourself I'm sure just to kind of get the okay >> might want to blast that >> and I'm good for now. I mean there's a lot to digest here obviously and um you know after the workshop we'll get a lot more of it and you know go from there. >> Okay McKenzie >> I have to unmute. >> Yep. You went off um camera because it was a little uh staticky for her. >> Oh good. Thanks John. >> Okay. Thanks. All

148right. Thank you everyone. We can close out that agenda item. >> Goodbye. >> Nope. >> Motion >> now. [laughter] >> So now we can jump down to old business and we are at the board of education golds. >> All right. Hopefully I I've I'm hoping to have made this as straightforward for you as I could. you did rank them and um this table shows you where you ranked them. Um the number one goal they or the most highly ranked goal was um was the budget goal develop and execute a transparent well communicated and fiscally responsible budget that strengthens public trust and shurers accountability to taxpayers and supports the district's long-term financial stability or a score of 34. That was number one. Number two is ensure all students receive an academically rigorous education that prepares them

149for post-secary success across multiple pathways, college career and real world world pursuits by providing broad range of learning opportunities aligned to individual interest and future demands. That was at a score of 31. Your second most highly ranked. Your third most highly ranked was safety and security. Prioritize student safety and well-being by maintaining appropriate levels of schoolbased health and security personnel including nursing staff and school resources and security officers support prevention response and paytoate student needs. Um fourth rank the 27 well these are actually tied um was a current goal for facilities ensure that our facilities properties provide strong safety security structure and wellness conditions for all students and staff. So that current one is might might stay. And then at 26, tied for 26 were two community engagement ones. Ensure district communications clear, timely, and

150consistent across all audience, promoting transparency around processes, priorities, and decisions to strengthen public trust and understanding and improve community awareness and shared buyin around the district's long-term vision and mission by proactively engaging community in big picture conversations, including discussions on topics like regionalization and other considerations. Those were your top six. You can either keep them all or only some of them. Um the rest of these um this is a little bit hard to look at but um >> is this on the dashboard by the way? >> Uh yes. I think they are. I I they're I'll I'll put them on the dashboard tonight. I feel like um I got everything else up there. These two I might not have. So I'll put them on. But um but these are your rankings and so at the

151bottom here I consolidated your rankings and created that table. So if you you know kind of look at the bottom here the crosswise you know this is where the yellows were the top rated and anything 26 or above became that table which is that we had a Um, we had culture and climate. It doesn't look like any of those made it. >> Yeah, they weren't your top ones. Um, see, >> can I make a comment? >> We'll go down there. Culture and climate first. Let me see what your So 20 20 34 26 we had one for culture and climate that was rated at 23 on operations at 25. The safety security well that one made it in. Yeah. So your your culture closest culture climate was 23. Even if you don't have one I

152I do it obviously. Um but 23 would be the highest rank in culture. >> Yeah. So I thought basically we had six subsections. Not that it matters but we had academic, we had budget, we had community engagement, we had culture and climate, we had operations and we had safety and security. >> Yeah. >> So that's what I had as as the the high levels. >> Well, these are just your highest number. >> I understand. So I think what we we also have to decide is if we want if we want one goal for each of these headers um or overall ideas if we want to combine you know do we want to combine things like culture and climate and community engagement um so I think that's just an important point to consider too because if

153we have multiple of one then we may be missing something that we feel as a board we should be calling ing out something with you know operations or culture and climate etc. >> Now it is different boards you do have different folky different years. >> Yep. >> So um it when we create those categories it's just our best shot at the categories too. >> So go ahead. Um, yeah, I was gonna say that and my recollection is in going through some of these I'm trying to bring them up again now, but I can't. But that there was enough there was some of them had some overlap to them, right? That you could easily capture a one or two of them in each category, you know, you could just add this one word and then they

154were kind of the same thing, right? So, I'm not sure how we maybe I mean it's really hard to edit stuff by committee, right? So I'm not sure what the process would be for trying to sort of words smmith things a little bit and like it would be easy to kind of massage things a little bit I think and kind of come up with a proposal that tries to tighten that up a little bit but do we have to do that here like at an open meeting or is it possible you know can a member just come up with a a a draft suggestion whatever and feed that to to Walt and I mean how how do I think the goal was to kind of come with that tonight. >> Um, Dr. Well, I mean,

155we're kind of trying to hit our timeline on >> Yeah. I mean, I work forcess whatever you want to do, but generally what happens is you ideally would choose the ones tonight and then next next meeting we that table that I had showed you on the um, you know, on the board of ed's goals, it's on your dashboard, too. And I I'll pull it up here real quick. Um >> but on your dashboard basically you then apply that you know you um you walk through each goal and decide what you want my targets to be with respect to that goal roughly. Um you look at how you want to what you want to do to help the community uh understand and support that goal. Uh, so there's there's a whole checklist of things that we

156talk about to get the board's commitment on the goal. Um, and I'll show you that real quick. I'm just trying to also get on your dashboard this particular document. So, I'm going to put it there now. But, um, and then I'll call that page up. >> So, the rub there, JP, is that if we we push this out another week, we're pushing every process out. So, I don't know if there's something we could um we could look at while we while we >> What do you what do you post to just upload it on China? >> Right. Go ahead. >> Um I think Oh, I like what JP is saying because you're right. There are some of And when I was looking at some of them, like for instance, let's just take safety and security,

157right? has been a big topic for us, but several of the ones of safety and security definitely overlap. So I we could have some we could have ranked them all high but meaning we just want to focus on a safety and securityurities umbrella. So I think maybe the first point of conversation we can have with this because if I'm looking at these the top one if if we look and say if we if we discuss as a as a the board as a whole it's important to us to have something that is budget academic safety security and then community engagement. Can we look at consolidating some of our top ones to maybe put like JP was saying of a I think that's where we kind of start our conversation if we want to because we

158we do need to do this here, right? So um >> and these by the way are consolidated. >> Do you remember um what you had? You had a whole bunch of stuff that >> was really what I did is I consolidated them as best I could. So there's no one sentencers in here is >> No, but I'm I'm saying so like when we were looking when we were filling out our sorry I'm going too far but when we were filling out our form there was like multiple on safety and security that all were very similar >> and we could have like maybe we all said these these three were a five let's just say so then it's on the top. So you consolidated all those to one for this document is what you're saying. >>

159The things that you had I consolidated into those that made it to that form that then you used for ranking. >> Okay. >> And all the ranks are in here. >> So what we could do is and so what we could do is is >> Okay. Okay. So, Roie, >> and I just I don't want to lose track of of your comment earlier that we have other options here too, like we could word smith one for each each of the six categories. And, you know, maybe then we list them in an order that we think of as priority or whatever, right? But the fact of the matter is we're doing we're going to have some kind of culture and climate, right? So saying nothing about what we're targeting there seems a little >> odd to

160me. >> All right. So here's an idea. Why don't we go through each category? We know what the top one is. Um why don't we just look at why don't we look at the top one? If anybody thinks that we need to revisit um some of the others in that are also high ranked, we can do that. And then um and then we can the the couple that weren't in the couple categories that weren't in our top the uh operations and the culture and climate we can look at what the top one of that is and then we can decide if we want to keep all of them or if we want to combine all of them. So in the interest of time how about we do that. So if we look at so Dr.

161Willlet if you could go back to the the ones you've already um cons consolidated and ranked. Okay. So the top budget one we have is develop and execute a transparent, wellcommunicated and fiscally responsible budget that strengthens public trust, ensures accountability to taxpayers and support the district's long-term financial stability. So let me start by asking this. Does anyone does anyone object to going forward with that goal? want to think there's any word smithing that needs to go there or need you know maybe possibly you're looking at it or you remember that you may have liked some wording in another goal more >> obtain I'll stop um I think that I would like to add and supports the district's long-term u financial stability and I don't know if it's goals of the district or because it's it's

162talking about our financial stability, but that's not talking about is that is that a like a flourishing education system >> that supports the district's goals and long-term financial stability. It's important that item, >> right? I can tweak them like real time. So, >> so if you want to put the word right after districts, >> so develop and execute >> longterm um >> goals and long-term financial stability. >> It supports district's long-term goals >> or how about just district's goals because our goals right now are short-term for two years. This is >> goals and long-term financial stability. >> Yeah, why don't you pop that in for right now? >> Popped in. >> Okay, Bill. >> No, but this is about money. Budget is about money. Wouldn't you know, talking about district goals, and I know we

163didn't say academic, but you know, that's kind of where we're leaving. you know, those those types of goals, wouldn't that come under the academic category? You know, a budget goal is specifically talking dollars. >> Dollars should support our goals >> and that would come under academic, isn't it? >> Yeah. But I think the date just saying that our we shouldn't be just >> we should our budget shouldn't just be about long-term financial stability, but our budget should be about achieving the district, >> right? Aren't these the district goals that we're creating? >> No, we're creating this. We're creating them for them, >> right? >> What I was trying to communicate is >> district goals. >> I have some you do. We have district goals. >> Oh, yes. They're in your uh they're in all of

164your goals. >> And they're they're on your budget. Yeah. The budget. Okay. >> What I was trying to communicate and I hear what you're saying. What I was trying to communicate is yes, we can be fiscally responsible, but if we're not obtaining we're not utilizing the fiscal responsibility that we're we can say the term fiscal responsibility, but if we're not actually obtaining the goals of the district in all the capacities, then are we really being fiscally responsible? >> Fair enough. that I don't know if that makes sense to sing it. >> Yes. >> I just if we're gonna fund it, we got to fund it properly and funding it properly means being fiscally responsible. But what are we actually funding? What's proper? I you I don't know if I'm saying it. >> It's a circle.

165>> It is a big circle. >> It really is because I understand what we're saying. >> Number one. [laughter] >> I'm sorry. How does that matter? >> But so basically what we're doing, Brian, is that you know we have we had six categories of gold we looked at. Those aren't necessarily the top ranked right because you don't see climate and operations here. So I said in the interest of time why don't we go through the top ranked of each of those six categories and if anyone has something that they don't agree with with that or wants to add to that then we can do that. If not we can just move forward and say that goal is good. Next. >> That make sense? >> So wait that makes sense. Okay, >> I'll leave it at

166that. >> When you do that, so for instance, the the the one that we just did, or is that it? Am I putting an X? Like, >> sounds like Bill had a concern over the words goal, but he has now said that he's okay with it. So, >> so I'm going to put an X like this. >> If everybody else is okay with that, we can move forward >> because you can you'll vote on all of these when it's all over. So, >> all right. So, moving on to academic. The highest one was ensure all students receive an academically rigorous education that prepares them for post-secary success across multiple pathways, college, career and their world pursuits by providing a broad range of learning opportunities aligned to individual and post and future demands. So I will

167just start with this one and here is one of my concerns. I actually had a parent have a discussion with me today that does not believe that we are doing enough in the high school. um to um advertise um to um acknowledge to work with students who decide in their high school career. So after they have the ability in eighth grade to maybe go to um a volat school um or tech school. So, and they're actually going to to to write a letter in, maybe their child will as well, and then we can we can talk about that afterwards. But so, my concern is is that by saying this right now, I don't know personally what we currently have for that. I know we bring universities in. I don't know how many, you know, other,

168you know, construction, electric bow, other other kinds of, you know, careers we bring in to talk to students at this point. So, the way that I look at this is if I'm going to choose this as a goal, then I we need to uphold that goal. And in order to uphold that goal, we need to know that we have the resources to obtain that goal. And every one of those things, like the things that were suggested to me today by this parent who actually works in these industries and works with other districts that do some of these things, everything did not necessarily see seem like a cost thing or a high cost thing. I think we can do some of the things that this person talked to me about, but I'm just not knowledgeable enough

169to say that we have this in place already and I just caution us that if we're going to make this a goal, we need to make sure that we are doing these things and there may be a cost involved with that. and we don't know that and we're already looking at a 9.9% budget. So that's my concern with this specific wording of this bill. >> You're referencing clarity about career affairs post high school uh stuff or >> no different like if a student decides you know during high school that they want to you know pursue a career in >> agriculture. Yeah. agriculture or construction or um you know they want to be an electrician or a plumber they want to work for electric boat they want to work in the shop at Prattton Whitney that

170um we don't have to their understanding I don't know that I'm just using this as an example to their understanding you do not have a lot of that >> so that you know if we don't you have to if we're putting this goal in personally the way I look at this is I want to make sure we live up to our >> that's what the next Um that's what the actual >> but then if we're doing that and then we find out that we have to add programming to do that. Now where are we with >> in all frankness that's exactly what happens with your goals is you do you can't have a goal without putting something behind it. And that's why >> what if we already don't have that in your proposal. >> Well

171what I'm saying is well that's why with what you mean oh in my proposal. Well, that's why we wanted to put the goal process in front of the budget process as as much work as it is because you you know you do have to make there's nothing here that you don't have to make some kind of commitment to and that and that's let me try to find the that's what's on that board site for this um here >> that has the next step in it. >> Let's let Dr. Will finish his thought. I just want to pull that up at the same time. >> Um, it's on your dashboard, but if you go to that last stage and just the internet's giving me a little bit of trouble, but I'll get it up on the

172screen just about. >> But I think I understand that. Well, I understand that we we're going to then have to come up with a process of how to do that. I'm just saying that I'm looking at this now and I have a concern. I'm by the way, that was my highest ranked goal for this category. I fully believe in this. I'm just saying to myself now, okay, well, if we don't have something that's, you know, rigorous enough to for these students that decide during high school that they want to go on to these careers, we're going to make this a goal. We're going to have to do it. How do we add that to our budget that's already in process? That's all >> I just I do want to put up there. I understand and

173you know you got ultimately do what meaning this this is the what I'm referring to where whatever you do tonight or whatever you're going to do with your goals >> um the next step in the process is you extrapolating from that like of this goal what is the condition for success what can we say that we've met and you know what are indicators of success for this um what do you want me to do and you know what from my accountability point of do what is you you're looking to achieve on that goal and then public support. How do you build public support for it? So, it's kind of like doing a little bit of what you're talking about there and and the aligning it as close as we could to your budget process. This

174is as this is the best we could do to get it in here >> for your budget. >> So, I I'm I'm I like this goal. I'm okay with this goal. I think these are things that we need to be doing. Um, I just, you know, I need us I need to feel that I brought this up to the board and that we know that by doing this we need to come up with some things or or ask Dr. Willlet obviously to work with our staff and come up with things that can meet this goal and hopefully we can find ways to do that at no cost or low cost but there may be a cost involved with that. So that's all I was trying to point out. Hang on. We've got everybody wanting to

175ask questions. So Brian first. >> Okay. I don't want to take too much time here. Just what I'm just thinking. Can you put that back up? Well, I appreciate that. Um, sure. We've got number two. Is that cuz I'm just looking at what we have here currently on the top of our current agenda and that is that too specific of an item to where we're going to question this in too many different avenues as we go throughout if I just read some of these like you know we want to a datadriven positive learning environment you know and develop you know meaningful social emotional support students and staff. It's a very broad thing instead of this is like we're looking for something to help people with careers. And I and I and I think that in

176my personal view that is a little bit too uh rigid and specific and structured. >> Bill, >> I'll leave it at that. Thank you. >> Well, I was just going to say um I've got a sixth grader. Her name is Alex. She she currently works at a barn um in order to have horse and she trades the hours she works there for horse riding lessons. She would love her whole goal in life is to be a barrel racer. Her lessons are strictly western uh style riding not not English style riding. Um so she would love to be a barrel racer is is her goal in life and to earn a living doing that. We obviously can't accommodate her with this goal and I don't think that's a problem. I think that's okay. We're not going

177to be everything to everybody. But what we can do for her is offer her Rockville vote to have opportunities to be in something that's non-traditional uh schooling so that she can get something more. I'm with this goal. I don't think we have to I I I think it I hear you saying specific, but I also look at it as broad. I I think doing some sort of uh someone said a job fair or bringing companies in to talk about their industry. I think that satisfies uh this goal to widen the horizons um of of some some uh students thinking of I'm pigeonholed to finishing high school, going into college, and getting a desk job. No, there's a whole lot of other things out there. I was talking to a um uh someone that had firefighter

178training. I don't know the specifics of it, but I don't know. Did there used to be a a fire one class in in in school, but um in the high school to or or just bringing in uh some people to talk about that, you know, firefighting or police work. We've got a number of police officers um you know, are viable options and I don't think those are cost things to us. They do have a junior fire and a junior police, >> right? So I I think, you know, while I see how this is specific, I also see that it's that it can be looked at as broad with zero cost associated uh with it. Uh you know, maybe we bring Rockville Boeh in to bring give a presentation to our middle schoolers to say, "Look,

179this is an option when you get to high school." I think that meets what we're talking about in this is broadening our kids' horizons that it's not just high school, college, go sit behind a desk. You can do a whole lot of other things. military Joel, you know, that's something I don't know what Joel's invoice to us would be to come in and talk to kids about the Navy, but [laughter] you know, I I don't think uh you know, it's it's a whole lot to to bring in military personnel to talk to our high schoolers about the option of ser of armed force services. So, I think we can meet this with Z with zero cost. >> So, I just have to bounce back because the reason why I'm bringing it up is because I

180was under a lot of the impressions that you just said, but I was educated differently today whether it be true or not but it is somebody in the field and who does this with other districts. So for instance the concern about yes we do offer these middle schoolers the opportunity to go to these other schools. The problem is is that some children understandably so don't know that they want to do that by 8th grade. The problem is is that in some of these technical schools from again what I was explaining to you today was is that you can't be a junior and transfer into these schools >> right? you you have to know by by your sophomore year. So again, we're not really, you know, so we if we're going to say that we're going

181to train children to be ready, we're going to ready children for postsecary I'm using all the wrong words. Yes. For post-secondary success across multiple pathways, we need to ensure that we're giving that we bring in universities. We bring in the military. To my understanding, we bring in no to limited of the things I already mentioned, construction, welding, things like electric boat. Now, again, I think I'm hopeful like you. I agree. Hopefully, the way to to do that is with bringing those them in, too. Maybe reaching out to some of these regional unions or whatever it is and how they're working with other districts like Manchester to bring some of these things in. And maybe that is zero cost, but nothing we do is really zero cost because remember >> make a phone call. >> Not

182even that. But our counselor, I would assume it would probably go into the counseling department. The counseling department are going to have to run those events. They're going to have to be at these events. They're going to have to set these things up. So again, I don't know all the ins and outs of it. I and and I don't I don't know that we need to debate that tonight, but I'm just saying that that was something that was concerning to me with this goal that I want very much is that do we have that? Do we do we have that already? If we don't, we need to make sure that we do to say that we're working towards these goals and that may cost money that we need to make sure we're budgeting for. >>

183We do also we have had career pairs at TMS and the high school has had them and is pursuing one now where they bring in all vocations. >> But I understand these programs also they they do placements with children. they do internships in these jobs and we're not doing some of that right now. >> Well, and so that to to be frank what the board did not fund which was pathways in the past was actually looking to do those kinds of things. >> We got trained you know at the state I went there Margaruti went there you had to be kind of certified to be able to make intern placements and >> that was one that was something that was part of a trajectory at one point but was reduced. That's but that's for us

184to make placements. I don't think it's our job to place kids in post high school work. >> Well, people have to coordinate the >> during high school just like we do internships for children in ed that are going into education during high school. >> And we do have those options in Cheny Tech and Windham Tech. You know, the I'm one of those people that you talked about that I tried to get Lewis into Cheni Tech and I was continually put on the wait list for two years for him. And you know, it stinks because my straight A student does not want to go to college. He wants to be an electrician. And you know, that's great. You know, it's a great career. Um, but I wasn't able to get him in to Cheni. Um, and

185he's now a junior and there's not an option for that. So, you know, I I am in that same boat that that you're you're describing. Um, could I have pushed a little bit harder in his eighth grade and ninth grade and 10th grade year to get him off that weight list? Maybe. I think some of this is lack of knowledge on my part of the system of how that system works. But I go back to saying, you know, we can try as hard as we can to be everything to everybody, but we can't. >> That's not the question here. The question is, are we doing are we doing as a district what it takes to meet that goal? >> Are we doing as a district, do we have enough? Do we have if we're saying

186multiple pathways, college, career, and real world pursuits? Are we doing enough for those students at this time? And if not, then we need to add those things in order to achieve that. Am I upset at the district that I didn't get Lewis into Chini Tech? No, I'm not upset at the district. >> That's not what we're not talking about going to. We're talking within T the Thailand public school system. Are we achieving that goal? >> The other thing is if you have that, let's say you did take you you might not be achieving it now, but the purpose of a goal is you're >> you're setting it to achieve, right? >> So what you'd ultimately do, and you could add vocation to this narrative, >> you're telling me, you know, you're making that a priority.

187So then there's something I'm not doing because I'm doing that, right? So if you want to make that a priority, like you know, putting those things in place, then I've got to probably move resources around and something else won't happen. So that can happen. But an example is the engineering pathway. But but let me make I'll make a statement in a minute. The engineering pathway was that kind of thing. We were setting up internships. We were setting up externships. We went to the state's training so we could get certified to do that. Um, so we were on a path for that. I can veer us back into that path. We'll probably have to not spend money on something so we can spend money on that. But to your point, um, uh, when I went to

188school, there was electric shop 1 2 3 4. There was auto shop one two three 4. There was wood shop one two three four. Most schools don't have that anymore. they went to steam, STEM, you know, the kinds of engineering things. So now a lot of schools in Connecticut, how they address that is that you go to the, you know, the the texts, you go to Henry Abetch or you go to, you know, Cheney Tech or you go to um or you go to um a a schools if you're interested in agriculture, Yo Smith or Rockpole. That's how a lot of that gets handled today because a lot of schools have gone, you know, that they've really broken that out, those pathways out. And then the kids who do end up thinking, well, I want

189to do automotive later. They they go to an automotive school and get ASC ASC certified or something after high school, >> you know. >> Okay. >> But if you do make it a goal, you don't have to have everything in place for the goal now, but you're setting my direction. >> And that's all I was using that example to explain to the board. I need to go to Joel. Yes. Yes. >> I I'm I'm kind of on the same uh path as Bill. It it it's like do we do we need to have something within our four walls or do we just need to make people aware of the opportunities that are there you know that that that's what you know and and guess what next week we get to ask these questions even more.

190We get to you know talk to to to the counseling department exactly like hey what exactly do you offer these kids? What do they see? What opportunities other than, you know, you know, is there something, you know, cuz barrel racing? Is there anything out there? You know, and it is sometimes it's just going to require people to to to dig a little deeper and figure those things out. My daughter wants she loves tractors. She wanted to go to um Vernon and she was kind of mad because there wasn't too many girls there. It was all boys. And she was like, "There's not one picture of a girl on any tractors here. It's all boys. Girls don't drive tractors. I do." You know, so it's like, you know, just changing maybe the optic of it and

191letting people know that, yeah, you can do it. You know, my daughter saw that, she was like, I don't want to do it cuz there's no girls there. It's just all about boys. And she wasn't educated on it. She just saw the the pamphlet and she was like, no, I don't want it. So it's, you know, the awareness is is to me is is what needs to be, you know, part of this whole academic uh goal. That's my two cents. >> Really? >> Well, that is almost exactly what I wanted to say. Like it doesn't even have to be a fancy career fair. It literally put a poster up that says, "Hey, we, you know, you can be an electrician. You don't have to go to college. You can be a plumber. My brother's a

192plumber. He wakes makes way more money than I do. And I have a bachelor's degree, [laughter] you know? I mean, there there's a whole another part of the world. And I think it would help. I have a kid that's struggling in school. He's frustrated. He doesn't see how it's going to relate to him in the real world. I think showing them that it's okay. It's okay to struggle right now. You know, we just have to get through this. there are other options and I think in this goal there's a a ability to do that for them um to support them kind of that way and normalize that you don't high school isn't just about going to college it's about preparing you for the role um and then you know speaking of career affairs and all

193of that my daughter was a recruiter um I can tell you 100% it will not cost you know like they come out they want to come at. They are going to help. She actually did talk to um Mr. Bolan about setting something up in particular. This is not her area. Um reaching out though because the high schools can kind of sponsor a um the ASP test. The kids can take it in advance. It doesn't count against them, but they get to practice taking it and give them opportunity. We give them the opportunity to take the SAT. Why not the ASAP? So, and she wanted to actually reach out, talk to the counselor and see what what are you offering for them for vocational services? Do we have anything in place for you know that test?

194When I was in school, we took a test. What what are you interested in? And that kind of helped guide you and it was like, hey, this is kind of I don't know how much like that testing in particular would cost. Um, >> I think they do that with Navian. >> Okay. I think that is part of the software that that they use called Navian, >> right? Yeah. So, you know, just just like I said, I think when I originally had kind of mentioned the outside of college pathway was just because I think we I I would love for that to be our goal to normalize and be like it's okay. You do not have to go to college. Oh, yeah. Yeah. So, thank you, McKenzie. Oh, yeah. You're still at >> Should I speak?

195>> So, uh I just, you know, wanted to add I also something on the the prior goal, too. But you know when I I when I read this particular goal, right, it says to me that we are committed to helping students receive uh an academically rigorous education that prepares them for the world they're going to enter, right? Whatever that is. And and I certainly, you know, wouldn't necessarily be be behind a goal that, you know, puts programming in place where, you know, kids need to know at 13 or 15 exactly what they want to do for the rest of their lives, right? But there are um as examples have been given, pretty simple ways that we can um acknowledge, you know, the the changing landscape of the workforce that our students are going to enter,

196right? Um and and yes, I think that's different career paths, right? When I was in school, there were there were no options besides go to college, right? There was everybody has to go to college. That's what success looks like. Um and and the world has changed since then. And that's a that's a real thing. Um but also the technology they interact with is a is a real thing that's different now, right? And we should be preparing students for different kinds of technology. and different ways of thinking and different problem solving activities uh that aren't just about you know deciding by the time you become 18 exactly what you want to do with your career. Um, and so I think that this is a, you know, a great aspirational goal for us to have. Um, and

197and to to Jen's point, right, we we have to with all of these goals put our money where our mouths are, right? If this is something that we want to prioritize, um, we need to understand what's what's currently being offered, where the gaps are, and where we would need to continue to invest, right? Um, but I think that this is this is a valuable aspiration for us to have as a as a board of education. I this is, you know, the kind of education I think our students deserve. Um, and I think that this um captures kind of the conversations that we had in some of the original goal discussions um about preparing students, you know, for the real world. Thank you, Brian. >> So, the discussion listening many of my colleagues here have changed

198my mind. I'd like to roll the dice with this goal after the listening of people. But I would like to say where we're it says we have the real world pursuits dash by providing a broad broad range. I think when we that word providing is somewhat bother I don't know I don't think it's the proper word maybe some sort of either providing either information or data or knowledge facilitating >> yeah something I don't that providing to me seems like that we're going to provide that opportunity inside the district and not necessarily that's more or less what we're wanting that's just I spit on it. >> Yeah. So, looks like Dr. Will has put facilitation in there. I think that >> that would have covered it. >> Um, okay. I guess sorry. Um, so I rank

199this a five. Let me be crystal clear, but listening to the conversation, listening to Dr. the world's budget presentation, listening to what everybody's saying. And as Mackenzie said, Jen said, put your money where your mouth is. I go back and because one of the big things, one of my big charges since I became a board of education member or be in prior getting involved with the town and with the schools was supporting the whole student, right? We have athletes, we have carpenters, we have horseback riders, we have um academics, we have, you know, folks that want to go into engineering, all of that, right? But then I look and we last year we reduced the source the support for pathways. We took it off the budget. So now we're talking out of both sides of

200our mouth. The early childhood child care development program at the high school, we removed that two years ago. That's the whole student. that's an alternate pathway. >> I don't know what's going on with the kiln at the school if it's still there, if it's a program we provide. Um, you talk about some of the data technology so kids can go into tech and maybe and and that could be a college career path, but we have tech classes that we're not offering. We have um language classes we're not offering. So although and oh my gosh do I want this goal to be for our students and do I want to have an opportunity to have the next you know World Cup soccer player and the next barrel racing champion and the next you know electrician that's

201going to save us from the next storm 100%. Because you know I there's a lot of people I'm going to motion to go past 10 motion to go past 10. So move second. Third >> I'll second. >> I can't because I have it online. Jada. >> Hi. >> Bill. >> Hi. >> Joel. >> Hi. >> McKenzie. Motion to go past 10:00. >> All right. I'm going to I and we're going to pass that motion anyway. All right. Go ahead. >> So anyways, so my point is is again looking at the goals and this is really what I want to do. I want to have everything for all of our students or as much as we possibly can, but the reality of it is we're not going to be able to fund it. We've already taken

202away large I don't want to say uh additional uh opportunities. the early childhood program. Like I drive by that freaking dome and that little playscape and that room and I'm like there's so many kids that want to be in early child care. There's so many young students that want to do early child but they can't do it here at town. So yeah, we can find a place to to send them but the goal is for what we can do in house. Now I appreciate the conversation career fair. Yes, we had Paula from the bank that came down to that. We've had some of our police officers. We've had the fire department come. We have the whole Shark Tank thing. There's some really cool stuff that we've done to help the the whole student. Again, I

203I want to be able to say that we're going to be able to realistically support the school. And again, I'm going to reiterate what I'm saying is I rank this as a five. But again, through the budget presentation and what everybody has been saying to I wholeheartedly think that we can sit here and truly truly support what we're trying to put up on that pool and I and I can't what I already have the early childhood program and then the pathways that was what a couple hundred,000 Dr. Wood on last year's I don't know what it was. I don't even want to throw out numbers and name but it was a large point to support the alternate the I don't want to say alternate pathways but different pathways for every single type of student that's

204just and I don't know if that's an answer to anybody's thing but I I wanted to listen to what everybody had to say because I feel like everybody's heart really is in the right place like we want to do these things we want to have the career affairs for these these military you know students want to go to the military and all that other stuff so Um yeah, that's what happened. >> Um you know, sometimes what you'll do is if you have a goal that you want, you can direct me to just do what I can with what we have. And you know, it may not be that we'd have hundreds of thousands to do it with, but I I would do anything I could within the resources we had to execute that. So if

205you give me a goal, I try to achieve it whether we have, you know, all the funds for it or not. But it does impact how far I can take it, but then by the end of that year or, you know, not necessarily this year, probably it'll be next. But um then I report to you what I'll be able to do. Yeah. And what we've done as a district sometimes like to use Miss Filman's example, it's true that you know that child development got knocked off, but we provide internships with our um you know with our F FRC program and that F FRC program has a preschool situated and those kids can take internships with the F FRC program. So we don't have the family consumer science program that we had. I mean that that

206part of that, but we found a way to provide at least some partial some program that did allow kids to have internships in a role with children in the um F FRC memory resource center res school. So you know I I can I will work to find ways you know whatever goal you choose. So, I'll I just want to wrap up what I was saying with this. I would like this goal. I still believe very strongly in this goal. Um I I merely was just trying to explain that, you know, I just had a parent reach out to me today that that feels that we're lacking. They have had a student go through our schools into a typical college. They felt that child was very prepared. they have another student about to graduate that is

207not going to be going to college that didn't decide that they wanted to to go into these other possibly this other career until after those options were gone for them to transfer into one of the technical schools and they don't feel that they're as prepared. So when we make a statement that says all students are going to receive an academically rigorous education that prepares them for post-secary success across multiple pathways college career and real world pursuits to me I'm looking at is that a child going to college is going to feel as prepared as a child going to be an electrician. Now, does that mean that, you know, when I worked at Prattton Whitney and I was a sales manager for the, you know, spare parts of commercial engine sales, that that specific job was

208taught to me in school? No. Right? So, no, you're not going to have a barrel racer. No, you're not going to have a specific thing. But these are larger careers that we're being told by parents and that we're not meeting at the same way that we're meeting our college kids. So, that's great. Let's make this a goal. Um, but we have to be prepared then to look at that, to work with that, to prioritize that for Dr. Willlet. That that's that's all that's all I'm saying. Um, the other thing I was going to say, and this has nothing to do with not wanting it, but to Brian's first point and Bill's f first point, I know you changed your mind about being specific. I think we can say the same thing with this goal by

209taking out the college, career, and real world pursuits. We're saying that we're preparing them for post-secondary success across multiple pathways by facilitating a broad range of learning opportunities aligned to individual interests and future demands. I think we can pull those things out and just say we're going to work to give all of our students the opportunities that they deserve to go into these, you know, postsecary after school after high school options. So that's just another thought I had. You went away. Okay. >> I'm not but I don't want to take that away. If the majority would like it to stay. >> I actually thought the same but it's saying >> you're just tightening up words that say basically the same thing. >> Right. >> Are you saying end it? >> I'm just saying just just

210the the pieces in the specifics in the dash because you're still saying >> ending it at pathways. >> Yeah. But still by facilitating a broad range of learning opportunities. It's I'm >> if that's the sorry for joining late here I am. um if that's the case the ensuring all students receive this and that um I don't know what the language would be and blah blah blah duh but you know again providing you know offering that guiding students to a point where we can for figure out the wording again guiding students to a point where they're independent thinkers and making decisions based on their individual um interest and future demands I feel like is different than ensuring all students receive an academically riggered because we can't I mean we just got rid of clubs and activities

211last year and that's was probably the number one contributor to where you know where my life went. So I don't take this whole goal seriously to be honest with you um because of what our actions from last year and that's just me being honest. So, um I if if I I like the premise of what you just said of somebody feels like we did not we did not provide them we did not ensure that their student received an academically rig rigorous education that prepared them for postsecary educa uh postsecary success. So I'm not sure if I can even get on board with that first that first part of that sentence right now because this is this is real. we we're not ensuring that we're we're we're providing this to all all students. And I'm just

212so sick of settling for in and I I don't disagree with the let's get it out there. Let's let's make sure that they're aware. I'm just so sick of settling for posters and and and and you know, hey, go do this. Good luck. You know, I I take a lot of pride in the work I do with my fifth and sixth graders. Not just, hey, go do this, be done. No, no, no, no, no. My life, my purpose is dedicated toward children because shoot my future is my future is hopefully working with kids forever. Who knows what theirs is yet, right? And so they don't know they don't even know how to get to that point yet. So I just this goal we are not doing it in my opinion. We have not done it

213since in at least at least with 100% um support in our budget in our financial process here um for me to support this goal here. So, I know I joined late, but after hearing all this discussion, I liked hearing everybody's bits and pieces and I like all the ideas, but to the point of I can't guarantee that we're doing this considering again last year we just got rid of clubs and activities and all these things. Um, I just I don't know. That's sort of where I'm at. Hopefully that made sense and I talked too long. >> One more real world point just because you made me think of it. >> Yeah, >> we have a waiting list to get into culinary at the high school of what I mean I believe it's over 60 70

214students. There's not a waiting list to get into math. >> I don't think there's a waiting list to get into personal finance. >> Well, your heart be >> it comes out in the but in the sky. >> But but they are >> you compare electives to required classes. >> But is that's what I'm not saying we are. I'm saying this goal puts them in the same bucket. >> Put it in the book. >> That's all I'm saying. I'm not saying we can do that. I'm saying this goal says we're doing that and I don't know how we get from here to here in two years. >> Okay. >> Of course you >> can I say maybe that we table this one and maybe move to the next and kind of maybe clear our minds a

215little bit. >> Maybe circle back. >> Okay. I think that's a great >> I don't want to run the meeting. I'm just I feel like we're on this for 30 minutes. So >> thank you for that suggestion. I agree. Thank you. So no one is opposed. Let's Why don't we do that? >> So let's go down to community engagement. Oh, I'm sorry. Safety and security. I'm sorry. >> That one is prioritize student safety and well-being by maintaining appropriate levels of schoolbased health and security personnel, including nursing staff and school resource and security officers to support prevention, response, and day-to-day student needs. Love this goal. I have the same issue with it. We're putting nursing staff in here. And we we greatly reduced our nurses last year. So, if we're going to be specific like that,

216I hope none of us thinks we're cutting reducing any nursing staff for the next two years. >> We just added >> Go ahead, Jaden. >> Add back. >> I was I was just going to say and and even if and that goes that that >> even if we don't cut it, right? So, even if that first proposal we send to the town council is we keep all our nurses and this and that and the town council passes it, great. Referendum comes, fails. Now, what's one of the next big ticket items that could be cut? It's a nurse position. Now, we have to reconsider whatever we So, I agree with Jen's point here, especially considering last year, last year's process, and that what a few weeks ago, we just added a nurse back, you know, midyear

217and whatnot. So, um I think I'm in alignment there. Um even because again, even if we support having a nurse, uh every nurse position in our initial past budget, we all agree 90, which would be phenomenal. I would love that. um referendum comes, town council could still tell us, "Nope, this is way too high. We need to go down here. What's one of the big ticket? It's going to be a nurse position. It's going to be um one of these other positions that were in here that I got to look through before I even comment on." So, um I think I'm I think I align myself with Jen. It's the same concern as as as the goal before. So, I don't know. Just the concern repeating itself, >> Bill. So when we when we look

218at these goals, you know, some things of of funding nurses or positions are out of our control. You know, if we get told, okay, you only have this percentage, you know, and we have to cut, does that mean we failed that goal because we have to make reductions somewhere? >> In my opinion, yes. But if we >> let's let's think about last year. We didn't have a whole lot of options, right? >> We realized our mistake and we added one of the nurses back to really be at a minimum level of what we can be safely be at. I think we were all in agreement of that and you know we all agreed with Dr. Willlet on that. But you know did we fail that last year because we were put we our backs were

219put into a really bad position. I'm not sure that we failed it um because our backs were put into a position. You know what else if the town says you only have this amount and we have to reduce somewhere. There's only certain areas where we can reduce and we were in a really bad position last year. So, you know, I hear what you're saying that that we we potentially could fail if we have to make certain reductions, but there's there's certain you know, we don't have the final say in the budget. We don't have that final say. We we're we're told to make very bad decisions year after year after year that are that are difficult on all of us. So, you know, I I I hear you when we say we have to be

220ready to fund these things, but ultimately, you know, we can say whatever we want to town council um and to and to, you know, the town manager and and they can decide what comes back to us. And ultimately, it's not even them. It's what the the town says comes back to us. And you know, I don't know if our success or failure in our goals are based on what we're told we have to do. >> Sure. >> Wait, sorry. >> Did somebody else have a hand? >> Mackenzie's hand is >> Mackenzie. Thank you. >> That's fine. I wanted to propose maybe combining this goal and the next goal um and maybe rewriting it to be slightly less specific, but say something like prioritize student safety and well-being by maintaining appropriate levels of staff and um

221secure um and uh you know high wellness conditions in our facilities. Maybe a little less specific about exactly what staff that means >> I'm sorry I thought you're done. I'm so sorry. >> No, no. I think she does. >> She has mut. >> Mackenzie, were you all set? >> Yeah. Yeah. Go ahead, John. >> I'm sorry. I was actually just because you said that and it's not up here is the only reason why I'm interrupting during your thing is that there's another goal that I feel like is so similar to this one, but it's just a little w it's just a little wider. It was the one that said, "Provide highquality facilities and operational practices that emphasize strong security protocols, consistent behavioral expectations, and conditions that support student wellness and productive learning." In that goal,

222you're talking about having safe facilities, and you're also talking about student wellness, which brings that nursing part into it. >> So, it's just I feel like it's it's so similar. It's just a little bit more general and it it incorporates the the same ideals as well as bringing in like McKenzie just suggested the next goal on facilities. >> Yeah, I like that a lot better. >> I don't know if you want to put it next to it so that anybody can look at it. >> I don't know who had their hand up first, JP or Jaden. I'm going to go JP because we spoke on this one already. Um, I also like the that it brings in the behavioral expectations uh aspect. I like that also. And the other thing would be I think I'd

223put it under safety and security or safety and safety security and facilities just because to be honest I'm not sure that facilities feels like it it is really the right place for it or deserves its own entry. But otherwise 100% agree. >> Okay, Jaden. >> Yeah. And and sort of to that point but sort of not. Um I think that goal that you just mentioned also gives us the ability to say okay in the in the case of nurse you know we eliminated a nurse or whatever whatever the specific scenario might be we can still say at least you know in terms of year to year in our discussions here and not trying to convince anybody but in how we're operating okay we missed here but at least we did this here let's build on

224this here by doing this over here next year three years from now whatever it is it allows us to plan it allows us to communicate with each other what the long-term provision is and not just a year to year we're done pass it on to the town council and we're done. So that's sort of not I'm not going to call it vague but is that the right word here that I guess broad uh language I would be more inclined to support on top of what um JP just said as well. So >> just I would make a budget clarification the clubs and activities are in the super tense post budget and I just realized that that I didn't say that um they are funded at the previous year's level of the super tense proposed budget.

225So that would be restoring old level unless it gets cut again. >> Okay. So you there you go. So unless it gets cut again. So just I I did I'm realizing I didn't say that when I was going through everything. >> Anyone who hadn't spoken on this bill yet looking at this session. [laughter] >> No. I had number >> go ahead. I had notice 23 up because like I had when we talk about safety and security and I'm pretty and I don't want to speak for everybody but I'm pretty sure safety and security was high on a lot of people's thing here like all of them across the board but I had number 23 as has as the high one as a five because one it was it covered the whole a large umbrella of

226it yet um it didn't get specific to hey nurse Hey um you know maintenance team or hey custodians or hey what have you. And conversely what Jaden was saying like if we missed it here we put it here or like what Bill was saying. So we so yeah we were we were held to a and we will continue to be held to a ridiculous attempt to try to fund our schools appropriately and we're going to be forced to make tough decisions. But I feel like in in the the broad scope of number 23, I feel like we have a we have a what do you call it? A framework >> a good the good framework to actually >> be successful >> successful like go to bat and maybe get a base hit. You know what

227I'm saying? Like so maybe we won't get a home run with it, but maybe we'll get a base hit. Like I that's the only thing I and because it's generic like that and what you were saying is yeah, we messed up with that nurse. Yeah, we were in a bad position with that nurse. That was a tough decision we had to make and do you want to know? I personally know the nurse that we hired and messaged me. He said, "Thank you. You know, I'm so excited they were here. I'm so excited." Blah blah blah blah blah. He listened to us talk in the meeting and we brought back and was appreciative of that. So, I think with our failures, we can also have wins out of it, too. And I think that we're also

228teaching our students something. So that's Ren. >> And I just wanted to say to just so I can just from where I'm coming from like to what you said, Bill, where I agree that we have no control over the budget that we are we are given in the end. That is really up to the town and the community that votes. I disagree in the sense of our level of control. I look at it at but we we control what goes into that budget. Not the number, but what. So all I'm saying is that for me myself personally I cannot if we made a goal that specified something like this that clearly like nurses when we come down to reductions I personally would not be voting on anything that reduced nurses. We'd have to look elsewhere

229or I'd be saying we had to look elsewhere because that's what I believe our goal stated. So that's that's just me. That's I'm one person in the room. I'm one vote but that's what I'm trying to say. That's what I'm trying to almost alleviate for myself and just explain to the group. That's all. >> One more statement. It a lot of and correct me if I'm wrong, but I I think a lot of what I'm hearing is we want to be we want to set ourselves up to be successful in our goals and not be overly specific and committing to anything that is out of our out of our hands. So, you know, I agree. I like the way this one is written after, you know, talking about it. Um, you know, it's something that

230I feel, yeah, we could be successful at this no matter what. Um, no matter what comes our way, I think we can be successful at it. And I think that's, you know, that's ultimately our goal as a board to be successful at the goals that we put into place and not be overly specific to set ourselves up for failure. >> Am I am I wrong in that? To further that, I just I agree, but for me, it's more so that I don't I want to set goals that set up our students and staff for what we are going to work towards, and I don't want to set us up to do something that has us let them down from what their expectations are based on our goals. So, it's it's what you're saying, but it's

231beyond it's not really about my concern of of us failing as a board. It's my concern of us failing them in setting the expectations of what we're going to work towards for them. >> Go ahead, Brian. >> I was just trying to read what the last author say there of >> the one we were just talking. >> Well, I added I added the highest ranked culture climate to your >> No. Can you go back up to the one? >> He wants to see the one we were just working on right now. This is right 19. Yeah. That's the um that's the one we're sub one of these. >> Yeah. So, so Walt, so yeah, the one your cursor is on now. >> Stop place student well. Is that the part you're having trouble with about

232whether we hire a nurse or fire a nurse? No, I'm saying I like student wellness better than I like specifically calling out >> the things we did in the other one. So, I like >> we have wellness conditions in our current goal here, >> right? >> So, we we've used that before. >> Well, I was worked well. >> We were just saying that the the general some of us were just saying that the G it felt like a more it just felt like it encompassed everything and plus to JP's point, it also added behavioral which I also strongly agree with. JP, >> is anyone against subbing that in? >> I could make it accepted now if you got to. >> I think we do. >> All right. >> Next that one in >> you. In

233the academic one, you did not >> I think to but I think to McKenzie's point. So we don't need a facilities one because we're covering facilities in that as well. >> Agreed. >> Okay. So >> So maybe title it safety, security, and facilities. >> Yeah. I don't know that we titled we don't title. >> No, not title. So, you do not want to learn? >> Nope. Okay. >> Okay. That out. The red ones are the approved. >> Yep. Okay. So, community engagement. Ensure district communication is clear, timely, and consistent across all audiences. promoting transparency around processes, priorities, and decisions to strengthen public trust and understanding. I'm finding that anyone else want to comment on that goal. Oh, I'm sorry. There's second community engagement. There's also improved community awareness and shared buy. improve community awareness and

234shared buyin around the district's long-term vision and mission by proactively engaging the community in big picture conversations including discussions on topics like regional regionalation and other considerations thoughts concerns questions I appreciate the attempt to write firing because we definitely need to what anything's taught us is that we have a lot of town versus school, town versus board of ed and we need to talk about what the the school and the town as a whole does for each other. So although I understand people wanting to say buy in because I definitely think we need to educate our community at large on how funding um our schools is just as you know is as just as important as funding our senior center as is funding our you know our our infrastructure so on so forth. I just

235don't like the word buy. Um the other thing is is uh take away regionalization and other considerations that's already saying, "Hey, let's go ahead and close our high school and let's regalize." >> And I think the goal is for us, like all of our other goals that we're having right now is that we want to support all of our students in there. So I think that gets really specific to regionalization. I don't like the buy in. I do like improve community awareness 100%. So can we add that into Well, >> there's two we're looking at. So do you like >> correct I want to combine like if you want to improve community awareness combine that with that number six that first line improve community awareness and add it with number five. >> I don't like

236six at all. I don't like buying. I don't like >> five though. I don't like big. You know >> she likes community awareness. >> Thank you. >> So you would like to add community awareness to five. Can get rid of number six? Totally. Because now we're just saying let's close our school and regionalize. What was the word? You want >> Yeah, you want community improve community awareness and ensure district communication is clear timely consistent. I I think that's an easy addition to the sentence. >> That was our best line. >> Well, I'll default to you. Thank you. It didn't work that way for me. Can we improve community awareness by ensuring district communication is clear, timely, consistent? >> You might have had time jobization. Okay. >> In trouble now. >> Anyone else want to comment

237on this goal? >> Next. >> Pro. Is that approved? Is that approved one? >> Yes, we approve it. Yeah. >> Yeah. >> So, one said no, we approve. >> We gave it a six. Well, you said comment, not approve. >> Okay, next. >> Take your breath. >> Delete. >> So, now we're filtering climate. >> Oh, sorry. Let me see. >> I'm just survey read. >> Yeah. Would you please not down there? >> So, it's uh culture and climate. Cultivate a culture that recognizes and celebrates student achievement and contributions, academic, athletic, artistic, and co-curricular while elevating student voice, leadership, and representation in school life. >> I I don't like this one. >> Why you guys say why? of the night. >> I And so what I liked the best was create school environments where all students

238feel safe, respected, represented, and experience a strong sense of belonging by advancing inclusive practices, culture, culturally responsive systems, and district-wide social emotional learning and mental health support. >> What number is that? >> Number It was number 13. I like the word safe. I like the word respected. Those go a long way for me. You can feel safe in, you know, physically. you can feel mentally safe, you can feel emotionally safe. I like that this brought up um that you have that that we want everyone to feel included. Um that's always one of our goals. Um we're still being culturally responsive and um the district has been focusing highly on social emotional learning. That's not going away. That's statemate mandated. Um and mental health supports. So that's why I liked that goal better. Um, I just

239didn't feel like, you know, although these things are important, academics, athletic, artistic, and mythical curricular, again, it was I think it was the more specifics of that where I care about those things go into being a student who feels represented, who feels included. Um, I don't know. So, that was my thoughts on that. >> J, is your hand up? >> No, I'm resting. >> Okay. Well, so then I guess back to broad versus specific. I'm a little worried about Okay, so the mental health support thing because we have to finance that again. Again, we have to I mean I'm looking at how many what we have for I think 14 counselors >> slash social workers slash psychologists across the five schools >> financially. I don't know how we can afford it anymore though either, you

240know? I mean, that that's essentially one wage per school, right? Um I just I don't know if we should I guess I don't like the mental health support part of it. I don't >> I don't have a problem with the rest of it. So, um, >> so I'm going through. So, first of all, I didn't like I don't like the culture and climate board that we posted because it has all the stuff that we kind of just changed for our first school because it has academic, athletic, if that's what we were talking about with the whole student before and we consolidated. So, I'm I'm aligned with you not doing number 15. I do like number 13. Um, SEAL is a district full social emotional learning and mental health supports. I'm pretty sure it's a part

241of a district as well. So, I definitely think especially in this culture and especially in this climate and we had, you know, someone here tonight talking about um supports because of what's going on. But then conversely that makes me think about the different um I'm I had a child born in Sandy Hook. So I was home on maternity leave when Sandy Hook happened. So I feel very strongly about providing mental health support because of Sandy Hooks just won right I mean what was that the first one was in Colorado right I can't remember the names Coline Coline was it mental health is a consistent problem yes we need to fund it 100% how are we going to do that I I don't have the checkbook for it But I definitely think that it needs to

242100% be strong focused. Mental health is not only safety and security. Mental health is are they mentally ready to sit in that classroom for however many long whether it's the evil the block that's however long the high school classes are for or they're mentally ready to go into that um whatever class it is in the middle school and so on so forth. And even in Birch Grove, they have the the mindfulness rooms that they go into that help support that mental health. And I although I appreciate what you're saying because yes, every single one of our goals, we need to we need to find figure it out. Um but for me, mental health and social emotional learning and that could not necessarily mean culture and climate that can be in safety for all I can

243say. But I definitely think it needs to be something that we prioritize and support. Um, we talk a lot about from our town counselor. I think it was Alex last term was really hot and heavy about the SRO and I understand why and that was his big charge and really big focus and having conversations with him about it. I understand that perspective and that point of view and but not only are we going to have that SRO in in in the buildings to help us after the fact, we need to help before the fact. So I think SEAL and social and mental health and definitely needs to be that. >> Thank you. >> So we've got two current goals. Nurture and support a just equitable and inclusive school community where all stakeholders are acknowledged and

244respected. And that got a score of 25. And our third goal, current goal, foster a datadriven, positive learning environment focused on strong academics, professional development, and meaningful social and emotional supports for student and staff. got 26. >> And I think the ones you have listed in that category, >> the one we're working on was 23 and 21. So our current goals that are that are in that category >> were rated higher >> than than the two goals that you have in this category. Now, am I wrong in that assessment? Yeah, I mean the the these ratings are what you provided. The current goals >> the current goals were rated higher than the two that you currently two that we're talking about. Yeah. So why weren't they in our current goal? Why weren't they in the

245list? >> Well, they they should have been. Um I don't know if I >> they didn't maybe they I mean spots are a data driven positive. That's slightly different. Maybe it was put in a different category >> possibly. >> Might just be a category thing. While >> all right JP bag should have. >> Go ahead. You had to make >> Oh yeah. Yeah. I mean I was going to the point I was going to make about mental health is I don't I I think I think it's sort of a broad view of mental health that um to the point she mentioned that just sort of is the climate culture reflection of what we already said in safety and security. I don't know. My perception is it doesn't necessarily lock us in to you know additional

246headcount or what have you. I think it ties in with the other my take on it also was that it ties in with some of the other goals. John about that. >> Yeah. Sorry. I I would be I would be in readapting or or uh I if we're talking about because I think the mental well-being, you're never going to catch me talking about, you know, that social emotional learning. I know Jen, you're you're a big advocate of that social emotional aspect of a child's education. you know, whatever language that you mentioned something along the lines of, you know, creating some sort of infrastructure that supports the mental well-being of our students. I can support something along those lines. So, were you talking about goal number two right now that we have >> Two and three.

247And are you talking about merging them or are you talking about >> I think that was Bill's point and I I do >> I agree to right. My point was that those those two goals fall under culture and climate as well and they were rated higher >> than what we >> than the ones that we have. >> Then they have some of the wording that we're saying, >> right? I I I think if we can find a balance between those two goals, two and three, quicker than we're going to craft a new the new verbiage for whatever exists here in front of our eyes. So >> we all rigged them higher than the two that are here. >> Yeah. Is this copy pasting and it's killing me? >> So you can get both. because I

248I agree with Jaden. I think that's what J like so mental health is extreme is is extremely important to me too. I think it's very important um because I just don't think that you learn if that's not part of your day there. Our children are in school longer than they're with us every day. Um so in those two goals, we we kind of say both. You know, we're I mean I wish the word safe was in here to be honest, but um but I like that the the goal number three says meaningful. social and emotional support for students and staff, too. So, I think if we could agree to combine those goals because I see what Elaine's saying, too. She's bringing up the same point I brought up twice, which is and I bring up

249every year that we don't have enough mental health support that is suggested that the research suggests and I would really love to um I won't be voting to cut any of that for sure, but I I would love to add it. And you're right, we we'd be in the same boat that we were. So, I I understand the point that you were trying to make there. Um, Walt, any chance you have a a quick way to merge those? That >> I can I can merge. Yeah, anything you want. I did put the I put all the 26s together. Like, so your current goal is in there, the 26. >> So that I just added them. I pulled them over. They were just not copying and pasting. That's my problem. >> Oh, excellent. Please merge these

250two. >> All right. So, which two do you want merged? Two and three. Current goal two and three. >> Current goal two and three. >> I was going to say again goals were way better than this. One thing is last year's billing. Whereas I like what we're doing this year in terms of >> Do we have an idea of how many goals we're looking to have? >> So those were good last year. >> Usually the board has between four to five three to five basically. >> You sure? Yeah. If you had never been >> comfortable at that five street match, >> what do you got over there? Like >> a granola bar. >> Jesus. >> You can't prepare nothing. [laughter] >> Always have my back. >> That is a That is a father with little

251kids. >> Yep. Or sports who travel around and Yes. Ryan and I see each other most Sundays. >> Yes, that's right. >> Yes. >> We might not be awake at 7:00 in the morning. >> We're there. >> Did you say the goal is you want to merge the current three and four or >> two? Two and three. >> Two and three. Current two and three. Okay. pizza delivery's [laughter] cold as well. [clears throat] >> Got some options. >> Nurture a just, equitable, and inclusive school community that fosters a positive learning environment centered on academic excellence, professional growth, and meaningful social emotional supports for all students and staff. >> Is that up there yet or what is that? Foster an inclusive environment where all stakeholders are respected and empowered through strong academics, continuous professional development, and

252a shared commitment to social and emotional well-being. Cultivate an equitable and supportive community dedicated to academic rigor and professional excellence, ensuring every student and staff member feels acknowledged and respected. We already did academics. I I like to I like the second one I read. So, if I could read that again, it just foster an inclusive environment where all stakeholders are respected and empowered through strong academics, continuous professional development, and a shared commitment to social and emotional well-being. >> Sure, roll with it. >> So, let's go. >> Kind of buzz wordy to me, but >> I have a I merged one, too. >> Okay, go ahead. What's your Where do you want to read it? I'll put it at the bottom. These two merges. I don't like this one. I do like that one. >> She

253hasn't raised your hand. >> She's not just yell out. >> Do you want [laughter] >> I'll put yours in if you email it to me. or I can read it. I'll do it for you. >> I What's yours? >> I put the same one. >> There's other options, too. >> Well, we use the same uh thing because it's almost exactly what I wrote. >> So, here's yours. That's the one I got. >> Also, we could take out the data part. We already had it. >> Yeah. >> Let's get rid of positive. Just get rid of data driven. Just foster positive learning. >> Inclusive environment, culture, respective empowered. We'll go with that one. Thanks. It's easier if you just open it up. >> Okay. >> Acknowledge and respect that. >> What's continuous professional development? >> How

254is that different from >> we offer professional development to our teachers every year and that is updated through >> No, no. I'm I'm I'm in my mind I'm debating the word continuous. I mean, can you say professional development? >> Oh, I see. You know what I mean? It just feels it feels like another unnecessary word. >> Thank you, Ray. Yeah. Is the >> continuous is an abstraction of the way that they do the plans. Now, >> we don't call it professional development as much as they call it. >> Oh, okay. >> Professional. So, he kind of merged the two. Fair. >> There's other options here too, but I don't know how many. >> I like the second one better. >> Yes, it is. me. I mean, Jaden, >> yeah, I I I'm on board with

255the We can even get rid of continuous. I guess that makes sense, but we can also keep it in. I don't know. I like the second one. It's nice and concise, but it also includes everything that needs to be included. >> JP, do you have an opinion between the first and the second? >> Um, >> of those two that we >> of the two that say merged. >> Yeah. >> Uh, I like the second one better. The first one, I think, is it it's one starts to feel a little too buzzwordy, whereas number two, I think, is more precise. >> Right. >> Yeah. I can roll. So that's fine. >> No, you already said two. >> Can someone read me number two? >> Uh, foster an inclusive environment where all stakeholders are respected and empowered

256through strong academics, continuous professional development, and a shared commitment to social and emotional well-being. >> No, I think I'm good with two. I like that one better. >> Jo two majority will back to you. No problem with two. >> Okay. Can we all agree to accept two? Mckenzie. Any anything? >> Okay. >> Motion. >> Next. >> All right. So, it's >> a unless you wanted to go back to that headache one. >> I'm honestly I'm okay with the first one. I would like to take out that middle section in the dashes. I think it still reads the same >> if we go back to um academics, >> but that's just that's just my opinion. >> Which one are you talking about? >> If we go back to academics, the only one that we're we said

257we'd go back and talk about. >> Ensure all students receive an academically rigorous education that prepares them for postsecary success across multiple pathways by facilitating a broad range of learning opportunities aligned to individual interest and future demands. >> You're okay with that? I like I I like taking out those section [clears throat] >> do you would you like instead of insuring what would we just say provide >> so I agree with that >> you know what I mean because now like what you said earlier when you say insuring and then you you you go with the story that you shared >> then it wasn't insured >> provide but not you know pro provide we can work toward Yeah. And sure means we it it's kind of like it's kind of like you shall >> and

258you shall. Right. >> Right. You know, so >> let me get a second. Walt, can you put that up on the big screen? >> Yep. >> I understand you work on other so it's when you get >> Yeah. Yeah. Which one is it? >> Whatever one they're speaking about. I don't know. >> Sorry. >> The academics >> right here. >> He just wants He can't screen. >> Okay. >> Sorry. I was like probably talking about was >> I I apologize. >> Fine. You're fine. >> Getting rid of insurance provide >> all students an opportunity to receive. >> Yeah. >> Because now we're still not we're not guaranteeing them that we can't we can't guarantee that they're going to >> provide opportunity provide opportunity for all students to be at >> with no grammar. Yeah. >>

259Can you do that? >> Sure. Okay, go ahead. >> Provide opportunity >> for all students to receive. >> An academically say opportunities. >> No, wouldn't it just be opportunity? >> Yeah. >> All students to receive. So put two >> studentade provide an opportunity for all students to receive an academically rigorous education that prepares them for post-secondary success across multiple pathways by facilitating a broad range of learning opportunities aligned to individual interests and future development. >> We we use opportunities twice. We need we need to replace that opportunity. Do we need rigorous? >> No need rigorous. >> I was thinking about rigorous. >> What's another word for opportunity? Uh synonyms who the PhD >> I need to see him too. >> Hello broad range of these chances. No um uh >> programming >> uh >> programs.

260Yeah. >> Very challenging. options. Access >> accessor avenues >> access what was provide access to >> possibilities. >> No, now we're being too big. >> Shot in the dark. >> Yeah. Can you slow that down if that was >> Come on. We're bored of it and can't come up with another word. I know right >> learning how about learning endeavors. >> Why don't we just get rid of opportunities? Why can't we say by facilitating a broad range of learning aligned to individual interest and future demands >> out of the box? I like it. >> Yep. >> There you go. >> That journalism degree helps me every once in a while. >> I just can say something. >> Yes. So, I just I think first of all, I know that we're going to go on a

261boat and blah blah blah and do whatever, but phenomenal conversation. Everybody had such wonderful input, changed people's minds, you know, I think it was a very respectful dialogue. So, thank you. Um, but I also like these are goals which are our desires, right? Some we're going to achieve and some we're going to not. That's so important. some we will achieve and some we will not at this point. Um, but I think the big thing and I what you were trying to say from the beginning is let's make sure that we do our darnest to support it, try to fund it, try to find a way to get creative, try to do those different things because yes, like Bill was saying, some stuff's going to what have you, maybe get cut without our our control, but

262that's where we're use our goal as the community involvement to get the community and to understand what we did and supporting what we did and come out to referendum and whatever that may be, whatever whatever we we present. So, um these are our goals. Like I I just again I just wanted to thank everybody for a very respectful conversation and and and we really came prepared too which I thought was phenomenal. So I just very appreciative. Thank you all. Thanks. McKenzie, >> you're not >> I um I just wanted to propose maybe two minor word changes to the top two goals. Um and I'm sorry I didn't get off mute enough when we were discussing them or fast enough when we were discussing them to provide this input. But on um on the top one

263Oh, the spreadsheet's moving. >> Yep. Can we can we scroll up a little bit while or Dr. >> Um on on budget I wanted to propose that maybe we use the word stakeholders instead of taxpayers. >> Yep. >> I think that's a broader term of who we're accountable to. >> Sure. >> Yeah. >> Agreed. And then on on the on the academic goal, um I'm I'm struggling with the words individual interests. Um you know, we to some of the points made earlier, we're not going to be everything to all people, right? We are we are a public school system. Um would would folks be okay with something that said to align to diverse interests? How about we just end it at the word pathways? >> Still saying that we're providing them with the opportunity. >>

264It's just felt kind of >> What was the other thing someone said right before that? >> I'm good with that pathway. >> Mackenzie, what did you say right before I said that? what the >> I said that we could change the last words to um facilitating a broad range of learning aligned to diverse interests and future demands. >> I'm okay with that. I'm okay pathways. I'm okay I'm actually okay with even saying of learning aligned to diverse paths. >> So I'm okay with any >> I think I like Mackenzie's way of replacing individual with diverse interests and future demand. All right. Why don't we see that first and then we can omit it if we want to go which um >> uh McKenzie tell >> individual. >> Yeah, the word individual changed to diverse >>

265here about paths versus pathways that doesn't have >> diverse interests and future demands. >> Is that what you said, Mackenzie? >> Yep. We'll go that pathways. >> I do have a quirk. Go ahead. >> You do have a qu you just said something quietly and I don't know if everybody caught it using Did you say something like the word paths instead of pathways? something >> I said yeah I mean I don't someone mentioned pathways and and I I just path paths are pathways to me is >> the reason I ask is because of the actual pathways that we >> right so are we talking about the pathways like the business pathway or are we talking about a pathway toward I see >> you know so do we change that to path and not get that

266confused and yeah that's a good so I didn't register that to >> and I didn't even think about that but yes >> let's do Uh because that you're right that that that eliminates that opportunity for confusion. >> Yes. >> Change multiple pathways to paths >> and multiple paths might have correct WF. >> No, just multiple. >> Yeah, just multiple >> multiple multi. Is that a new hand? >> Success. >> No, sorry. >> Pass all at once. That's it. >> Come on. Keep up. >> Yeah, you go. >> Yes. Thank you. >> All right. Yeah. >> So, we're going to go with five. Is that what our >> What about those culture climates? You want those out? >> Yeah, because we replace those with the bottom. The bottom. Sure. are a little groggy. >> Vote on

267these as a whole. Can we all just take a look and vote as a whole rather than each individual ones? >> But then yes, Brandon, I think there's five. >> Pretty good consensus as we went along. So, yeah. >> Is it possible just to read these wall all one through five and then we'll give you a >> Yeah. Up or down? >> Oh, yeah. Do any which way you want to do it. These look like the ones you selected. Do you want me to read them to you or >> No. >> Basically, a motion would be motion to accept, you know, the goals as determined in the January 14th meeting and then I'll have Lisa stick those in. If these are the ones, you know, we'll just make sure that you're you're good with what's

268there on screen or on your little screens. >> Well, I think it sounds like they want you to read them on them out loud. Okay, >> for the auditory learners. >> Okay. Uh the first one is budget. Develop and execute a transparent, well-communicated and fiscally responsible budget that strengthens public trust, ensures accountability to stakeholders, and supports the district's goals and long-term financial stability. The next goal is academic. Provide opportunities for all students to receive an academically rigorous education that prepares them for post-secary success across multiple paths by facilitating a broad range of learning aligned to diverse interests and future demands. The next one is safety and security. Provide a high quality facilities and operational practices that emphasize strong security protocols, consistent behavior expectations and conditions that support student wellness and productive learning. The next one

269is community engagement. Improve community awareness by ensuring district communication is clear, timely, and consistent across all audiences. promoting transparency around processes, priorities, and decisions to strengthen public trust and understanding. And finally, the last one is foster an inclusive environment where all stakeholders are respected and empowered through strong academics, continuous professional development, and shared commitment to social and emotional well-being. These are your >> make a motion to you. >> Motion to accept the five goals for our board of ed as just read by Dr. Will seconded. >> Any discussion? >> No. Okay. >> I have I have a question. >> I'm sorry. Go ahead. >> Sorry. Um, for like formatting continuity, can we just add culture and climate to the title of the last one? >> I don't think we titled them when we put the

270goals in. >> Yeah, that was just >> that was just a working for the document. He just put them into categories. >> I can put that on. >> No, >> we don't need no stinking tables. >> Just another thing to get scrutinized. >> Yes. because some of them overlap. >> So, I have to actually take these labels off now since you have your >> Awesome. >> Well, you didn't read the labels, so the motion is as you read them, >> right? [laughter] >> Okay. Anything else? >> You have to read them again. I >> put [laughter] >> I >> Lane, >> I Dana. >> Hi, >> Bill. >> Hi, >> Brian. >> Hi, >> JP. >> I >> Jaden. >> Hi, >> McKenzie. >> I am an I. That is passed unanimously. You got your

271dolls. Congratulations. >> All right. So, moving on to public participation. >> Do we have We do not have anyone in the room and we do not have anyone on Zoom. So, I'm going to close out public participation. >> Moving on to points of information. Would any board members like to speak at this time? >> Same. Next one. >> Thank you. >> Okay. Uh I >> actually I I do Well, did we want to talk about um did we have any other information on what tours or or um things around the schools we're doing? >> We have the instructional rounds is out there. So that one is coming up on the 22nd, I think. So those of you who have signed up for that are going to that. And then tours is just anyone who wants

272a tour of the schools. Um there in that instructional round sheet is also a place where you can check to request a tour. And that the more of you that want to go, I'll group you together and take you wherever you want to. You know, wherever that group would like to do the tour, I'll bring you to, you know, that place in our Odyssey. I will even bring you in our district's Odyssey. >> Can I sign up for tours? >> Come and will drive you around. >> Once I get the list of the people that want to do it, then I'll send out a communication. Try to find a common date. >> I would highly recommend doing the rounds. >> Okay. I will accept a motion for adjournment. So move. >> Second. >> Any objection?

273How do we do that? You can't do it. Oh, she has food. >> Jaden. >> Hi. >> JP. >> Hi. >> Brian. >> Hi, >> Bill. >> Hi, >> Dana. >> Hi, >> Elaine. Hi, >> Joelle. >> Hi, >> McKenzie. >> Hi. I got >> I this at