001Yeah, it just >> it's once 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. >> And there's one exit exit to my left. So at this time, >> nomination and election of board chair and secretary. So 2 A I will ask Nominations for board of education chair. >> I would like to nominate uh Jim Franchesy for chair. Um Jim has shown steady consistent leadership as a subcommittee chair and brings a very strong understanding of our policies and responsibilities as we enter a demanding year with budget and policy work ahead. I believe his experience and balanced approach will uh best serve the board and our students. Okay, there are no other nominations. I would >> close to
002nominate Kira Thompson. I'll go around to each individual regarding who you will support. Dan, >> this I think it's a parliamentary inquiry. Um, what are the procedures for abstaining? Can I just say abstain? >> Sean, >> Kira Thompson, I'm going to abstain as well. >> Jim, >> congratulations, Kira. You just won. I mean, I'd vote for myself, but it's already decided. We still have to complete and have >> I'll vote for myself. >> Terry, >> my vote is for Jim. >> Kira Thompson. >> Cara vote myself. >> Okay. >> Carson. >> Okay. >> Congratulations. >> Thank you. Okay. indicated um Cara Thompson is now the board of education chair and now you take over and we'll ask for nominations for secretary. >> Yeah. [applause] I have a few words first if you don't mind. Uh
003first and foremost I want to thank my family uh especially my husband for giving me the time and support needed to serve on this board. I also sincerely want to thank everybody at this table. It is not easy to be a volunteer on any board or commission that serves the public and I deeply I sincerely deeply appreciate the dedication each of you brings to this work. I'd like to take a moment to remind the public what the board of education does. We oversee the school budget. We create and revise district policies. Our only employee is the superintendent and it's our responsibility to provide oversight and ensure the district is moving in the right direction. We are a group of individuals with diverse backgrounds and careers who volunteer our time for the greater good of the
004community. I do not take this role volunteer role lightly. I am committed to staying in my lane. I spend a tremendous amount of time preparing for meetings participating them and reflecting afterwards. I will continue to strongly advocate for our school budget just as I have in years past. I look forward to stepping into my new role and I hope it provides opportunity to further strengthen my voice in support of public education. It remains an honor to serve this community as I have for the past four years. Thank you. Uh I will ask for nominations for the from the floor for board of education secretary. Uh I'd like to nominate uh Jessica Hatfield for secretary. Are there any other nominations? >> Actually, I would like to nominate Tea for Secretary. >> Okay, >> I'll make a
005motion to close nominations. >> If there's no further nominations, um >> Well, hold on. You got a motion, so you got to have vote on the motion. >> I need a second. Second. >> All in favor of closing nominations for secretary. >> Are you Are you okay? >> Yeah. >> Okay. >> Do you want to take a moment here? You're you're allowed to do that. [laughter] >> It's okay. I'm just watching your face and it's like you're allowed to say that. >> I I can handle that. Yeah. Yeah. Be happy to do that. Be happy to serve that role. All in favor of the closing motions for secretary. >> Yeah. Awesome. >> Any opposed? Any abstensions? I don't think we have to vote if we have more than one person. Correct. >> You still need
006to vote on secretary position >> by person. >> It needs to be recorded. >> Okay. Steve >> Jessica Hatfield. Jessica Hatfield. >> Jessica. Okay. Me. [laughter] >> Terry Edain. >> Jim. >> Jess. >> Sean. >> Jessica. Matthew. >> S. >> Jessica. >> Motion carries. Jessica is the new secretary. Congratulations. [applause] I'm going to move on to agenda agenda item number three which is a report of superintendent school. >> Congratulations. Um I do have some highlights I'd like to share. Beginning with this um afternoon, the middle school hosted their first [snorts] National Junior Honor Society induction. Um and it was a lovely event for all of the students and the family members. Um last week the high school um also inducted to the National Honor Society students at the high school level. So congratulations to all
007of those students. want to share that today here at central office we had the team of all first grade teachers here and the principal um the principal and I had worked together to put a professional development opportunity in place and got subs so the first grade teachers could really dig into the reading and literature materials in the new program and it was a huge success. Um, I do have a group of elementary school teachers that I take to the state training. It's called a master class for the science of reading. It is all free to us. And so, it's great to be there the second year. No one else in in the state has done that. They just go one year, but I keep asking and take different people to um increase their knowledge and
008exposure to national presenters. Um also want to share that the state for the first time offered superintendent opportunity to nominate um educators classroom teachers to be curriculum fellows brand new initiative. They looked at other state examples as a model and so I did submit about 10 names. So waiting to hear um those results. Uh next month you will all hear from the building administrators. They have prepared presentation a very thorough one based on student achievement um in regard to all the standardized assessments um surveys that they administer and how they develop goals and um looking forward to having them come and present to all of you. Excuse me. >> Sure. >> I'm just curious uh what the normal protocol is for questions to the superintendent uh during your report. Do we wait until your report's
009over? Do we ask questions as you're going through topics? What is it? What is the preference? >> Probably wait until I'm done if that's okay. >> Oh, that's perfect. That's why that's why I was asking. Thank you. >> Taking notes. Um want to put this date on um your calendar. Wednesday, December 3rd, the class of 2026 will be holding a trivia night fundraiser um to raise money for their senior trip and senior night. It'll take place at the high school from 6:00 to 7:30. Um opportunity to connect the high school to the rest of community to raise money for the senior class. So, >> could you give us the date? >> December 3rd. >> Okay. 6:00 to 7:30. >> Yeah. [clears throat] also want to um put these upcoming dates on your calendar. November 21st
010and 22nd, just this weekend, the drama club will be performing a rendition of Little Women. It'll be in the auditorium. The 21st is opening night. One show at 700 p.m. And on the 22nd, there are two shows scheduled, one at 2 and one at 700 p.m. in the evening as well. Um, want to give a shout out to all the schools. Veterans Day and the activities that this district puts together is heartwarming, just amazing, every level. Um, and so want to thank our administrators, our staff, the students because they open their doors to community members and they feel the love. They definitely feel the love and appreciation. Um, and so I wanted to acknowledge that. Also would like to acknowledge another community member, Dr. Ron Gross, who is a trauma surgeon. He does the stop
011the bleed trainings here um at central office and over a year ago I had come to the training and then I thought you know our health classes at the high school this would be perfect for those students to benefit. So that started last year and he returned this year to additional health students. Um so a great partnership with the school. Um so that's it for right now. There's a lot going on and and you'll hear more and more um and as we have student representatives start to join the meeting starting next month, they they will share a lot that's happening at the school level. >> But you have some questions. >> Yeah. Thank you. Um so I guess my first question is you mentioned the science of reading. You said it was no cost. Now
012my question is at the beginning of the process when the state mandated this pro this curriculum was there a cost to the town of East Adam or did you you were you able to use a state provided curriculum so that there was no cost to the taxpayer >> grant funding from where >> from state >> so the state of Connecticut gave you a grant >> correct >> and that fully covered the cost >> it did it did other with some exceptions because we're trying to build up our classroom libraries. So, that's something that we still need to do, but to get the modules and the materials and teachers hands, that did cover it. And some professional development, too. >> Okay, great. And, um, Dr. Drito, I don't know if you're aware, but I I formally
013served uh on the board of education here almost 20 years ago, and at that time, uh, every single building administrator attended our board of ed meetings. Okay. My question to you is what is the policy regarding administrators attending the monthly board of ed meeting? >> So my expectation is if there is an agenda item and you're presenting absolutely. >> So there is no man there is no um >> it's not a requirement unless they're presenting but they do listen in and I do want them to have time with their family. So that is an expectation of mine. >> So your expectation is that they are not required to attend the board of ed meetings. Not all of them. Correct. >> Okay. >> Um, and the next question I have is, I was contacted by several
014folks regarding a teacher climate survey. I don't see that on the agenda. I'm curious, has there been a teacher climate survey? And if so, is it a document that we can review as a board of ed member? >> So that that's part of the surveys that the administrators administer. So it's student, it's parent, it's all of that under climate. So they will be addressing that when they do their presentations because they set goals to build climate based on that. >> So the next board of ed meeting we will have go through that that survey. >> We will not survey but they'll go through the results and share how they use those results to build their goals for the year. >> So as board of ed members, do we get a copy of the teacher climate
015survey? I I've never seen that. If that's what you're asking for. I don't know that that's ever been distributed. I know that they will select key areas that they feel they need to um work on based on input. >> So you don't have a copy of the teacher. >> So if I reached out to the president of the teachers union and requested that, is that something that the board of ed can? >> You're talking about two different things. >> That's why I'm I'm trying to understand. I was contacted climate survey that we have to administer and the administrators at the school level do administer that. >> Okay. >> Um and that's for all the different groups. You're talking about parents, you're talking about um students, >> okay? >> You're talking about um colleagues. So that
016is what they use to develop like their improvement plans if that makes sense. >> At a at a school level, at a building level, >> at the three buildings. Yes. >> Yes. >> All right. I'll follow up. It it sounds like we might be talking about something different. Are you aware of a teacher survey that was out in the in our district? >> So unions usually do that if that's what you're talking about? >> Yes, it is. And so you are aware of that? >> Yeah. Yeah. I don't administer that and I don't have that if that's what that's what the question you asked if I have that. I don't have that. >> So you don't have it because they don't provide it to you or you don't have it because you don't request it.
017>> Neither it's something that I' I have not requested like a copy. I think that's what you're asking. Do I have something in my possession? No, I don't. >> Okay. Okay. Great. All right. I'll follow up with them. All right. That was it. Thank you. Yeah. >> Is there any additional questions for Dr. >> Drito? Actually, I'd love to get back into those weekly updates. >> Oh, yeah. >> So, I'll start that this week. Yep. Yep. >> Reasons behind, you know, but I'd love to >> feel like way behind. >> Okay. Great. Thank you. >> Thank you. Okay, move on to agenda item number four, the facilities update, which is listed as generator and power infrastructure, and it's um presented by our East Tatum facilities director, Don Inola. >> Good evening. Congratulations everyone. >> [clears
018throat] >> Um, so I guess there was we have a few questions about what the middle school and the high school had for power. When the generator kicks on, when we lose power, we'll start the easiest building first and that's the elementary school. Uh, well, I'm sorry. You're just going to um, we're actually in the process of actually hooking that generator up. Now, uh there is no intent for any of these buildings, including the elementary school, to run the building 100%. And to make it seamless from the regular street power to the generator is kind of prohibitive, not cost prohibitive the entire building and the infrastructure inside the building to actually do this. Now, it is going to be tough if not impossible to do so. So we will do like elementary school we'll have
019the vital stuff on there. We have we'll have like the heat and we'll have the fire alarm it lighting uh kitchen um the important stuff that we need to maintain for an hour, two hours or three hours until the building gets power back or or through dismissal. The air conditioner may be on it. It all depends on the loads for your elementary school if it will take it. I'm tending to believe that it probably won't be because we'll have to do the the electric ovens and stuff inside for the kitchen and to run more of the heat. So, if there were some give and take, that may be one of them. We're actually working on that now. We're actually working through the process. The generator has been installed and put in place. It just hasn't
020been wired yet. So, we're working on that with the HBASC project. We bought this generator. It took us a year to get it and it took 8 to 10 months to get us this far and because we found that cost difference was uh what we had put aside to hook up the generator to elementary school wasn't what we wanted to do. So we were lucky with this HBAC project we were able to give more with it than we would have 8 to 10 months ago. Eight to 10 months ago, we would have got it, lighting, um, some heat, and that was about it. But with this HBAC project, we're open. We're able to open the ceilings up. We're able to open panels up. They were able to pull more power, and so we're able to
021get a lot more on the elementary school. Elementary school is going to be in good shape once we get it hooked up, which I'm guessing will be in about a month or so. So, I think that'll that'll be pretty good. >> [clears throat] >> Uh the middle school is seems to be the one that always gets hit with I'm sorry. You want questions for school? Yeah. >> Yeah. Just to really to cut through everything you just said. >> So if there's a power outage before school starts, we couldn't have school. >> Well, it depends. >> That's where I'm going. So >> Eversource, we have a pretty good with emergency management. our ever source contact we have a pretty good handle on if they know it's going to be an hour or two hours. I mean
022a generator is not designed for any of these buildings and most commercial buildings not to run 100%. >> Sure. I mean yeah that's understandable but I mean if we have identified how much you know usage we can put off and we're talking about certain lights. I mean the most important thing is kids not missing school. So, as far as just like any generator, is there some kind of process or program where we go, okay, well, we don't need ovens. Okay. I mean, so in order for kids to learn, that's fine. So, we're going to have to today we're going to have to go without the ovens and out maybe with this these lights and without that microwave or whatever in order to get classrooms lit, heat, and in order to get through the bare minimum
023so kids can attend school. And I want that on that question across each school. >> So yes and no. I mean because the kitchens are part of the every day for lunch or breakfast academically. I mean if kids we'd rather miss a whole day of school because we feel we have to power our kitchen or do they miss a class then they get to go >> oh the kitchen food. Okay. Just making sure I'm thinking like the middle school and the high school for like you know uh the other the other kitchens and cooking classes and all those. >> Yeah. No, no, no. So So I mean like parties the kitchens themselves for the cafeteria. >> Sure. >> Is I mean they're running the freezers, they're running the walking freezers refrigerators which are usually packed
024to the gills of food. >> Sure. >> So they're actually a pretty big draw. >> That makes sense. obviously in kitchen something like high school or middle school we can do without the the extra stuff >> and that's not going to be a priority. So >> that will be something we go through the list that if there's a cooking class well you know what we may have to skip that with the electric ovens you lose it for that day >> right >> and then you go back to it normally. >> So yeah and so from the elementary we'll start elementary and middle school. So with elementary again just going back to the yes and no I mean so how do we get to yes? So my goal is and I think we're on the right
025track is we're gonna have heat. Obviously it's more important than air conditioning. So we we'll have the heat. We'll have hallway lighting, fire B. Um and that's the unique one. It has all electric stoves. There's no gas there. So we have to get the the uh the rollaround freezers and refrigerators and at least one convection oven. Sure. >> On it so they can cook through it. Um, and it'll have limited classrooms. Now, the plus with there and actually in all the schools now were all LEDs, so they're not drawing much on the generator. So, that's a huge plus. >> And again, I >> I wanted this generator hooked up a year ago, but the the delay has actually helped. It's helped immensely. So, we're getting a lot more than we ever would have >> with
026this generator. So, >> it's worked out. Not to, you know, not for a criticism, but if there is, you know, if there is a need, you know, hey, we just we need to get over this hump, you know, just amongst each school. Just trying to understand what that is. So then maybe it could be budgeted into the next or just trying to understand, you know. So >> just looking to get that those specifics among each school in order to be able to run school with a power outage. So I'm not sure that we we would be able to achieve 100% of the building to run a legitimate day. >> Then that's where it comes down to do is really 100% of a building needed to run academics. Yeah. So that's that's the question. I don't
027have the answer. It's the question. >> So we so I guess we we got to go back to this a little bit too. So, and I guess it may never happen, but I mean, when you have street power, you're using the generator as backup if you lose street power. Now, if you're down street power and you lose a generator, we got nothing. >> So, you got to hurry up and get buses to get the kids out and get them home. >> So, there's really no >> gotcha. Okay. >> Clear path to have six hour day or two days of on a generator. It's meant to get you by for an hour, two hours, three hours, or in the snowstorm or the ice storm that we lose power for a week, it's meant to keep it
028warm so we don't freeze up. >> so at minimum at the elementary school, you're looking at the generator is going to power heat like emergency lighting, the its bathrooms, I assume, too. >> Sorry. Yes, bathrooms and sewers. Sorry, I forgot that. Yeah, for the well pumps. Yep. I just wanted to thank >> Yeah, I forgot that. And uh the kitchen too. >> Okay. >> Minimal kitchen. Maybe one oven. So >> when we say it, are we including phones in that? Are the phones in there? >> They are. Yep. >> Yeah. >> Yes. And I think that, you know, I just want to say I think this is also a bigger and broader conversation because there was an issue with the start times of the schools, the buses. That was a huge issue that parents had
029was standing outside and that I had heard complaints about my students outside. I'm now at work and I can't get the message to my kid that the bus is not coming now. And so kind of playing with because I know there was the issue of like do you delay all the schools that the you know or so this is a bigger bus issue that we have to cover in the um uh uh what committee or the business and planning committee >> and so you know there's more conversation about that but I do think that and maybe I didn't hear fully what it was but when I communicated with the other board members I think we were under the impression that the generators were doing more that and so if we're having a generator parents were
030like why are the kids not able to go to school and I I got more information too so I I'm not like have a window if you don't have light that you can't just send the kids to school. So I know it's a more complex thing but I just wanted to point out like this was a a huge issue for a lot of people. So I just want to focus on it and keep it on our tab so that we can keep talking about it. So >> about the middle school. >> Yep. So the so in a way the middle school is pretty much the same. I got breakdown of all. I mean there's a lot of corridor lights uh included with this. And again when the school was built and even with the high
031school, there was priorities put on the generator. It was this is what we need. We need AB. We need this list of stuff for the building to survive to get through hurricanes or snowstorms and to get people get students out. It's not it wasn't designed to run the entire place. Um so it's it's a hit the priorities and so we got I mean for the most part we got a lot of the majority of the lights and all the corridors are lit. The classrooms are tough. There's some interior classrooms that don't have any lights without power. Uh we so we're working to put new battery operated emergency packs in the ceilings. So those two class So the two classrooms have it. It's the band band computer and chorus chorus room. I believe the three of
032them were missing lights. So we're working on getting interior lights for them. a lot of the outside. Well, the exterior of classrooms don't have emergency lighting because they all have the windows. So, I believe that's what the original thought was is we're going to use outside lighting um because it's the only time the kids are there. So, that was the original thought. I believe I wasn't part of it part of the community. So, when major loads circulator pumps for the heating is on it uh which keeps the entire building uh going. So there's a little you'll see a panel in here says the elevator. The elevator is not on it. The elevator there's amperage going to it. All it does is bring the elevator back to the floor if you're stuck inside during power loss.
033It's not designed to operate. The generator would never survive the rest of the building on the elevator. Uh it does due to heat in there and the shunt trip, but it it won't it won't actually function. >> Yeah. When you say bring you back to the floor, does that mean bring you back to the ground floor or like if you're closer to the second floor, bring you back to the second floor? >> No, they're designed to go back to the lobby or first floor, second floor, wherever that elevator is designed to go home, that's where it goes. Ours is the first floor. >> So, um, I just want to uh go back to the HVAC you mentioned earlier. You said it's an expanded uh project. Does that should I also assume that you're we've gotten
034some sort of grant funding because the state had a special [clears throat] HA HVAC grant program for schools. So I'm just curious >> elementary school. >> Yes. You me you mentioned that there was some you know the HVA HVAC. So I'm just curious did this town apply for that grant the state level and we're utilizing that additional grant money. Is that true or no? >> No no we are. So >> the overall project was 6.2 and I believe the state was 2.8 2.4 that they gave the numbers it's 2.4 2.8 gave back towards the HA. >> Okay. >> So which allowed us to do a little more with >> is it possible um and certainly not next month with the holidays but maybe January after the uh Christmas holidays. I I would like to understand
035what grants uh we're working with especially at the state level for different infrastructure needs. Um there was a recently passed legislation that would allow additional it's called a drip uh program which will allow small not the huge projects but it's going to allow small towns like ours to utilize uh and fix projects that are much smaller at scale. And I I think it would be helpful for everybody, not just me, to see what grants we're working with at the state level. Um because, you know, uh we're going to be looking for revenue and I think we need to have a better idea of what we're utilizing so that we can tap into things if we aren't. >> Yeah. Yeah. Absolutely. >> Terry, did you have your hand up before? >> I did. I just had
036a question. I I think you talked about a little bit already um the the ability to expand this system from where we are today. Should we get additional grant funds? What does that look like? >> Which building right here are you discussing? >> High school. >> So we can pretty much say for all of them the infrastructure is not there. So in order to if all of a sudden we had a perfect world and said we want to put 100% of the building on a generator, it's a huge undertaking because there's no infrastructure. Everything's been wired a certain way in the building. So that would have to go back in and pull it back out. I'm going to It would be a huge huge undertaking if not impossible. I shouldn't say impossible. Anything's possible, but
037it would be a huge >> prohibitive. >> Yes. I would take a guess of seven figures probably for three schools. >> Okay. And my second question is um just the elevator caught my attention for a couple of reasons. Uh if it goes to the first floor, what happens if a disabled student is on the second floor? Do we have a backup plan for that? uh a backup plan would have to make accommodations for him temporarily in the second floor or try to get them downstairs. So that would be so the code allows [clears throat] for us to make reasonable accommodations. So if we lost power and you had a student with a broken leg or a staff member with a broken leg, we could make accommodations on the first floor for hour, two hours a
038day until power comes back on. I mean that's allowed for uh building a fire building code mostly. Um so that's the best we could do unless we want to try to carry the person upstairs. >> It depends on what circumstances are for that person. They might be a very complicated >> fragile state. So just a thought. >> Yeah. No, it's it's um that is a question. I think we had the question at the last power outage. >> So, piggybacking off that, I think because of the last power outage, I think there was a need um if it's on the second floor, you're saying it has the ability to draw down to the first floor. >> It has to code requires it to go back to >> So, it can go down >> lobby, first floor,
039second floor. Wherever the building is designated their their go-to floor, that's where it goes. So, we'll go to the first floor automatically. It automatically draws down or you can use it one time to draw to >> pulls itself down, opens the doors up and you get out. >> So if you're in between floors and you lose power, it automatically goes down. >> Or if it's on the second floor, even if there's nobody in there, that's where it's automatically automatically goes. So, the one thing that we did actually learn going through this is as in the kitchen in the cafeteria, as the appliances go, we should probably back off from buying gas with electric start because the high school is 100% gas. So, we can start them anytime. Ones at the middle school are gas with
040electric start. We're unable to start. So maybe as the appliances go, we can replace them with just gas. >> When you say gas, you mean propane, right? >> Correct. >> Okay. >> Sorry. >> Mildly frightened there for a moment. So, >> so the middle school has all their uh coolers on the walk-in cooler, walk-in freezer, uh their roll around um a roll around washed um coolers, also milk coolers, stuff, all that's on there. Um water heaters, water pumps. This was actually something we just did last year is the septic was not on a generator. So once we lost power, the school had to close because there was no bathrooms. So we did a standalone 20 20KW generator just runs the sewer injector pumps. So they actually we have two generators we lose power that start
041at the same time to keep the building going. So that was a couple years ago was if we lost power facilities. So now we and they were both running uh for both power outages. Uh 100% of the fire alarm is on this. The B alarm alarm uh it is on the middle school. Uh the door swipes or or access cards, they all work on there. Um at the middle school, uh the bathrooms, the bathrooms, uh actually all the bathrooms were the sewer, we got the water in there. Second floor corridors with the staircases and the lighting upstairs. We all have that. It's not every light's not work, but every other [clears throat] So, it's enough to see go through the hallway rest or to get from room to room. And all the duck work for
042the duck smokes and the duct detectors are also on the generator for fire. So, there's a lot of stuff on it. It's just not everything. So it was uh was what the priorities were when the building was built. >> Do we know I know the second power outage was due to something at the school. What was the first power outage? Do you know? >> So we that the middle school gets power from East Hampton. >> It comes from water water hole road. Water hole. >> Yes. >> Senville. >> Silenville. It comes from that way. And we usually all up to this last power outage was we lost a lake. One of the phases would would trip coming in. So half the building would be lit. I mean twothirds of the building would be on power.
043A third would not. So they would come and retrip uh reset the breaker at the pole. And it was a tree that was in East Hampton that kept falling and tripping. So they w up they they took the tree down for us. So this last one was from the windstorm. I think it was farther up the trip the power for Silmanville and it came in to us. The last one was a mouse in the light pole that chewed the wire in the light bulb >> trip the building. >> Does your Eversource liaison in East Tatam know >> that our power for the middle school is drawn to East Hampton? Because they have to work together. East Hampton. I don't know if the East Hampton East Adam laid on is the same person. >> They do.
044And that our person is the district person for Eversource. So he works out of East Hampton, I believe. >> Right. But sometimes they each have their own town. So he has East Hampton and Easttown. Okay. >> So because he was he was able to call there. It was on the board and they had a truck coming out. So >> Okay. >> So Eversource came out this last time too because automatically assumed that's what it was. So I I made a report. They tested everything from the building to the street. It was fine. And our electrician came down and it was a mouse and light bulb. So, oddly enough, the main breaker is 1,000 amps, which is required to be a GFI. The breaker did its job. It shut the power off. >> It was just
045a little what 10 oz mouse problem. So, but >> can you tell us about the high school? [laughter] >> The high school, I mean, is pretty much the same. We have uh we have pretty much all the same items. Uh the HBAC is on it. We have lighting uh outlets. Um in both schools, I don't think I mentioned on the last one, but the generator also runs the sprinkler compressors for the dry systems. So that's also on the it's also on the generator. Um the securityurities on it are our current swipes are on the fire alarm. The birds uh minimum lighting through the hallways. I think the class the classrooms actually have more lighting at the high school than they do at the middle school. Um kitchen has the walk-in coolers, walk-in coolers, the walk-in
046freezers, the roll freezers and stuff. And they also, the only thing it can't run is a convection oven, but they have a regular oven that's all gas. So, they're able to do food um more than the middle school obviously can do. Um but we're pretty much in the same boat as we are the middle school. Uh corridor lighting, the elevators, same thing. It drops down to the first floor. Um it again, it's the startup's like 100 amps. The can't handle it, so it was never put on there. Uh, and this is actually used for an emergency shelter. So, the showers work, water, obviously the heat works, the water pumps work, the septic works, everything works where we can get by for one, two, three hours if we had to before we get the students out.
047Um, but it's kind of where we are. >> Thank you, Don. Any additional questions for Don? Thanks for this. This is nice. >> No problem. >> Try to break it out. No sense of going through every [laughter] appreciate it. Thank you. I I have one question and and I don't want to do this now just for future reference. >> Maybe I should know better. I have no idea what ELFP2 means or ETCP2. I don't know what those designate and at some point um I would like to sit with you for five minutes and just find out what all that all that uh stuff means because um all the e are emergencies. >> Pardon? >> All the E are emergencies. >> Okay. >> So the P I can't tell you but it's emergency light panel. So
048the L is light. So they break them down. E is always emergency because you'll go through the buildings. So, some will be main built main panel and some will be >> P would be emergency light panel. >> Yep. >> Okay, that makes sense. >> Oh, yeah. And if you go through like the second one's the emergency temperature temp control panel. >> So, it's actually it was marked pretty well. >> See lighting and fan. >> Okay. >> So, it actually works pretty good. >> See mechanical controls. He's always emergency. >> So the problem is you just got to locate them through the building because they're spread out everywhere. >> And I'm guessing the two is it's number two panel. >> Yep. >> Some of them there's three. >> That makes a lot more sense. Thank you.
049>> Any further questions? >> I have a quick question as well. Um, as far as safety, I know you touched upon it, but um, if burn school generators were on and for any reason there's a lockdown or a fire drill or that is all covered in for as far as like u whether you know the the closing doors, the you know exterior things just to make sure that everyone's safe in case of a power outage. >> It does that is all >> I figure but it's a question. Yeah. Any more questions? >> Thank you very much, John. We you always provide lots of insight. >> I'm going to move on to item number five on the agenda, which is action on the minutes. And I'm going to ask for a motion to approve the special
050meeting minutes from October 30th, 2025. They are in your uh packet. [clears throat] Do I have a motion to approve the special meeting minutes of October 3rd, 2025? So move to >> second. >> Are there any questions in regards to the minutes? Seeing none. All those in favor? >> I. >> Any opposition? >> Abstensions? >> Me. >> I want one. I'm going to abstain. I I wasn't obviously a member, so I'm going to abain. >> Yeah, I will abstain, too. I watched it and I think it's good that >> Thank you. Motion carries. Uh, agenda item number six is old business. Seeing there's none, I'm going to move on to agenda item seven, which is new business. Uh, section A, discussion and possible [clears throat] action on a request for unpaid leave for Jenna Massie.
051She's a middle school PAR educator. >> So, I'm going to pull that. We're still waiting for some more information. So, I'm not I'm not seeking action. >> Uh, item B, which is acceptance of the consent agenda, items one through four. One is the discipline report which is also attached to your uh I would be uh objecting to the consent agenda items one through four. I would like to discuss one and two. So if you wanted to move a consent item, I would accept three and four, but I would pull one and two off the agenda. I'm going to make a motion and then we can pull that back. So, um, items one is discipline report, item two is enrollment report, item three is acceptance of the following resignations. Jennifer Thomas, middle school peer educator. Danielle
052Fedler, fourth grade long-term substitute. Item four is the acceptance of the following appointments. Shannon Owens, middle school security, school security officer with a start date of 11:24, 2025. Number two is Kayla Pasamino, middle pasamano, middle Thank you, middle school pareducator. And number three is Stanton Conover, fourth grade long-term substitute. Do I have a motion for the uh acceptance of the consent agenda items one through four? >> I I No, I object. >> You're going to have I would >> Well, we have to make a motion first and then you can object. >> Well, no. In the past, Kira um >> make a motion, do a second, and we discuss it. No, hold back. >> For a consent for a consent agenda, you you can't um vote on all four items because I'm I'm objecting. I'm
053saying >> in the past, the practice has always been that if somebody wants something pulled out of the consent agenda, which is one and two. >> Okay. >> So, I would move the consent agenda items three and four. >> I'll second. >> Second. We have a motion and a second on items three and four. All those in favor of um items three and four in the consent agenda. >> I >> Any opposed? Any abstain? Motion carries. We can bring back item one and two in December. Um, I'd like to discuss items I would like to discuss items one and two and then I think certainly if the board is uh has no objections, you can accept items one and two after, but I I'd like to understand them and before I'm voting. So, is it
054okay for the superintendent to please go through the discipline report and the enrollment report, please? [laughter] So a longstanding practice to bring to the board on a monthly basis um items that are identified here defined for discipline. So each level has to keep track and the administrator submit this report. Now the elementary level total number of major referrals when you look down under elementary further down on that page one was for disrespect for inappropriate language. Eight physical contact and it we're not talking about you know overly aggressive but little kids sometimes you know they're touching we need to hold them accountable. It's not like a a ma. It's called major referrals for all levels, but the youngest, usually it's a lower level, if that makes sense. Middle school, same type of reporting here. And when
055you look down to the middle of the page, um, for disruption, physical contact, um, disrespect. So you'll see what all of those add up to because there were four inschool suspensions and one out of school suspensions. So all these suspensions happened at the middle level this past month. >> Just have a couple questions. So my first question is um is the is there still a process when a student is uh potentially looking or the administration is looking to expel a child? Are there still board of ed? Uh is that still an executive? I just just want to understand. Okay. So that's still the process. And who is the dis who is uh responsible for the discipline at each building? >> Administrators. >> When you say that who specifically >> building principal or or assistant principal?
056>> So both of them have the ability to Oh, >> absolutely. >> Okay. That's what I want to understand. Okay. And um I I've been hearing more and more about disrupting students. Uh when you talk about um teacher satisfaction, one of their number one issues is obviously student behavior. >> Um I'm just curious uh you know since your tenure, have you seen that? Uh is that maintaining a certain level? You you haven't seen a spike. Is it been better? I'm just curious what the stability of the discipline has been since you've been here. >> So, I would say it's improved significantly. Um, we can go back and look at previous reports, but there has been, and it's not just an East Tatam thing. >> Oh, I understand that it's statewide. >> It might even be
057worldwide. There is this um lack of self-regulation. I'll just call it that. And so it is harder for students [clears throat] to um hold in maybe their frustration, maybe their disappointment, their anger and they do lash out and so there is accountability. Um but I have seen significant significant improvements. the team rallies around the student with the family knowing that there are challenges at the school >> and and it happens. You can tell they're not shying away from suspensions. If they need to happen, they happen. It's not what we would want. We want kids to be in class. We want them learning, but if they're disrupting themselves and others, >> we have to, you know, take that into consideration. >> No, definitely. I I uh am a strong proponent of the parent is the first
058teacher, but most importantly is a parent needs to back up a teacher when they have problems in the classroom. [clears throat] And I hear uh often that parental involvement is not as as >> as supportive as a percentage as it maybe once was. And so I'm just curious what the trend of that is. there is um this strong desire to defend your child. So, it's almost like there's an inability to be objective and say, "Okay, that was disrespectful. That's not what we taught you." There isn't that. They they rally in support. So if the child's upset, they rally around the child rather than it's okay, we're going to get through this, but that's not appropriate. There isn't that that doesn't that doesn't happen anymore. That's our struggle. So we're trying we're trying to have adult
059conversations and and I'll give you an example. It's a real example. Last year there was a grade I won't name the grade that the teachers noticed as a whole group there was some mean behaviors some aggression some disrespect and they took it upon themselves to hold sessions to model to help the kids learn to be very explicit and we got push back from families because they felt their kids were being punished and we had to explain it's not a punish punishment. We're trying to build rapport. They need to get along. We want kids to be in class. We want them learning. So, we're not trying to punish, but we're all a team. So, we're we're trying to do this together to hold each other accountable. And they got through it. And it actually gained a
060lot of progress for the kids. So, that just and that's just one example. There are others. We're seeing it already this year with recess and and families are interpreting it as group punishment, but how else are we supposed to train them unless you're using opportunities to teach collectively. So, everyone recognizes there is a a difference in what we used to expect. We're all ones on the same page. If I can interject something real quick, Melissa, um what she's describing is not new. Um I spent 20 years in school administration, 15 of them at um high schools larger than this school district. And it was a rare and wondrous thing when a parent's response was to address the kid's behavior and not defend it. Um, what Dr. Drito just said is dead on accurate. There's a
061there's I think somewhere along the line um culture. We forgot that parents are supposed to be parents, not their child's friend. And the fact that a child is unhappy with a consequence for a behavior is meaningless if the consequence is appropriate. Now, if it's not appropriate, that's a whole another thing. And I've seen that, too. Uh But the idea that my kid wouldn't I I could tell you stories all true about people in my office sitting there and saying it's not my kid and I said I've got him on tape. I mean I literally have video of your child doing this or I saw it myself and you know they're mad. They're they're mad. I once saw a star athlete um strike another student um between the legs deliberately just to be fun and I
062he did it right in front of me. I happened to be walking up behind it. He didn't realize I was behind him and I immediately directed him back to my office and we walked back. By the time I got him to the office, his buddies were mad that he was in trouble. So they started a fist fight with the kid that he had basically just sexually assaulted right in front of me. And before I knew it, I had suspended the starting front of the hockey team. And it happened to be the day of the state champion. And everybody was furious. And I'm like, well, you know, maybe teach your kid not to do that. And then you don't have any problem. Um, it's it's way more common than it, [clears throat] like I said, sometimes
063it's a rare and wondrous thing when parents are really supportive. When you and I were kids, we need to get help at school because that's not how it is now. And it's [clears throat] been this way for a long time. attached to your report too. You can see like what the when you look down I always add them up to make sure this is how I do it like elementary school, middle school, high school that the types the notes down below are the same amount. Um I'm a numbers person and then attach the discipline report. You can see the examples when they say disrespect, what could be in this disrespect, what's the disruption, what's dress code. >> So that's attached this month too. Does anyone have any further questions about the discipline report? >> I
064have a question. It might be a broader um you know answer might take a little more time but um what is the procedure for reporting um as far as what system is used for them to report a minor major or or for recordeping wise the PBIS? Is it a uh is it same throughout all schools and also is the expectation through schools built upon and that so that we can make sure they're there the consistency and expectation levels going from elementary all the way up through the high school. >> We developed it we developed it collectively so that that would be consistent. Yes. >> Excellent. Excellent. Great. Thank you. said no more is uh what is the current policy or um around after school detention? >> Well, if teacher finds an after school detention, then
065they're informing the parent >> after school detention. >> Anybody can hold a detention at any time, >> communicate with a family. >> Gotcha. Under the assumption that they're like they weren't happening for some reason and It's it's up to at the school level if they decide to or not. How they >> is that um >> is that recorded anywhere like as far as >> it would be recorded in the students record. What the >> just the student's record but not like we don't know how many after school detentions there would be or anything like that. >> All we have here is suspensions and referrals to the office. What happens when it gets to the office? Like there's two here that are bus discipline, right? You don't see did somebody get removed from the bus? Did
066they have to write a letter of apology? Like what? So you don't see that piece. >> Gotcha. I'm a proponent of it. I was just saying I heard that there weren't being them and that was because it's a I heard as far as because it was inconvenience to parents or whatnot. So that again to me is kind of mind-blowing kind of along the same lines as what we're talking about as far as a parent. So I'm happy to hear that >> somebody deserves an attention they should be staying after school and it should be it should be an inconvenience for a parent and that would then thus make them maybe hold them accountable at some home you know level. One thing um we should keep in mind and and Chris as the administrator in the
067room building level you could correct me if I'm wrong. Um I imagine that there is a occasionally if not a lot more a routine situation where a teacher assigns a detention and it never gets to the office because the kid is compliant and the detention is done and that's the end of it. So I'm sure And I could be wrong. That's why I'm saying Chris, correct me if I'm wrong. I'm sure that there are routine, relatively minor infractions of a variety of types that are not on this report and probably shouldn't be. >> It's possible. Always possible that individual teacher. >> Yeah. Are these individual students or could it be, you know, I can imagine a situation gets there and the student is swearing and hitting. So are these like one student did >> it's
068possible or is it possible each individual student we had to pick which one they >> it's possible right? So is it possible that the student a student who received an inschool suspension at some point during the month was also the student who received an out of school suspension. Yes, it is possible. >> But it's not one situation that is being reported twice because there were two things that were happening. That would be a bit it's it's going to fall under one. What's what is it falling under if it if that's >> well because we have the the reason I'm asking is because we have swearing as one and you know disruption as another and um you know physical contact as another. Well I can see a student swearing hitting and that would be disruptive. [laughter]
069So all three things. So, are we counting one incident as three things because all three things happened or are we picking one? >> Typically, it's who's writing the referral. So, if there was an infraction in the morning with an adult and then something different later in the afternoon with that same student, it's that's two different referrals. And and I would imagine I might be wrong um but I would imagine that u if there are multiple problems in an incident, >> it'll get reported as one incident and the >> choice about what gets reported probably has to do with what is the most significant, >> you know, behavior issue. [clears throat] Um, but I I can't imagine it like what you describe, which could easily happen, >> right? >> I can't imagine that being three incidents
070and being listed three times, >> right? >> Um, that would I can't imagine why. >> Yeah. >> Any additional questions about the discipline? >> Dan, yeah, Dr. Drito, I'm struck a little bit by the kind of spike in the middle school reports. Do you have any thoughts about >> Oh, yes. Unfortunately, the spot >> um the adolescent puberty phase that is where most of the infractions occur. That is true. >> I think part of what I was curious piggybacking off of Stephen's question is that I'm expecting that these standards or thresholds will scale with kind of developmental milestones, insight, emotion regulation. Um, so it seems like if that part is true, there is a spike in issues in the middle school. >> Yes. >> There's also more grades in any other building. >> Sure. Well,
071I was looking at percentages too, Jim. It's double the percentage of the elementary school and four times that of the high school. >> So, we can look at the base rates, but there's still a relative spike. >> Absolutely. >> Right. They Yeah. there whatever in their life is causing um potentially some trauma all surfaces during this adolescence because you you do notice that the high school is significantly less. Um so and then there's immaturity and there's impulsivity and yeah does happen. Any additional questions at this platform? You can move on to the enrollment report. Jessa, what's your question? >> Yeah, I just I just think it's such a it's it's frankly I think probably one of the most important issues in our district, which is the declining enrollment when we're talking about our facilities and
072all of those things. I think it's it is going to be what we're going to be talking about in the upcoming year in a significant way. So, I I just like to understand I I I'm thankful that we have a year-over-year comparisons. I mean, obviously, we're down uh to 930 across the district. I also noticed that there's a major change uh after 8th grade uh to high school. So, you know, that's indicative of, frankly, the plethora of choices that our uh children have. Um, but you know what's not on here is uh the um enrollment of our homeschool community. And that's going to be a topic that I'm going to uh look forward to discussing uh after the new year because I think if we're really going to get our arms around the total number
073of children in our town, they're not just attending a public school. And I think before we start talking about, you know, uh, what our building footprints look like, I think it's behooves us to really understand how many kids we have in our town, whether they're in our school or not. So, I I was curious on the enrollment for a lot of different reasons, but uh, for me, the biggest takeaway is this drop off uh, certainly after 8th grade. Um, can you just tell me what transition school uh, means? It's in purple. the last row. >> So the transition school is a school where we serve our 18 to 22 population. >> And [snorts] where do and where is that school? >> So that particular school is over in Colchester. >> And is it in a
074Colchester public school building? >> It's a shared location between the two schools, but it is not physically in their high school. >> Where is it physically located? It's in a small rental unit >> and we pay we pay uh we split that cost 5050. >> Yes, we we help support that along with Colchester. >> And um how many students do they have? So is it proportional? >> No, every year it can vary. >> No matter what our student count is, we're paying 50% of the cost >> typically. That is the arrangement with the district. >> Okay. And so, uh, again, in January, I'd like to understand, uh, that, uh, program as well because you may already be aware that there is, uh, state, uh, grant money available if you were to strengthen your special ed
075services or expand a facility, etc., etc. So, I'd like to understand what our taxpayers are paying for sending out of district because I'd like to understand if we have an in district option and I'm just trying to get my homework done. So, I'd appreciate that. >> Thank you. >> Are there any additional questions on the report? >> I'll make a motion to accept uh items one and two under uh new business. >> Second. Are there any additional questions? There's a motion and a second. All those in favor of accepting items uh one and two on the agenda. >> I. >> Any opposition? Extensions. Motion carries. Item number eight. Do I have a motion for adjournment? Sean is Steve. All those in favor? >> I. Anybody opposed? [laughter] >> I got ask. Thank you all very