001to order at 7 o'clock. Um, Dylan, >> you can have the pledge of allegiance. >> Thank you. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. First of all, I want to apologize for the con confusion about the meeting tonight. Um, on again, off again. Uh, that that problem's been fixed and we're all here. So, I appreciate everyone showing up. Uh now I have some uh sad news to pass about I'll pass on about the passing of a longtime teacher and coach Thomas Oclair. >> Coach Oclair spent over 30 years at Thompson as both a teacher and a coach. um from 1977 until his retirement in 2006. As stated in his obituary, why he
002was he was coached from 1977 to 1997. His high school baseball team missed only one state tournament in 1993. And I'm sure he will be fondly remembered by all the alumni who had the privilege of having him either as a teacher or a coach. Um tonight you will notice a different seating arrangement uh on the suggestion of several members of the board. Our two student liaison Madison Carlson is not with us tonight and Dylan Alex um are now going to join us at the table. They're going to actually be uh a member of the of the board. uh they will give their reports quarterly but are welcome to join us at every meeting. Lastly, again at the suggestion of several board members, I have arranged for a special board meeting as an internal orientation meeting
003for newly elected board of education members. this meeting. Um the the agenda is still being developed, but I imagine it to include a tour of the facility, a short review of how we run our meetings, a review of the budget process, which is fast coming up again, um and a question and answer session. Um I am open to any suggestions from board members also on items to include in the agenda and um please contact me with your suggestions and the suggested date for that meeting is November 17th. It's a Monday night. Okay. Um you I have that's all I have to say for tonight. So, uh, I will now entertain citizens comments. Uh, state your name and your address and I limit them to 3 minutes. Any citizens comments from the floor here. Hearing none,
004I'll go to the Zoom audience. Any citizens comments from the Zoom audience? Hearing none, I will then now go to the approval of the minutes from our regular meeting of September 8th. I'll entertain a motion. >> Kathleen, I'll make the motion. >> I'll second it. >> Okay, there's a motion on the floor and a second for the approval of our September 8th minutes. Any discussion? Okay, hearing none, I'll put the motion to the floor for approval. All in favor of um approving those minutes from September 8th, say I. >> I. I. >> Any opposition say no. Attentions. Minutes pass. Um, Matt, would you please give us um a update on our policy subcommittees? >> Sure. Uh, last week we had uh quite a busy subcommittee meeting um mostly related to uh the library collections and
005um complaints thereof. And we have sent the full board five policies for approval. They mostly uh framed around the K policies with edits to reflect uh Thompson's specifics. But uh they basically take their frameworks out of Thompson. Uh shall I go over them individually and approve all the end or would you like to approve? Everybody received the policies >> and read them. >> Are we ready to later in the meeting approve them? >> Uh, so you don't I don't think you >> Well, I'll I'll read the titles. >> Read the title. the library display and program policy, the curriculum policy, the library collection development and maintenance policy, public complaints regarding instruction materials policy, and the library material review and reconsideration policy. Uh for those who are in in need of the um student dress policy,
006we did discuss that. We discussed it uh fervently and uh we want we want to table that until um next month and we're going to the spring whatever policy do you come up with to the full board at our December meeting. Uh there's lots of other things to go over in it and uh >> that'll be the sole focus. >> Okay. Everybody received the survey on that or was it just sent to the policy committee? >> Okay. >> Got it. >> Yeah. The survey. Yes. >> Pardon me. >> I don't know. on the policy committee. So I got it. You didn't get it. Could we everybody got We all got it. >> Parent survey. >> Yeah. Yeah. >> Okay. So everybody got the survey on the dress code and the dress code. >> So why
007don't if you have comments on that, why don't you send them to Matt? So that when we have another discussion on that >> or you're welcome to come to the >> Yeah. um or if you want to attend that, I suggest that you do because this is a big issue. >> It's an issue. It's >> um >> Right. And it it's it's probably the most public facing of the issues that we have discussed in the policy committee since I've been the chair of the policy committee. >> Right. So I think we invite >> do it correctly and and make as many people happy as possible. Although not everybody will be had but every so >> well nobody's ever >> can't please all the people of it. >> That's right. Mr. >> Okay, >> moving on.
008We will go to the enrollment of um our current enrollment numbers are total enrollment numbers are 774 students. Um you can see that that is down from last month. One of the reasons is because we have been carrying some students especially at the high school on our enrollment books because we weren't able to locate where those students were. Um and there are certain rules on taking students out of our student information system enrollment until we have that documentation. Dette worked really hard with the high school folks um to identify and Greg helped out as well to identify the and Chris Jones too the whereabouts of some of these students um you know did they withdraw they uh withdraw to homeschool are they enrolled in another school? Are they enrolled in another state? Uh and the
009reason it was very important to the high school is because of his attendance rate and carrying those students on his attendance rate. um he is um dropping in ranking. So we needed to get them off the books. So that's why you see um a discrepancy. Right now um at the elementary school we have 326 students. At the middle school 281 students and if you look back to June that's actually up from the previous year. The elementary is a bit down and uh the high school we have 166 students. um a bit down from the end of last year of 180. >> Good question. >> Yes. >> Um can we >> go back and back calculate our enrollment for um August and Well, that is for September. So for August, I guess to to correct our
010en uh uh absence. No. >> No. So we take the hit for this current year, but we car >> well no up until we remove those students from our enrollment. Um but they did really it was like finding a needle in the hay stack with some of them. I think there's still one more pending. Um but we weren't able to locate and parents weren't responding and um it was a lot of it was a team effort on everyone's part to kind of beat the bushes and um make sure that these students were um placed appropriately or they withdrawn appropriately, >> accounted for either way. Okay. >> Yeah. Thank you. >> Do we know how far back that might have gone? um into the end of last year. Um some of these students had valid reasons
011for not being in school. Um but then it continued over into this year and that was the issue, right? They didn't show up in school on the first day and so that ranging and alarm bell at the high school. So now where are these kids? U so u we've done a good job and um but that's why you see an enrollment decrease there. Just one other quick thing, Belinda. It's nice that we have uh hopefully our future candidates. Well, we do have our future candidates here for selecting. And it's one thing to point out even though our tuition says that we are or enrollment is 774. We are kind of what we talked about at our last meeting. We're financially responsible for almost 9 correct >> 50 some odd school. So, it's not the 774.
012>> Good point. >> Which we we're going to start making that known to the town, >> right? Because we have students in other schools. We're paying tuition for the BOAG, um QMC, >> uh we pay transportation for Ellis. Um then all of our out of district special education students. So, um yes, you're right. any time people, you know, come back at us as a board of ed that the budget represents 774 students, that's actually a false statement. >> Yeah. So, >> thank you, F. >> Well, that's great point. So, Melinda, can we get that potentially added to the second I guess it's the second to last sheet where it shows the elementary school, middle school, high school, TPP, and then a total. We got a line added in there for that. All others >> other
013>> total financial responsibility whatever it is the number >> so that would include all the kids that were transporting plus those we owe4 >> correct >> I'll work with Janette on that >> thank you >> she could just she did a lot of work on this update making sure it was pretty cleaned up um so Yes. I like the way that I did she did the killingly. >> Yeah, I like that breakout. >> Yeah, we only lost one to Killingly. Eighth grader to Killingly. That's the lowest we've ever done since I am here. >> 12 to Ellis is not terrible, >> but this is a nice format. >> Yeah, she listened to the minutes to make sure she was addressing exactly what you wanted in that report and she did a nice job with that.
014>> Thank her very much. You did a good job. And um the next um item under the superintendent report, you know that every uh every October um we invite Kim Granado um she is the person that manages our assessment data for the district uh to do a presentation on our um our our test scores not only smarter balance but SATs, PSATs and um the science assessment Um Kim put uh a comprehensive report together and she's going to give you an overview tonight and we're trying to stay within our aotted minutes, but it's good for people who are running for office to see the progress the district's making. So, thank you for being here. >> Well, good evening everyone. This is a happy night, happy occasion. As you know, we've been receiving accolades from the state
015on our attendance and our scores. So tonight kind of captures that. Um, and thank you to Superintendent Smith for the vision that she has and to all the teachers and support staff and right down to our custodial staff, lunch, everyone because everyone makes the day here in the Thompson district. Um, and of course to my fellow administrators. So tonight is a great night. Every year I come here and I go, "Oh, I wonder what's going to look like." But every year it's been positive news. So, it's great. >> All right, just a couple of highlights before we even begin. When you see things that are 5% and above, that is a huge increase. That is what the state calls a tremendous increase. Um, so there are some things that you're going to see that we
016surpassed even more than 5%. Um and as always with every data know that there are some situations where we don't see any growth but we also see that it's a work in progress right and and these are the areas where we can say all right let's deep dive and and look at the trends and see how we can improve. All right so let's go. So this presentation is just is going to give you an overview of exactly that the um smarter balance and comparing it to the state and also to the individual the individual child. All right. And that just kind of just tells us that the smarter balance is um taken from the common core which is college ready skills and um NGSS that is the four domains of science that uh the students
017are tested in. Um we can go on and so what the everyone in the audience and out there needs to understand is the state measures us in two areas right our achievement and our proficiency. How proficient are we in the said subject also um the growth how much growth have we made and how much growth have we made in the trending uh grades. Thank you. We may move on. All right. So, you will see things in this presentation that are colorcoded and level one meaning that um the student or the the district did not meet the standard. Okay. Level two, we're approaching the standard. Um, so we definitely want to see these two go down as these level three means that we met the standard and level four means that we surpassed the standard. So
018those are things that we want to see in the presentation. All right, so this is great news. I always love this. Um, so where does Thompson as a district compared to the state? Okay. So, as a district, um, you will see that in Thompson, in ELA, we are 52.2%. Where the state is only 50.3%. So, we are above the state in proficiency. That's huge, right? That is huge. And then, um, if you look at math, it's 45.9% the state, but we're at 45. There we are. We're doing it, right? All right, let's move it. >> All right, so now I'm going to explain to you on a district like where we fell in the the categories that I explained to you about the red and what you want to see is always red go down,
019the rest go up, right? So the percent in red compared to the state um for ELA. So we've gone down 4% from last year. So this was last year's data and this is our current this year's data. So we have gone down 4% in red. The percent in yellow has gone up. Okay. So that's good because that means that some people in the red have gone to the yellow, right? And then the percent in green has gone up 1%. >> And then the percent above target is 2%. That's huge. >> So if you look here, okay, we have 63 kids in the district who are performing above proficiency and here we have 73. >> Wow. >> Yeah. So that that's really good progress and that's just of course in ELA. Next slide. So then we
020look at math. Okay. And again the red has gone down by a percent. The percent in yellow has gone down. And that allows more people to enter the green and the percent in blue has gone up. Look at that everybody. 6%. >> Wow. >> So which is an incredible achievement. Mhm. >> We can attribute that to math lab. >> Yes, I was going to say that. Yes. >> Don't steal my thunder. Totally. >> All right. All right. You may move on. >> And in science. Okay. The percent in red from last year has dropped 7%. Again, huge, right? The percent in yellow has increased. The percent in green has increased. And the percent above target has remained the same. So basically what it's saying is that we're moving in the direct the right direction on
021all levels, right? Red's going down, yellow is moving into the green and the green is flourishing and the and the blue is increasing. So that these are great things and that's just from last year. So that was just a comparison of last year. Okay, next slide. So now I'm going to take you down the lane of each individual grade level. All right. So we can look at them as a whole. So in grade three, grade three by the way is the first time that ESPback is given. Okay. Um and what you see is that our district beat the state. Now I just would like you to really stare at that up 16%. And honestly, it has to be attributed to OG and also the literacy based classrooms that are happening. So, kids are coming more
022prepared and they're doing better in reading. Then you look at grade three and math. This was incredible. We are up 32.4%. Now granted, it's different groups, right? So last this year's third grade is a new grade, right? last year's grade three is now grade four. >> So that's why um and I'm going to go to the next slide and that is why we have the alignment and that's going to show us how we're doing with that cohort and how they're moving towards graduation. Okay. So but first let's take four as a whole. Grade four beat the uh district beat the state 50. We we beat them by a little bit but we still beat them. So we call in a win. All right. And um but then you look up here in that cohort last
023year was 49.4%. This year scored 51.9. So again that group is moving up in the trend. So that's what we like to see right that cohort is moving up. Now in math um we we kind of just where we are in grade four and we we're where we are but we're looking at it. All right. So, and and again, I think what you're going to see is the grades that had our tutoring in math are going to show some increases. Um that where the district spent money la uh not last year, half a year, and the intense tutoring the year before, you're going to see some great gains there, and that really helped uh shorten the gap. All right. Next. >> All grant funded, of course. Yes. >> All right. Next. Oh, no. Keep that
024one. Okay. So, we're in grade five now. And in grade five, we have um we we were just right there, >> right? So, that's still but we also improved our score from last year. So, again, those are trends we look at and we say positive things, right? um we did not see an increase from the cohort. But again, keep in mind with the cohort because if if it's a small group, if someone moves out or someone comes in, that also kind of skews the data a little bit. But again, we're kind of looking at the the big picture, right? So, we're still in the 50s um for math. Again, grade five is so four and five, we're we're really looking at uh you know, deep dive and seeing what's going on in math in in
025four and five and we're addressing it and um we have some tutoring that's coming back because we realize if you show the next slide, okay, we start seeing an increase. Um so, and again, grade six and ELA were above the state. And this and this cohort is kind of showing that, you know, they're they're they're steady. They were up a little bit, but they're steady. So, that's a great thing. And also, Matt, it's not a big dip. So, it's right around there. That that 2% can be if someone moved out. So, we're kind of But we did a did increase from last year. So, we definitely want to see that. So, that's a win, right? And and you know I always look to you know the state they're not doing that great you know like
026we all if you look over the state we all need to improve in map you know it's it's it's it's a clear picture that we're all need some work in math you know but we're doing it because watch when you see the next one this is this is seven and eight get joyous all right go ahead next slide all right so again I'm going to start with math because we've been We need to show this. Look at this. That's hard. 32 to 34. That's an upswing. Again, there's not much difference and and they're holding straight in ELA. But then eighth grade, they're a win on all level. So again, that's that tutoring coming into play. Um because this group had had a year and a half of the tutoring. So, um, that's that's huge, right?
027So, um, look at this jump from 31 to 45%. We're above we we beat the state by five points in eighth grade. That's huge, right? And in reading, 8th grade also above the district. And they're up on their cohorts in both races. So that that says a lot right there because that says that the these students as a cohort a cohort are moving up and they're improving their skill set. So that's great news. >> Any questions so far? I know I'm like >> and and it I've been doing this for a long time. Moving the needle in grade 8 is a big deal. Um because you often don't see those scores improving like that. Honestly, the trend is always the third and fourth grade seem to always be well because the kids are young and
028they don't have other things going for them like grade seven and eight do, right? Five and you know if that middle school level is hard, right? But then it comes back when they get into high school because they realize this is important. I have to do well, you know, I I you know, so um but here we go in science too. We did great um grade five, you know, we're just looking at that group and grade eight, but again, grade eight above all lines did a great job. Grade 11, big improvement. Look at that, you know, >> and again in um for the whole district, we improved >> and we've improved three years in a row, right? >> Yep. So that's what I mean. There's like there's all positive things to look at and there's
029areas we have to work too. All right. So now we go into what does it look like for the individual child, right? And I always say this because for parents who are looking at their child's results, right? It's not about where they are, it's about the improvement that they make each and every year, right? because there are so many factors that go into this one day. You know, you're tested one day, right? And um so always look at the your child as the overview. You know, this is just one data point that we look at, but there's many things to look at. And this doesn't indicate in any shape, way, or form what they're going to do with their life, if they're college ready, you know. So I I always want to add that in
030because not everybody is a a test taker, right? But they perform in other ways and they have other talents that contribute to this world, right? So um basically if you see someone that is in the red, it's kind of like what we were talking about, right? Red is not performing. Level two, they're approaching, three is met, and level four is exceeding. And then we call there's a range and a target. So, um, and everyone did get their individual scores that went home, and this kind of tells you where they fall. And it's a three-year trend. And we want to see kids improve their target and their growth. And the state comes up with this formula, obviously. All right. Next. And it's the same thing in math. All right. Next. Um, slide please. And that is
031what went home. And as a parent, um, you it's kind of self-explanatory, kind of tells you where they fall. And now I'm going to go into some SAT data. So for SAT and ELA, um, we have a great, uh, we were above the state. That's huge. This is the first time that we see that we're above the state. So that that was great. What was the last year, too? >> Yeah. So we we're doing great. That that's huge, right? Um now in MA and I I know that um Mr. Smith at the high school was working really hard in ELA and worked with the cohort of and so it shows that it does work right and I know Mrs. Sabansky is doing that now and that so we're anxious to see next year's scores and
032how they improve. And again it's hard you can't compare this group every group 11 is different, right? So again, we're just kind of looking at trends. So then we have the um grade 10 take it and that kind of preps them for what's coming. So as this combines, so um meaning the benchmark was these students met the math and ELA benchmark. Okay. So in the district 26% met in the state only 31% met both. Right? So then when we look at the ELA benchmark, okay, um we as a district were above the state. So we were 65% and the state was 56% and that's our grade um the PSAT that that's the group that's going to take SATs this year. >> So that's something that we want to look for and see how they do.
033and in um district met the math benchmark 26% met it and 32% in the state. So again like it's not like the states at 80% and where you know so something to look at. Still want to make improvements. >> All right, next one please. And then this is our um ninth graders. Okay, and our ninth graders we've kind of changed how we do things now. So ninth graders is now taking the PSATs >> and um so again the district we were above the state 68% um and 56% in the state math 8% in the district and 30% in the state. So we definitely want to see how this group now trends and this is this we we just rocked it out the pock in attendance and honestly that is really again congratulations to all the
034teachers and the staff. I know that each all three buildings work tirelessly weekly with attendance and um it's it it's showing that it matters. Um, and I also want to thank teach support because they are here with us every week. I know in the middle school, they sit on all our meetings and they are they are there right by our side to help if we need anything. Um, yeah, we and us as administrators, we constantly tap into our resources. All right, so let's look at all this good news. So, and this is this is huge. So the state is saying that chronically kids who are chronically absent um they are at 17.2%. Us in Thompson we're at 14%. So we're way below which is great. Of course we want to see that number as low
035as possible. So next slide please. So now we're going to break it down into the district. So for the district level we are at 93.2% 2% that are in attendance. The rule of thumb is we want to get 95%. Right? And the state isn't even at 95%. They're at 93.2. So we beat the state. So 93. And then you see Marriott Fischer at 93.5. Then you see Thompson Middle School 94.5. Almost perfect I might add. No, I'm just kidding. All right. and um and the high school with great gains to 92.1%. >> All right, next slide. And then we look at the chronic. And notice what I love about this slide too. If you look as a district, look where we were three years ago. 22% 18% 14%. >> Um Mir Fisher 16, 16 and
036nine, >> you know. um 20 at this is us middle school 20 12 and 11 and the high school um 32 down to 29 down to 21 that's huge and there was a lot of emphasis on the incentive program at the high school um and uh principal Melon does attribute um that to his scores dropping so we kind of revived that again I think starting last Friday. >> Yeah. And I know at the middle school our PBIS um big huge big in attendance. So all right and then I added this piece this year because the state added it and they're actually tracking how we do and our physical fitness. So in grades four, six, eight, and 10 they are assessed. And I'm sure those of you who have kids will always complain about the mile
037run and u but it looking good. We have increased and this is as a district not by school. This is just totally as a district. So we are increasing in our overall assessments. Um and we got better in the mile run and you know we kind of fall in between. Nothing major but we we do do a much better sit and reach than we used to. So So and that's where we stand and I believe that is it. Does anyone have any questions? I know that was a whirlwind. >> But it's all positive. Yeah. >> All right. Thank you everybody. >> Kim Fy 25 deficit. We want to. >> Oh, I think that um C, D, and E. Um you can give a brief overview, Bill. So, the most recent update on the projected deficit
038for fiscal 2025 uh is around $64,000 as as we discussed in the previous finance subcommittee meeting. Uh I want to remind everyone that's not final yet. Um, we are still working through closing out uh incumbrances and trying to move money to grants as best we can. Uh, but that's where we stand. Uh, at the moment, I'll take just two seconds to briefly touch on 2026. Since we're here, um, we're at 19.3% of spend on the budget compared to 22% last year. Let's not get too excited because remember we were because of the both the budget the budget work that was happening and the and the four referendums. Uh we were in a bit of a cash crunch. So we were we were actively managing our accounts payable. So I expect that to to kind of
039come back. Um but this uh the results that that are shown in the report also don't include any uh projected uh special uh special ed excess cost uh payments uh for this year. Uh but for 26 right now we're we're projecting to be pretty good although um special education and uh ESL ESY sorry uh are both in the red uh for fiscal 26. Um special education at 105,000 uh and ESY at uh just under 5,000. uh ESY related to higher than expected transportation cost and some additional paraprofessional expenses. Uh and pupil services is sort of the usual suspects out of district placements. Um still doing better on transportation costs there. Um keeping an eye on it as you know during late in the budget process last year we had some some kids move into town
040that were higher need and unfortunately that's that's starting to show in the numbers. Um for item D, um the the finance subcommittee decided against uh moving forward with any uh talk about budget and expenses for fiscal 26. So I think we can probably pass on that for now. Um and from a non the non-lapsing account update, um we are For the broader audience, there are two non-lapsing accounts. One which is board of education control uh that has a remaining balance of $97,154 and the previous board of finance control non-lapsing account has a remaining balance right now of $47,285. If I could just for a moment before I step away, thank you Kathleen for mentioning coach Oakclair. I really appreciate that. He meant a tremendous amount uh to folks in this community. Uh as I look
041around the room, there's at least four of us who played for him. And I think I speak for my fellow ball players saying he had a hell of a >> madam chair. >> Yes. >> Do we know the excess cost grant calculation yet this year? >> Yeah, that would be good to know. 146,000. >> Yeah. And then there's a separate seed grant that we can apply for, but it can't be supplanted. So, it has to be for new teachers or new programming. Nothing that we currently have on the books. >> Can we get that in next? Can we like outline that excess cost grant calculation and then that in next month's update, please? Sure. >> Yeah, we'll have um Dr. Jones do that. >> Like what the you know four and a half start base
042and what's the >> reimbursement percentage >> the enrollment number that we're using against it >> where we're looking at I think last month I had asked what enrollment number we're using to calculate that tuition number and >> we kind of tossed around the fact that we're fiscally responsible for 900 but we're only allowed to use the 700 for that calculation but we were going to look into that there was that whole >> yeah we haven't gotten there yet >> 700 versus 900. Divide that by the number that changes that base tuition number a lot. >> But I mean what is the reimbursement calculation? It's 4 and a half times. >> But that changed in this recent go around. So um Chris needs to get an update on that for us. >> Could we have that
043before the BOE goes? Not it won't be this Wednesday. It'll be next Wednesday. >> Yes. >> Okay. Yeah. >> Um it would be great if I could have it for Monday the 20th. >> Yep. >> Anyone else? >> Yeah, we were getting 100% reimbursement over 96,000. >> No, it's 65 >> and now it's 68. >> It's 100. >> The 96 went up to above 100,000 if I remember correctly. Yeah, I know that was quoting last year's numbers, >> but it's like 64% of >> it. It's 64% of 100. >> Unfortunately, Chris Jones. >> Yeah. Okay. >> Speak to it better than I would. But >> yeah, >> unfortunately the trend is >> correction, which is incredibly frustrating. This is as well as you guys know better than anybody, this is an issue that every district
044in the state faces. >> Okay. And to follow on with that, I had asked as part of the reports the district the number that we're at out of 160 districts on the on the people services. He did give me that. So we went from 16 last 16 out of 169 to 40 out of 169. >> Um I queried as to why the dramatic shift. It's not our percentage. Our percentage didn't change that much that it changed where we sat in the state, but the amount of services that are being rendered by other districts in the state increased enough so that we got bumped down on the list. >> Okay. >> Right. So, I it's I think it's important to state that statewide it looks like people services is trending northward and we're now because of
045where we sit, we're now trending further down on the list, but we're at the same percentage of population that need services and we're not getting any additional assistance from the state. anything. We've gone down in the assistance. It's almost a slight of hand. Even though they raise the amount, they dropped the percentage. Yeah. So, it still puts the burden back on the towns versus state truly or sufficiently funding. >> They're mandates. they are mandates >> which if if we're four and a half times the tuition and the tuition's at seven and change or the the enrollment's at seven and change versus nine and change that's going to make a big difference for that calculation >> right >> so great >> it's going to kill us >> okay um next item is the eastcon board membership
046>> so um eastcon has an executive has an executive board of directors and um how that board of directors is um membership is that one board member from every board um serves on that committee. Um we haven't sent anyone um really for the whole time that I've been here. Um because of uh you know it's just another another set of meetings. Um they have asked us to sit you know send a board month member to sit at the table. I don't know with new board members coming on they may be interested. um to let you know our relationship with Eastcon. Um we don't um for the most part we don't have too many students um maybe one maybe two um uh tuitioned out at Eastcon. Um we don't participate in any of their professional development.
047We do our in-house professional development. Um and um you know I participate in the Ursa NASA superintendent group which is facilitated by Eastcon. um buying power. Um we've kind of gotten away from that because we've gotten better prices um on our own for goods and services. Um I think food service might do a little bit with Eastcon, but just to let you know what our relationship is, adult ed. Um uh they do run the district's adult ed program. Uh you know that the board contributes 50,000 out of your budget and then we get grant funding of 50,000. So 100,000 goes to Eastcon for their adult ed program. So, um, they're asking and they're trying to rebuild their committee. So, they're asking for membership from, uh, Thompson Board of Ed. >> What does the, uh, what
048does their board do? I'm looking at this list and there's 21 vacant seats out of out of whatever I didn't count the total number. 30 32. >> Um, >> so >> what what do they do? and they oversee the operation of um Eastcon and help >> for which we get basically what we're getting out of is the adult dead that that's what I took out of what you were saying. Yeah, we're not getting a lot out of it. We're not putting a lot into it and uh >> Yeah, that's why we haven't sent any. >> That's why we probably haven't sent any. >> And my question, and I know I've asked this question before, how many do we have participating in that adult edit? I gave I gave you that data last year. Um I
049think you had a list of seven people that were active in their adult ed program. You had me chat. >> Um I'm re-engaging myself with adult ed and I don't go to their monthly meetings, but I'm going to stop to attend their monthly meetings only because I want to see what type of programming they're giving. We could never replicate that on $100,000. Let's just put it that way. But um I also want to see exactly what the quality of those programs are. Um you know, you'll know in my briefs I'm under discussion to do some adult ed with um electric boat um and Connecticut State. Uh I'll be giving you a more detailed update um in my briefs, but that that's an area that can't can't supplant um our relationship with Eastcon. But uh the
050whole idea of adult ed is extremely intriguing to me and certainly uh something the community needs, but they need something closer to home. It's a long ride out there to uh their center. So, um I don't know how many are currently involved. When I start to re-engage myself with those meetings, I'll get that data. But last year when you asked, it was in the spring. Um it was like seven people that were taking advantage. It's do they have how often and when they meet? >> Yeah. >> Yes. I I can get that for you. This is hard to commit without Okay. Knowing what you're >> That was going to be my next question is when are the meetings and how often and what time >> I'll ask him uh Eric um for the um meeting
051agenda schedule and what the time commitment is. >> Two questions for you. Where where is uh where are the meetings held? He's coming, right? >> Yes. >> So, the second second thing is is as an outgoing board event member, I think it would be a great honor for the newest members coming on board. Maybe they rotate, but it would be nice for them. Be a nice little initiation in honor of Coach Olair. I know he used to make us freshman carry everything up and down the hills. But I think this would be a >> just saying just the answer to that when and where they meet and then we can bring this up again at the next meeting. >> Perfect. >> Okay. >> Thank you, >> Kathleen. >> All right. Any old >> Oh, I'm
052sorry. >> We need to make a motion to add to new business that bank account >> that was it's not on the agenda. Oh, okay. You can do that. >> Okay. Well, then I'm going to make a motion to add new business D to change the contact on the cafeteria account at >> bank. That's I forgot all about that. >> Is there a D on the new one? >> Yeah, there is. >> All right. You got to do Oh, then I'm on the old one. You're on the old one. All right. So, E. >> E. >> Yes. I forgot all about that. Thank you, Jess, for bringing that up. >> Oh, yeah. Okay. that >> bank hometown. >> Is that Bank of America? >> It's fake hometown >> or hometown. Hometown Bank. It's the um
053cafeteria. >> Okay. >> But they need a meeting minutes showing the change of the contact in order to >> Right. It's easy enough to do, but we'll we'll add that. Okay. You've made the motion. Somebody second it, please. >> Second. >> Okay. He had a second and All in favor of adding an item P. >> She's changed the Hometown Bank um >> contact um signing authority. >> Mhm. >> Signature card, right? >> Any discussion? >> Well, it's for new It's for new business, right? We're adding it to new business. >> Oh, add it to the new business. Okay. All All in favor say I. I. Okay. Any opposition? Got to be thorough. Any opposition? Any abstensions? Okay, it's added. Okay, now do we have any old business that we want to bring up? Okay. So,
054for new business, we have to discuss the meeting dates for next year so we can get them to the town clerk be added to the calendar. >> Thanks, Tom. >> I'd like to make a motion that they're all approved. >> Most Tom spoke in about 10 meetings. that date. >> Um, I'll second that we accept the current uh list of board of ed 2026 board of education meeting dates as presented. >> All right, we have a motion and uh a second. Any discussion on these dates? There no discussion. I'll put the motion uh to the floor for a vote. All in favor say I. >> I. Any opposition? Say no extensions >> about an I don't care. >> Well, present. >> Present. >> All right. The motion passed. Thank you. Okay, now we are going
055to vote on the um policies. >> Um but there's an approval of the >> Oh, I forgot that the NAS approval of the NASDAQ proposal. >> So, um a few months ago, um the board had um directed me to uh do uh research an independent study of outsourcing the high school. Um as we all know we have done this analysis I don't know at least three times in my tenure and apparently the numbers that the board of ed and myself and the finance directors um have presented people are skeptic of because we did the analysis ourselves. We did the analysis to save money. Um, and it was truthful when we put it out there. And every time we've done the analysis, it will cost more to send our high school students to Woodstock Academy than
056it would to keep them in house. One of the biggest drivers is the percentage of students who are in our life skills program or in our transition program would need an a district placement. Um, and some of them have their own nurse. Some of them have their own behavior specialists. Um, they have specialized programming. And so that number drives it up. Transportation is another big driver because we would need more buses to take the high school um over to the other uh to Woodstock Academy. So since the public has not ever believed the data that we have put out, the members of the board of ed said, "Melanda, we got to have an objective audit report study done of outsourcing the high school." So I approached NASDAQ because we are a member of NASDAQ. They're
057the people that does enrollment projections. They do our special ed projections for us. sometimes their their enrollment projections are off um if you've looked at those projections depending upon what's happening but um I they are a reputable educational think tank and they have quoted us um $8,150 to do the study. Um they will give us a 20% discount because we are an affiliate. So the fee for them to do that work is $6,520. We know that that was not part of our original budget. And so before I go ahead and sign this um I just wanted to bring it to discussion before the board um before we go and do this independent audit. >> I have a question for the discussion of that. What do we get out of that? And >> well we need
058a motion on the floor. I'm sorry. >> I'll make a motion, Kathleen, to move forward for discussion. >> I'll second that. >> Okay. Now, your question. >> What do we get from that? I obviously we're getting something impartial, but in terms of what we do versus what they're going to do, what is it that they're going to do? >> They are basically going to look at all the work that we've already previously done. Um and then they will go out to um have discussions with us, the finance director, um look at our high school budget overall, do an analysis of that budget, and then do the same with um Woodstock Academy and do a comparison, give you a study, come here, report out those findings to you in a public manner so that anyone who
059is interested and then give us a final report that we can put out there for the public. >> Would they look at Putnham also? They can we whatever we direct them to do. >> Yes. Tom >> keep this completely independent. I would suggest that we bring this to the board of selectmen. Let the board of selectmen hire NASDAQ. So it's not that the board of educations hiring the committee because we know before the town's people have always said well you hired the auditors >> even though they're independents. So just a thought. >> That's a good point. >> I like that. Would we have to pay the 8,000 now instead of a six? >> So, so no, I think I think it the town is an affiliate. >> The one the one thing right now with
060>> with our high school >> versus being outsourced and this has come up teen times, >> we have the ability to control the costs. Whenever there's tuitions, the tuition of a school, whoever if if god forbid we ever it ever came to that, you cannot control what that town is going to ask you for a tuition for that student. >> That's one of the biggest pieces which I think again we are able to control. We have the ability to make cuts and we have the ability to >> make it work every single year. >> I know. But they don't listen. I totally understand. >> All right, Kristen. >> I'm just >> just going to piggy back off of what Tom said and also we don't get to control what they're taught anymore when they go
061somewhere else. I don't sit on their board of education. >> No, you don't. >> So that's where we're talking only the high school. >> Right. Right. >> Right. But still that you don't get to control what they're being taught anymore. And to piggy back further off of what Tom said is all of those extra costs, the increase in tuition nails your elementary and your middle school budgets. And if you look at Woodstock's current testing scores, they have dropped significantly every time because that academy is sucking their district dry. >> Well, we're only talking the high school, >> right? Every time it goes up, where is that money coming from? It's coming out of your budget for your middle school and elementary students. >> Understood. But there are some advantages to sending the kids to Woodstock
062Academy. >> I've yet to see that. >> I I don't know. We have more pathways. Well, you do. Why do >> Just because you went there doesn't mean it's better. >> No. Exactly. >> No, I'm not. I didn't go to that Woodstock Academy. The Woodstock Academy I went to was an entirely different Woodstock Academy. It's not the new one, believe. Anyway, I'm not disparaging turtle. >> This this independent entity, have they done these school comparisons for other districts? >> Yes. So, they did one in Vermont, they did one in uh two in New Hampshire. Um similar communities, bedroom communities with not a lot of business space. um and um they will come up with some um suggestions at the end of their report. One of the suggestions will be the other study you have us
063doing internally which is taking a look at reconfiguration. Um and um I do have a committee doing that work now. Um and um we will have a report to you in December. Um that that there's a lot to that report because philosophically you will dissolve the middle school model here for Thompson Public Schools. Um and you will look at a different configuration. Uh there's plus and minuses in each column. I think we've done this at least twice since I've been here and it doesn't save a lot of money. Um, but that's a decision once we do the final report and bring it to you that you can talk about. But they did say to me um that one of their suggestions might be looking at the overall structure of the district. Um, and then the
064board has to grapple with what's more important. Um, you know, keeping your high school intact or uh making some changes below. Um, and uh, the art committee is looking at that with an objective lens. And trust me, it's hard because people's emotions are running high because I'm using my internal staff. But uh, we are looking at it very objectively and uh, we'll present uh, an objective report to you and then finally at the end of that report we will tell you our opinion um, as a committee and as a group of educators. >> I have just one other question. How long would this process take for this independent? >> It says 3 to four months. >> Okay. >> So, right before budget, >> that's if we get if we get that's if I get an
065approval to go ahead and sign the contract. That's that's the interesting thing. Um, and I have been working with them since July to try to get a number, but they had to pick the right group of people to do the study and it just took them time. >> I don't know of another independent organization that could do that for us. >> Can you speak real quick? >> Personally, I think we've made leaps and bounds at the high school with the pro with the pathways. I mean there's nothing we don't compare we are leaps and bounds ahead with our pathways at the high school compared to Putnham compared to Kiling leap compared to any of the other schools. I'm saying the size of Woodstock Academy today gives some advantages in in other other ways because of
066their for collegebound students not for the trades or the back. They don't they don't offer that. >> Interestingly enough, out of a graduating class of 50 students, 20 are college. Wow. Um, right. and we do a good job with all our AP uh but the other 30 students in a graduating class are are looking at the trades and looking to work and so why we developed as a board uh the pathways was to meet that need that's where our kids' interests lie and that's who we need to cater to really I mean well we need to cater to all our students and we do have BP and we do have the college credit courses so but the overhead on a small high school is hard and it's hard to explain in my this is my
067humble opinion and we're going to keep getting that question and um it the regionalization comes up but who are you going to regionalize? You can't. There's nobody that want you know who you going to regionalize. >> We asked Putin many years ago and they were not interested. That was the only one Melinda and I went down and talked to Putnham and we even changed our schedule to match their schedule so that we could share at least share coursework. >> We even asked about merging the two schools and they ended up that's what I'm talking about because that would have been a north and a south campus, >> right? And they weren't interested. >> Correct. And the town forgets that. >> Yes. So, um, anyway, I >> do we make a motion that we move this
068to presented to the board of selectmen so they hire it independently or >> I think that's a good idea to let the selectman >> I'd like to make a motion that we take this >> uh the NASDAQ what do you call that? Uh, audit independent audit. >> It's a study. >> All right. the study study >> and we ask that the board of selectmen hire the firm so it is completely independent >> right >> second I think that's >> I'll try to get on their agenda you made the motion to Justin >> yes >> Justin second >> no Jack yes seconded it okay >> all right so I have a motion and a second and I think we did Jessica, any further discussion on this? >> I just I I think this is a total
069total waste of money. We've done this a couple of times before and we're going to get the same results that we got the last time to go through this motion again. It's just going to strain everyone's time and we just the town frankly doesn't have the money for it. >> So, I'm going to be voting no, but I urge you all to vote no because this is a complete waste of money. How I see it, Bill, is we're going to finally put this to bed. >> How many times are we going to put this to bed? We've done it at least twice before, >> right? But it comes back on us because it was an internal and they don't believe our numbers, Bill. >> They're not going to believe the next set of numbers. >>
070Well, just the tuition and the amount of transparent. It's out there. Somebody else did it. It wasn't in house. Just >> so regardless of if the $6,520 was coming out of the board of education budget or the town budget, >> we have from our earlier presentation this evening, we have math test scores in the middle school that we need to worry about. >> Yes. >> And I would much rather turn $6,520 into math tutoring dollars than high school assessment number 15 of whether or not we can outsource it or not. I I we we as a board of education have a responsibility yes to the taxpayer and the town's people but we have a responsibility to the students in the district and the students in the district based on the test scores the tutoring helped
071and we need to do better with that. >> Okay. >> So I think I agree with Bill in that $6,500 is a waste. $8,200 whatever it is is an absolute waste and we could spend it better on the students themselves. >> Okay. So, we just >> especially after talking this this earlier about this $120,000 that we don't even know how we're going to pay this bill. >> Okay. >> It just infuriates me that we do this over. >> I totally agree with both of you, guy. However, I'm also trying by me making the motion, it does not mean that I am pushing these test scores to the side. You know, my stance on common core math. I think it's absolutely horrible and I've said that for 18 years or however many years Common Core has
072been here. I don't care. The answer's wrong. I don't care how you got there. The answer is wrong. Second part of this is we have to put this thing to bed. Totally understand. I agree. $6,000 is a lot right now. I just think we have to independently get this done. Kathleen, can I speak? >> I'm just going off of just basic math. If we take 166 kids and the tuition to you, and we're not even transporting them yet. This is just if we had 166 regular ed kids >> at tuition, it's already more than what we paid for this to run the high school. >> So, I I and I I know we all get that, but it's like >> the math is there. Whether we spend the 6,000 or not, the math is right
073there. We continue to take the brunt of everybody telling us that close the high school and >> yes the two A thank you for looking into this because we asked you to look into it >> and I appreciate that you did that. B the 267 people that rant against this every year are not going to be mllified by an independent study, a congressional study, a Supreme Court study, any study. They're not going to be mllified by that. >> Especially if it doesn't say what they want. >> Especially if it doesn't say what they want. >> And so if they want to believe, they they can believe. But but to any of the people that are watching, the six, seven, eight, nine people that are watching and the 267 that aren't, >> the the numbers are
074are are as factual as they can be. Uh we're not hiding anything. And uh >> so the other to the other voters that aren't that those 267 uh come out to come out to the budget meetings, come out to all the meetings and pay attention because the information is there and there's nothing being hidden. >> So we do have a motion on the floor. However, the 267 people if they wanted to pay for this audit, it would cost them $2442. >> There you go. Great idea. Great idea. Thank >> they want this audit. I think that's a fantast. >> There you go. >> You know, because I would I'm on Justin's side. I I would love to take that $6,500 and reinstate the math lab pro and start to reinstate the math lab program. That's
075where the I agree with you, Justin. That's where the money needs to be spent, >> but we don't have it, >> right? >> We don't have the money to spend to begin with. And if we did have the money to spend, I wouldn't be spending it on another audit when the basic >> math on paper, like Danielle said, already proves it out that it ain't going to work. >> Right. So, >> thank you for doing ask. >> That's common core math. >> Okay. All right. >> 1 plus one equals three. >> Having said that, I will put this motion for the study of the NASDAQ proposal to the floor for a vote. All in favor say I. >> I for independence. >> Well, okay. >> All oppose. Say no. >> Okay. >> I'll abstain. >>
076Thank you for your effort. >> Yes. Yes. Thank you very much. justify wasting that money. >> No, you needed to know what it would cost, >> right? >> And thank you very much. >> They can pay for it. >> Now, I will say if there's an independent donation of the 265 people, >> 2442 >> of $25 a piece, we got to round up because you never know. >> Three easy payments. >> Yeah, right. >> We'll pop that study right there >> into the budget. >> It's there. It's there. We know how much it's going to cost. And uh >> Yeah. Okay. There you go. Put their put put their money where their mouth is. >> Get a dumpster. >> Okay, now we can go to the >> policies. >> Like to make make a motion
077that we approve the policies, five policies before the board this month. >> I'll second it. Any discussion on these policies? >> Discussion question. Hearing none, I'll put the motion to the floor that we approve the um five policies listed, the library policies, the curriculum, and the public complaints. All in favor of appro approving these policies and these are new policies. These are not revised policies. These are all new policies. So all in favor of approving them say I. >> Any any um anybody not approving them say no. Any abstensions? Policies pass. We have to do a pre and approved lunch breakfast. So, sorry. >> You can remember in the summertime we talked about um uh the idea that we did qualify for free meals. However, the reimbursement on the paid meals for lunch was only
07844 cents and we weren't able to cover a meal. So, therefore, we can't offer free lunch. But we talked at that time that um our new food service director could with the reimbursement rate for breakfast offer free breakfast. And so it was a discussion but we never formally voted on free school breakfast as a board of ed and the state is asking us for that >> with districtwide. >> Districtwide. >> This is state reimbursed. Correct. So, she's able to >> create a breakfast with a reimbursement cost of a dollar per meal. And remember, the free and reduced aren't in the equation. It's those students that would ordinarily pay. So, based on the menu choices that she's put together, she can uh feed our students uh for a dollar for for breakfast because of the reimbursement
079coming from the state. So that's why she can stretch those dollars and make it free for all. We just couldn't do it for lunch. >> As a clarification, it's a free lunch to the students that is reimbursed by the state. >> Correct. >> Is taxpayer reimbured by the state, not taxpayer reimbured by the local tax town. That's exactly right. By the state and it is not necessarily a free lunch. It is free to the students. We still or free breakfast. It is free to the students. There is still a cost to it. It's just reimbured for by the state. >> Correct. Correct. >> Your state taxes. So, you're getting >> you're paying for it one way or the other, >> but you're getting your state taxes back. It's not >> Well, I'm not disagreeing, but
080>> what I'm trying to bill, what I'm trying to get at is a referendum number seven next year is not going to change the fact that we're that we provided free lunch or free breakfast, sorry, this year. >> Sorry if I got everybody confused. >> Does this include the summer as well? >> No, the summer is something different. The summer is free for all. Um it it's a different program, different grant funding. >> So this one basically is just school year. >> Yes. >> Okay. Do I have a motion? >> I believe I'll make the motion. >> I'll second it. >> Okay. We have a motion and a second. Um any discussion? >> I think it's a great idea. Start the day with breakfast. Thank you. >> That's what research says. >> All in favor?
081Then I'll put the motion to the floor. All in favor of approving that we provide free >> I I >> finish. Okay. I'm assuming the motion passes. Got it. Hey, at this point >> no correspondence. We have a thank you letter from K. The bank account added item. Bank account. >> Huh? >> The contact for the bank account. >> Oh, that's what I forgot. I wrote it down. Okay. >> Motion to >> I'm thinking it's one of my scribble notes. >> Motion to change the signing. >> So, you should include Deb Mida and Chris Murphy and remove Lisa Durant. >> Yes. >> How many do you want? >> I want Debb Nita and Chris Murphy. So in case one is out, we have a backup and Lisa Durant needs to come off the account. >>
082Yes. >> On the lunch account. >> Signature. That's fine. Okay. I thought you said three people and I'm going, "No, no, no, no." >> Okay. >> Two signitories >> on lunch account at Hometown Bank as the name stated by Jess Bald. Motion's on the table. Right. >> Also remove you have to include that. >> I'll second that. Okay. All right. Any discussion on that? Now, you still only need one signature on the chat. You just have you have two people, >> right? It's a backup. So, in case if there's an issue in Deb's out, they can contact Chris or vice versa, >> right? >> Because the issue is is right now Lisa's on the account. So, if there's ever an issue, Lisa gets the phone call and then we're relying on her to call Deb
083or Chris to handle it. Okay? And that's that can't continue to happen. All right. Okay. I'll put the motion to the floor to um add Deb now in person on to as signatures on the bank account at hometown and remove Lisa Durant. All in favor? I >> any opposed? Nay. Any abstensions? We do have correspondence from CABE that's in your packet thanking us again for um signing up again though their organization. I think they do a lot for us by providing um policies and workshops and that way we don't take enough advantage of but and uh newsletters and an abundance of emails. Yeah. >> But uh anyway, so that's there. Okay. at this point in time. I know it's probably um a um a meeting early, but we have them. So, we give them out.
084I still urge you to come to the next meeting. Got one more meeting left, but in grateful appreciation. >> No, it's me. >> Okay. Oh, yeah. for your years of service on our board of education to Danielle Carlson. A nice plaque. >> Oh, I thank you. >> I've got to get a good picture. >> Oh, okay. I don't know if you >> Thank you, everyone. It's been a great six years, huh? and many many years >> of service to the Thompson Board of Education. >> We thank you very much. >> I appreciate that. Thank you. >> Can we get a pleasure with you? >> Thank you. >> I'll save my speech for next month. >> Okay, you can do that. >> Better make it. >> Mr. Wakowski >> for your many many years. >> Many
085many years. >> Four minis. >> A lot of many many >> Thank you. >> 24 years. >> Well, 24 year 18. >> 18. 24. Wow. That's >> amazing. >> Stephanie, may I say something? Yes, you may. >> Well, I I thank the three of you very very much. Um I don't think I would have gotten through the last six years without you. You navigated us through co um Bill, you've been uh my first chairperson of our board. So, thank you so much. Um and um the funny thing about former board members, they text me all the time and send me information. And so, we've gotten some really good tips from the former board members. So, they're never really gone. Um, they still text me and email me if they find something interesting that's going to
086support the district. So, we hope that we'll stay in touch. >> Okay, too. >> We're still on the building committee, so we're still hanging around. >> Still spending your money. >> I will just say one quick thing, though. Um, 18 years went by really quick. Uh, I will say I'm not going to miss the budget processes, late night negotiation meetings. >> Yeah. >> Some nights getting out at 5, 6:00 in the morning, whatever it was. >> Um, but this board truly, whether you're Democrat or Republican, that was checked at the door. And in 18 years that I was here, it was always about the students, the staff, creating a professional and safe learning environment. and we always worked together and we always made it work financially. >> So, it's been an honor. Thank you. >>
087Thank you, Tom. >> And and I don't know if I'd been here without Mr. Coniglio who's a former board member over there. I came on when he was on a couple of years. Great friend, great mentor here, but he left me and left. >> Left me and went tell him Angelo. >> We did have a pack though. We said when you went I was going and we now have our specific spot up in the balcony >> for a scavenger to up and Waldorf from the Muppets. enough. That's awful. >> Oh dear. >> It's been a lot of fun. >> I appreciate your service very much. >> And I just want to say thank you. It was a tough decision. I was going to run again, but I um my dad's in hospice care, so I
088just have to be with family and so I just want to say thank you. It's been a great six years and you know, one last see what is going on. >> One last thing for the three of us. I mean, thank you to the towns people voting us in all those times. >> Well, Gonna miss you guys. Yes. >> Well, you still have one more meeting. So, >> yeah. >> Okay. And then second round of citizens comments. >> I do. >> You have a citizen? >> I do. >> Okay. Um, with all of our selectman candidates sitting here in attendance, >> um, you guys haven't been come to these meetings and that's fine and but appreciate your attendance tonight. You got a little tiny taste of what we go through with the special ed budget.
089And every dollar that we spend on special ed is not that's not reimbursed by the state, which is most of those dollars come. We have one budget, right? So every dollar that we spend that the state's not giving us back is coming out of the overall budget. And so that's things we can't do as a town. whether we can't do it as a school district, we also can't do it as a town because the the voters are only g give us as a town so much money. Um so we need as much help as much many creative ways to pressure our state uh legislator legislators to fix fix the broken system. Um there's we're we're up against it and it's going to drive our town and and many many small towns throughout the state into
090possible bankruptcy because we can't sustain this. And I just want to let you guys know because you only got a tiny taste of this. Um and it's not going to get any better until it gets fixed. And the the cost threshold goes up every year and the reimbursement past that that cost cost threshold goes down every year. Correct, Bill? Correct. >> And it's not it's it's it's a very very broken system and we we need to get help to fix that. And uh not that you as a as potential, you know, uh town selectman can do much, but just putting that uh bug in your ear. Thank you. >> A voice. >> And uh the communications committee subcommittee has been putting out form letters for people to sign and send to state legislators, emails. Um,
091we've done a blank. They've done Heather has and Kristen and Jess and all of the subcommittee have been very very proactive in trying to reach our state legislator legislators and in getting that out there. But there's so much that this the state has a spending cap that they don't want to break. And um and there are so many agencies coming at them for help. The health services, the social services, and our special education needs. And uh and it really does hurt. I mean, 64% of over $100,000 is you have to spend over $100,000 to get 64% of that overage is just unbearable for us for rural towns. And we're not the only town we're dealing in. >> We're not. >> And uh when they did enact this push back in the 70s, they were supposed
092to cover 100% of these costs. when they went away from the man's fields and the group homes, they were supposed to cover 100% of these costs of special education when they pushed them back into the schools and that never happened. So these are what these when we refer to state mandates this is what basically what we're referring to and uh we feel the brunt of it and and in essence what we spend some it takes away from the general education too >> for everything. >> Yeah. >> Can I speak real quick when you're done Kathleen? I'm just going to add in too that like the special ed when it was developed that that program or the it didn't really incorporate or encapsulate mental health. So it's like now it's a bigger >> you know and
093there is just not enough funding for it. But um you know 4.7 or 8 million of our operating budget goes to just special ed services. So it's like if anything we can get anything back, you know, that's a huge amount of money that this town pays every year for special ed that's not >> brought back into the >> like 24% of our budget 24% of our budget goes to special education cost. >> But we we we always like to keep in focus that it's what these students need. >> No, we're not questioning that. It's just that you know the reimbursement Yeah. would would help. It sure would. >> And what I did find out is that even though they don't cut our ECS because we're um >> an alliance district >> alliance district, they're basing
094the ECS by $10,500 per student. And it's been fixed at that rate >> for years. So it cost us over $23,000 per student is what they're assessing us cost per student. But they're reimbursing us through ECS and educational cost student um at 105. So that cost has not gone up in >> 15 years, not allowing for um inflation. That cost has been paid for everybody in the state. So we're being penalized that way, too. Well, like Justin pointed out, we went from 16 to 40 40 and it's not because we have any less need. It's because there's more need throughout the state. So hopefully that's an indicator that the state's going to start to >> hopefully realize that. >> You know, we'll see. But hey, squeaky wheel, what is it? Gets the cheese oil >>
095or the oil. >> All right. Well, whatever it is, cheese or oil, let's get it. >> Get the cheese. All right. >> Second. second. >> Okay. >> 21st next month >> meeting next month [Music] >> on a Tuesday though, right? because of uh what's the holiday in uh >> thank you so much. >> It's nice to see you. >> I'm slacking on my job. She's already got you done. >> I'll be here no matter what. >> Good to see you, man. >> I'm going to miss having you say that on Tuesday. >> Oh, so it is. All right. I thought it was going to be flipped. >> All right, I'll see you guys next month.