There we go. Thank you. Good evening. I'd like to welcome everyone to a regular form meeting for the month of October for about a number of Board of Education. We'll see you on page of allegiance to the start. We'll be glad to leave it. I'd like to greet you as well. Thank you. Thank you. Thank you. Thank you. Thank you. Yeah, so it might just be not responding. Did you say that? None of us know that. You thought it. Yeah, I just printed it out today. I'll have to tell him that. It's okay. I don't know. Oh, my. So I'll start. Uh, with my answer. From the public. Holly. It's good. I think just needed. I think. Gentlemen, all dragged. I'm all set. Thank you. You've seen everything. All set. Thanks. Sharon, say rock. Uh, nothing at this time. Thank you. Can I have a person? Hi. How are you? Good. Can you hear me? Good. I have a question. Valerie. Is she on? I don't see her. She on? She is. Okay. All right. I just wanted to establish something with you. You are currently working as superintendent. Also at Scotland schools. This is public speak, though. So I just wanted to talk to you. We're going with this. Just comments at those time. Not questions. I mean, if you want to. If you want to post a question, we can.
Talk about it later at some point. But it's a note. Do you work with Sharon St. Rapp? Who is running for the Board of Education at. For end over this year? Um, I do work with Scotland. Yes. Okay. Yeah. If you have anything that you would like to discuss. I'm happy to take a phone call at another time. Thank you. So do you work with Sharon St. Rapp? We're going to want to go. It's not really. Has anything to do with our agenda tonight? So if you guys can try and keep comments to items on the agenda, that would be appreciated. Thank you. All set. Thank you. Happy for all of you. All set. Thank you. Sarah, good to us. All set. Thank you. And Marcy. I'm good. Thanks. Hi. So we'll move on to communications. Does anyone have any communications that they want to share? I do that one. Okay. I received a meeting now. And I was hoping that. So I didn't hear tonight. Be able to share the meeting. I received an email from your background. To the Board of Education after much discernment. I've decided to resign from the board. I want to take the members of the board. The superintendent. The staff. They're commitment to making end over one from elementary school. Please consider the resignation date effective December 1st.
So sorry. Then he wasn't here tonight to let me know that. So he'll be on our board of December. I'm sure to put that on the December coming in for you guys. I'm signing on top. Anything else? I do not have any. Student celebrations. Yeah. Couple to share. We are excited. We are in kid governor season. If you remember that from last year. And so we had three many of us. Many fifth graders who were interested in running and developed their platform and their speech. And all that things. And we had three fifth graders. Who were the finalists. So we're very proud of Sophia Willard. Everly Latesa and Eli Clark. And so they got to give their speeches today. And we're voted again. And so we do not have a winner yet. There's a couple more steps. But we'll be sure to share. So we're very excited for our three finalists. And their hard work. We also. Just a celebration. The House of Altruism. You know, we have our houses did a food pantry fundraiser. Over the past few weeks. And so we would love to give you a final count of money race. But of course the children have to roll the coins. So that's going to imagine how much fun that's going to be.
So Mrs. Frazier as the House leader of Altruism. Oh, has a real work ahead of her now. But we're really excited kids. Collective coins and to contribute something local. So that was a great celebration. And then last. I'm just going to remind myself. How to share. There we go. I just wanted to show you really quick. This is the way that we. Oh, why they're so many things. Celebrate kids and how they earn points. And you can see we have given almost over 3,500 house points. And it's a month into school. And so our fifth and sixth graders have earned their little pictures. So we're going to kind of show you that. It's lagging a little because of course I'm sharing my screen.
But they kind of move and so when they earn a house point, they get to be featured up here on the board. And that's displayed in our cafeteria. But also in classrooms at different times. So it's very exciting. So just a lot of celebrations that when we think of that, to me, that's over 3,500 times of recognizing and positively celebrating our kiddos. So very exciting. That's what I have for celebrations. Very awesome. I'm full of them. Like buildings. Yes. Yeah. Again, again, you're lagging a little bit. It's very cute. And a kid. Yeah. I mean, and the kids get to decide what, like, little thing they want. So fifth and sixth has got to know. So we have a couple of minutes for the last month. Does anyone for many changes. I'll make the motion to approve the meeting. All right. In a board. Minutes meetings of September 10, 2020. Five. Okay. One more second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Third. And Third. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. Second. I have a question, is the RFP for the bathroom that I'm? So item EEC is the bathroom project update. Yeah. So that's been a continual item for us. Thank you. Okay, so we'll move on to chairperson's oral reports. You guys can also see that Jeff is here. He is decided that he's been at a time. Our meeting is going to be in the Board of Finance meetings, which I think is awesome. It's good to have that continuity. So that all boards on the same page. And then a couple of other things.
Logistically, they did schedule a try board meeting for next one. Staying the 15. I am unfortunately not able to attend that. We already have plans for my sons birthday. I know Bree isn't able to attend. Then also last is not able to attend. No, no, if anyone else from our board will be able to attend. I know that they there was like, they tried to sign out a thing to see what day's worked for people. And I guess that was the one that worked for the most people. So I think Val is planning on going. Yes. So that's next one day. And then Eric, the town manager did sign out a timeline for the budget. Which I will forward to you guys. I just didn't get a chance to do it. You can just sign yesterday. It does set the town meeting date for April 8, which is Wednesday. It is our board meeting day. I did ask if we could possibly change that to a different day on that week. Because last year, we also have the town meeting on our board meeting. I think it was. So my turn back on that. We will look at doing that. But I think to the chart last edition that it's the first Wednesday. It says it needs to be during that.
Well, whatever, whatever was the same was. Does it say that in the term? Yeah. We can change it. Yeah. And then we had also discussed previously in terms of getting communication out to other members of the town who maybe don't attend our budget in post sessions or watch information about the school budget prior to the town meeting. Having like a half an hour or 40 minute meeting before when the town meeting actually starts specifically to go over the school budget again. So that people could have and that prior to the town meeting if they so choose to go. We will get that execute. I saw that in the last meeting. I watched and I saw your email. So we will get that done. Great. Thank you. That's all I really have in terms of logistical stuff. Well, yeah. All right. So we have a few things on here. First and foremost is we have a lot in oil for next year. So I know this is the way that gave up. We're led. I told you I played with Tracy.
From dying oil. And it's the time of the year. We go back and forth on a daily basis. And we're like. Okay. Tell us what it is. Lock it. So just a little history remind you in 2023. It was locked in with us the town and the consortium that I created. Of three thousand ten sets. And that at the time was the last and twenty twenty four. We got it down to I don't remember. So it's a 99 cents. So tear high, but really accomplished that year on twenty twenty five Two thousand fifty nine cents is where we are right now. And right over where we are locked in a twenty forty nine. Great. So jobs. Yeah. So it's. It's that Tracy Syracree. But it's that game of everyday back before the email where we were like,
he's going to start in the force, you know, 15 more to 25. And it was good. That's the for a while. We're all about a fifty five. We're all a little bit more. We're good. So we are locked in for two thousand forty nine cents for next year. to you. So that will definitely happen. So that's good news number one. Let's see, good news number two, Terry and Taylor and I have been working very hard going through all of our applicants for the position for the replacement for Terry, I'm sure he's a human being here. So as you know, Terry's going to be accepting over time in this year and leading us and she will forget that we're part-time as we do on. I mean, a lie that with her retirement requirements. So thankfully, we know we had time, which works out great because Terry said to be with us the whole year. We got quite a few applicants as we went through them. It was very nice to see the different
qualifications. The big difference is when you get, so you look at you get people that have a lot of municipal experience, you look and you get people that have a lot of business experience and you look and you get people that have some school experience. The difficulty is with some of the, and they were all amazing. The difficult thing about taking somebody that either has business and municipal experience is very often times when we explained that our next situation of Terry does payroll she doesn't have an assistant because we're so small. You know, Terry does have a bookkeeper. She does a little bit of a lot of things, accounts payable, receivable. When we listen to the responses, what we find sometimes is that people say, well, I oversee those people. So I kind of go that they use, you do this or they use this or they use paychecks, but I've never actually done that myself. And so the difficulty there is we get a lot of people with supervisor experience and fear it's like all hands on deck, you know, there isn't a separate person to do. Even on the town side, there's a treasure or part of treasure and somebody who is the assistant who does do the payroll and stuff. So we had to say, thank you but no thank you to quite a few candidates who they were amazing,
but they were actually quite too big for the job of getting your hands dirty. And so we wound up down to two. And from there, we are looking at a woman from which field right now. We don't have a contract set. We're going back and forth to try to see what we can work in the press range that we have. But this candidate is somebody who has been a director of special services in another town. They've done curriculum development. They were a teacher. And they absolutely have a lot of experience. They have an O92, which means they can be a filling administrator. They saw their bid much through. Yep. They are. That's the way we're doing it. Yep. All of the candidates are far away. They're probably saying it's like they needed us or far away. Other side. I want to film honest to give this were probably about 30 or any minutes and now we're at eight minutes. So we're happy to hear guys. So it's funny I've commuting to the list feeling before and it's actually weird. It is a bad night. But I know we don't need to talk about it. You have no advice. You only think you need no. That's our opinion. Yeah. Okay. Yeah. Still this person has interviewed with us three times. The advantage is that this person doesn't just have that school side experience where they can fill a lot of holes in the vote that we didn't know we could
fill with the candidate for that position. And so we're actually inquiring about TRV because they have their own nine two. TRV is teacher's retirement and administrators pay into that too. So if a certain percentage of what you do is administrative and not just financial, how is she's paid into that? There's a possibility. We can work beyond the benefit. It does. Yeah. Oh, I sure are a advantage because teachers and administrators we all pay into our own benefits. So we're looking at that, but that's not a deal breaker for this candidate. This candidate also currently serves on a more selectman. And they've been on a board finance before. So they have a great deal of experience. We've called all the references for them and they really do seem like the perfect well-rounded candidate. And you've interviewed this person. Yes, we know. And I've spoken with them regarding what are dealbreakers and not dealbreakers and we start to look at a final contract. And we all felt when we met this person that they would really be a good fit here. And then some of the other ones I felt bad about because they're so ultra qualified. So I did speak to Eric and I sent an email and press when she came over with checks or whatever they were going to check. And I said, if at any point in your search you guys are looking for good candidates, by all means I could ask permission to share those resumes because they were very good.
And so it was a shame we had to say, you know, to so many of them. We were actually really kind of nicely surprised because we didn't know what we were going to do. So yes, so I'll let you know. The last thing that was the story was the same story that we have now. So point eight and eight is seven and nine. So they just for a side thing that they have experience in Edmund. They're no experience. That's very hard to find only one candidate. But with their background in some nonprofits that they've worked on and then profits for profits, they do have experience with similar software programs. The person that you were working for Edmunds for training, you guys are so in touch with her. Oh, yeah. Oh, yeah. It's very good to have a chance of like on. Yeah. That's why the tears going to be trained. You know, so so there will be overlap with the different, oh, absolutely. You know, she's, she's here. Yeah. Yes. Because yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Right. So they had just tons of experience. It's like the same. And so we're very grateful. So that's two things. I walked in oil, working on that candidate after school grant, you guys know, I've been going back and forth on this. We did get it. But remember, we talked
about the criteria where you thought the grant and it's X number of target students, X number of hours a week that you run the program, X number of weeks that you've wanted. And then it's both earned points with this and that. Well, I don't know if they were a short staff or short money or both. But the way they did wind up awarding them is the size of your district. And so if you looked at the huge chart that the state put out for the award, it was like everybody that was of a certain side district in town got this much money. And it was a insane amount. So I know that it was not based on people's actual application. We got a third of the amount of money we last for. So we're not ungrateful. We just have to rethink. I have a Zoom layer this week with the state for anybody who was building the outer school grant so that they could kind of tell us where the expectations would be different because they're going to have to be different. And they can't expect that we would be able to carry out a grant for the kids. We were on the same programming that was through the original application with all of the units of the amount of money. So we're working on that. So it is going to take place. Our goal is to have that up in running for November. In some capacity and on my Friday 411 I will fill you in exactly what that really looks like. But we are continuing. I do know we have the calendar out there for the family events that occur.
Those are all still set to take place. So you know we had open house and we have pumpkin carving in October and then moving forward in our role will have some more set plans on that. But we did get awarded it just a program in our body. So those grant dollars come through the Connecticut state educational department or did they come through another organization? No, they come through the e-grabbed assistance for the state development of that. And did we get that last year? No. Those are what they call Jeff Competitive Brits. And so you put in an application and then once they figure out how much money they have they worked on. So those are definitely not guaranteed. We were lucky enough two years ago to have it in three years ago. It was a two-year growth in two years. And the guidelines are that they can't simply anything. They have to supplement your programs. And there are other guidelines with them. So I'm going to leave it on this week on the resume and figure out what changes now that the amount of money that we expected isn't going to come in. So is it 90% of your grants really comes through the e-grabbed system or is it more
than that? That's a 100% of your business. That's not a 100% of your business. That's not a 100% of our grants. There's one grant that is a federal awardee grant called REAP and that goes through the G5 management system moving forward the preschool dollars that used to be called school readiness. Now we're called early start that will come through four and that's already set up. So those dollars go through that way. So if last year the numbers for smart start and the numbers for the preschool grant came through Connecticut. You're saying it's going to show what a different location like when you try to get information. I mean because not on the things I'd have to do. I'd like to. I know what you're saying. The information gathering
not things going to change. It's the system. It's kind of like instead of using quick books we're going to use active fund. You know that's it. So we just go someplace else to gather it. But no, nothing else is that's changed. But if you were going to go online to search to find it. So so on the Connecticut State Department that under OEC, you would still see what was awarded for everybody. Okay. So if I looked if when I looked out and I went through all the grants for last year, just $342,000 or in the range sound right for the grants that were awarded to AES. Does that include preschool? Yes. Sure. Yeah. So it includes preschool. The only thing it does include is the ECS buying, which is slightly different. That's tough. But we don't see you don't see me. No, no, I know. That's what I'm saying. That's what I'm trying to understand. I'm just trying to get a picture. There is. And in one of our forget what's meeting it was from July, maybe. You Terry said the summary of all of the, she does with her initials every month. No, I know,
but that was that that one would have been like for the entirety of the year last year. Do you think they're all together? Do you think it? If you guys got mad information, it you mean? Yes. And if do you not put that up? Of course not online? Yeah. Yeah. Okay. What? What? What name? It would have been either July or it was a student or July for the whole year. Yeah. Yeah. And although I have the final one, the real year in July, those two, those two, those are two, the board's life been on board of finance, the board and report the Terry's life. Oh, that's one of the, that's one of the, that's one of the, that's one of the, that's one of the, that's one of the, that's one of the, the, the, the minute glance. The grants. There's all, there's a separated, my free case on what I'm thing, and then the rest are. No, and it should be. I, I'm with you. I understand what you're trying to do with them. I'm just trying to, to get an understanding, you know, and I'll give this to you or all the board members, I'll send a to you. I just broke it down by different types of grants and an understanding because this number, which I'm not sure is right, and I don't want,
and what I'm after with all I try to do is I want to get you the information I want to improve it, I don't want anything, but this information to me is additional funding for the school, which is for positive things that the kids need. All good. I just need to understand immediately. And that's what I'm after. And I don't recall it being in the packages because I went through all the packages for the last four or five months and I didn't see it. And so what I was concerned about is, it looked like that. Yeah, I got it. You can have it. Yeah, yeah. And the goes to the board to finance every month. Every month. And to share every month, I go in there for a year or two. Okay. I think I hear a lot about it. Yeah. Okay. Well, when you look through those two, Jeff, you have to keep in mind that there are some of them that I'm saying for school. Yeah. Some of them are that are supplemental and some of them are able to supplement. So the ones that are supplantable, for example, if it's the same one that's been received for eight years. And there's a particular salary that comes out of that. There's not many of them by the way, but that up until recently would have been one that person's salary wouldn't have
appeared in the budget. Right. I see the smart start grant was 65,000 last year. Great. Brilliant. There's, and meet these are things that I, you know, I just, you know, I have really, really care and education, which is 123,000, 300 dollars. I'm assuming those are both your pre-K. Grats. Yeah. Okay. All right. And there's, there's like 10 others. I mean, right to read mental health work. Right for the next one time, supplemental. Oh, all good things. Yep. That everybody should know about that. And that's all. And they do really talk about memories. And now, if I have it, and I'm with you guys, I can express to the people asking me questions well over to. Yeah. So the total one, what I just gave you, Jeff, is I think about $310,000 that we turn it over in the final thing. It lifts out all the grants. Okay. But on the far right
hand side is all the grants. Yes. And I believe we're presented with, I'm in July. Yeah. And the information that I pulled down from the Connecticut State website shows 342. So it's higher. And I even thought it was a little bit, it's a little bit higher because there appear to be some money coming in and October and September that I'm not sure if it fell into the last year, or if it's just part of the noon year. And that's what I received. Yeah. I, I wouldn't know off the top of my head. I'm sorry. The work, we're close. Okay. I know that the water editor that we use, they have on it, edited access to e-grant management system. So the auditor can go in at any time in real time and look at every expenditure report, look at all the money, that's how they balance out all of the grants for us. All right. And keep in mind with our e-grant management system that every one of our grants is every date. It's a reimbursement.
So that money has to spend first and then we wait for the rebate. And so to your point timing on the drawdowns and when it would appear, it could appear afterwards. So the September October timeframe, we make only then be getting a reimbursement for something that was a summer grant, right? No problem. Okay. And so that would be more more dollars than the three ten. No, from the standpoint. No, because every awarded grant, that actually step one. So like you may see in the newspaper next week, here are all of the school districts that were awarded the after school grant. And there's the price. So that actually three seeds, everything else. So it's all ready in there as in a word before we ever get to the board like my long time So this after school grant, regardless of when we started this year, our first drawdown and our seeing that money for the first time probably won't take place until January or February. But this day already have that in as in a word for us. Okay. And you'll see on my summary that I do drawdowns every month for the previous month because we have to show the expense report to the stage before they'll get us the money. So I do it on a monthly basis because I don't want
to run out of money in the grants. So that's more often do take a drawdown. The better you will be for me. Okay. So also we talk about the facilities and operations that we give you with every month with Scott and I. The one thing that we did this month that I wanted to make sure to share with you. So let's say we're at October. We had a regular A&A test. We had our service station inspecting the wheel tanks and the leader route. And then we also did an energy body. So in front of you guys, you have a packet that I'll just yes. That is just so that I can kind of give you an idea where we're going with this. Once we get to the point where we have something substantial on my idea wise, I'll have them probably do a presentation. This is kind of along the lines of what we've been doing with the solar. So we did the energy audit. It's a free energy audit. It is with
a representative, companies that represent adverse source. And my first question for those companies is always like, what do you guys get out of this? Like, why do you do this? Even in my mind that ever source has a time money that they use to entice people to be more energy efficient. Because the last thing they want to do is, you know, have to just provide more energy for people at this point. It's like, hey, we can make people more energy efficient. This helps. So what you're looking at here is part of their presentation. I asked if it was okay if I'm doing this part of the presentation, not the whole thing. They'll come and do it another time. It's called resource language. You have to do something, thank you. Resource lighting and energy. Resource lighting and energy is the two-man show they are J. Benson and Nick Thomas. They have done quite a few school programs. They've done quite a few like our Ryan did with the solar. They do. There's a few things where they show you what it is. This company generally speaking, focus is on LED lighting
lighting controls. We track upgrades, electric vehicle supplies, mechanical upgrades. They did spend some time going to use some face studies. I put one in here, we're very large, just to kind of show you when they presented to us what sorts of information they gave us. So if you look at the page that says case study city of New London. So what they do is they go in. They really go through every portion of your building. Looking specifically apps, things like the EDSEs, the lighting of the cannibal, that kind of stuff, they need controls. And they try to find ways to along to the programs that are available through EverSource. And they say if you want to do this program and this program, this is what you qualify for. So this is just an example of I used a much larger district on purpose. So they went in there, they did it and they said, we believe that we could provide you with an annual savings for this large district, 287,068 dollars. We know that there are utility incentives available to your new London in the amount of 367,000 dollars. And we believe that overall you could find it with an energy savings of about 833,000 to get a lot. And so then they walk you through what sorts of things you can do. Now if you flip a couple more pages for it said energy conservation evaluation process, giving you like the a bridge version, the no fast energy
quality is what they have done for us already. It's taken about eight hours. They surveyed the building, relating to the mechanical systems that we across to us. They looked at the investment upgrade data, the analysis, and they present and they come up with a proposal. And they've done that with us so far here in the school. But the second part to that where I was would be they come forward meeting. We will present it via Zoom and answer questions on the process. And it's very similar process by the way, to kind of what we did three times with the guys who were so confident. And so so far you know they will tell you we've got an investment here. We really
want you guys to be able to take advantage of this stuff. So if you look at the summary of savings on the next page and I'll show you a draft in a second. We get to the last page, but this is not where we would be. This is like you know regional and original draft based on a couple of missing factors. So they would say let's say the turnkey cost is $360,000. That means if they came in and they wrapped the pipes throughout the building, they changed your lighting all to the LED lighting. Like this is right here in the library and they did the aerators. If they did those three things, that would be $360,000. Again this is a hypothetical. Okay this is a hypothetical that we're looking at right here. They say we figure your operations and management savings alone by making sure people don't have to, for example, change the light bulbs. Hey, you get rid of the old bulbs. Wait, you're not LED bulbs. They're the old fluorescent bulbs. Making sure that all of the things that make you not energy efficient, things that your operations and facilities people have to take care of during the course of a lifetime there, you wouldn't have to do that. That should say you about $4,000 a mere estimation. Then they look and they say, let's take into consideration having looked at all of your utility bills, what we expected you'd be able to save from those three things, $46,000. What would you save in actual energy, $100,000 kilowatt hours,
and then they come up with like your annual thermal savings. So look at the next page. Again, this mock-up and it's on the last page of this packet as well. And it's the exact same one. When you're a packet and it says draft, it said draft because they're not really real numbers right now. Because until they decide to work with us until we say, yes, we watch it come, we absolutely are interested in this. There's some information they don't have. For example, this was done just simply we did share with them what our current bills are in terms of oil in terms of meeting in terms of electric and that kind of stuff. But what that doesn't take
into consideration is that they're putting solar in, for example. So they don't have an accurate amount of information. They have what we've given them so far. When they brought this to the table, the other thing they didn't recognize was they were looking at like Norwich, Norwich put in, have you ever seen those lights that actually kind of make you think that there's LED bulbs, their shape like this. And then there's like a tube in the middle and the tube in the middle is actually the LED, but it doesn't have the flat effect of this. They're supposed to be like Norwich, Norwich. Not any more effective or efficient. It's a different look and they're more extensive lengths. And it's funny because ever since he jumped this presentation, I've actually looked at all of the buildings that I'm going to now to see. Do they have these, flat ones, or do they have the others? And I've seen a combination of both. Stop had a good point. Our head custodian. He said valid, elementary school, we advantageous these flat LED lights because they don't have the dust in there that accumulates. He said, so I will tell you, he said, I prefer these ways.
Right. And I know it's not going to get a bug in there and then you have to clean out, like, you know, and then that. Is there a timeline for like one of these programmers, iris, there's not necessarily a timeline for us. What it expires, but the incentives can change on a regular basis. So this wouldn't be something that we say come back in two years on. It would be something that we would have to decide were at least going to look to apply for. It's not something that we can be denied, like, you know, applied for the last one for the solar and we just did it when it the first two times. So real quick, now let me just look this sheet right. So are three areas of the other realm entry. That top one, there's the kilowatt savings,
the thermal savings, what they would estimate without solar and based on our bills. The dollar savings would be if we went in an energy efficiency with the lighting, the type insulation, and the aerator. You know what the aerators are, right? The aerators are on the same so last year they changed that. Yeah, so we got it. Yeah, I got it. So and I didn't know that's why after you guys knew that, you know, exactly what the purpose of it went out the beginning. So the term key price is what it costs to do it. And then the incentive is what would be minus from it. And the customer cost would be the initial pay this is what it would cost, you know, your build and your facility. And then the next one that came back by measure is the number of
years that it would take for you to say we are not only cash positive, but we're like absolutely energy efficient and making money off of this now. And so if you look, there's a comprehensive bonus incentive too, if you do all great. Now the aerator one looks like a no-brainer. It's like $1,400 to change out the aerators. It costs 848 bucks and we're going to say 525 dollars a year by doing that. That's like a no-brainer. The pipe insulation and I didn't realize it was kind of to this point until Scott said, you know, if you go down there, Val, you will, in the winter time when the wheels are running, you will feel the warmth that is so hot in that room. And so the conversation that we had with these people that came in that were so helpful, understanding, you know, have a beginner at such things. They said, once you have the pipes wrapped in their done right, all of that warmth in there then becomes energy that you're going to use to be the building
instead of that room down there. So I was like, boom, that's impressive. And then the lighting, like I said, definitely the turnkey price is not a 236 to do like it's like this to do the flat LEDs. This is to do those B&C or once. So if we want them to come up with a more accurate presentation for us, they would have to consider the solar and they would have to consider the flat lights because those of you know, once we're doing looking at. But if you look, the reason why these programs for schools are great is let's say it's six months of ever-source payments. What they do is, if they say, again, this is like worst case scenario, these are not even like for likes and things, the price on here says 208. This is where this number came from. They say, yep, it's going to be 28,000 to do that. If that was the case, you see the 3481 for months for 60 months, it's on your build.
And then after four years, it's not on your bill anymore. And if all of that 24,000 dollar energy savings of the 23,000 dollar energy savings is yours. Now, the reason why they say it's cash positive is because once they wrap the pipes, you're starting to say immediately, not after the 60 months. As I said, can you explain the cash positive part because it looks like we're going to have $3,000 a month on there. And they say, but yes, your energy bills go down because of the lighting the airwriters and the pipe immediately. So, in 90% of the communities, I say districts, but I'm sure that they've done besides school districts, they've done municipal buildings and stuff too. He says, that's the difference is all of that savings is definitely going to be more than $3,000.
So, your bills should be cash positive and fairly immediately. So, it's something for us to consider if you would like me to, for next month, I certainly, and then look at project timeline three pages after that. The financing for it goes directly to whoever source. So, because part of your ever source is, and there's no, it's not on that side, right? No, there's no place. The program because it's a program, it's a zero percent. So, that's going on your bill, but it's a zero percent, there's no interest or anything on it. So, it's just they allow you to put it across your bill. So, that way, there's no, you know, some of our traditional financing. I'd be interested whether people's questions or comments are on this. I will say for myself, I think it sounds like it could be really cool, but I'm also really nervous about how much money is it going to cost us to fix the bathrooms, and I would like to make sure that that is done before we commit to another thing. That's why I was wondering, what the timeline was on it. Right. The project timeline thing is on here, if we did with that on it. But like how long it's good, right? Or, right? Like, if we said, like, could we revisit it three months? Like, we're
actually in the right. Yeah. So, we could have them come in December for January when we have a little less on the agenda, and be able to answer those questions for you guys if you want one of those months, I can put them out there and make them do an A and pretty much be able to answer specifics. We just want to decide what we're doing. When is the solar project going to be finished by Halloween? By Halloween. And so, you'll at least get some initial understanding of the savings from its solar project. But I don't think we'll have a fall understanding. I'm probably going through a summer. We won't. But you're sitting there looking at, I mean, based on their estimate and the information that I can get from your packets. They're saying
that they would stay about 32% of your total electricity costs and 20% of your total oil and heating. And that's if everything worked out. So, the whole thing with this. Yeah, the whole thing with this is will they guarantee those savings? Because what they did is they just gave you a they gave you a savings that gets tiered monthly costs. So, if they guarantee the savings, then your monthly cost is offset. And then, as Valerie said in five years, you will then start to have a much lower electricity bill. But it's guaranteeing that. And that's where you're at with that type of diet. So, it's something that it is, I don't have no problem investing. If I was I was voting you guys, I would sit there. I had no problem investing. We have to in order to even know more information. What is that's my concerns? I research software different my home and that a lot of these companies are predatory and like I just am concerned about the information that they're giving us. And quite honestly, something like LED lighting. Why couldn't we do that? Like how difficult would that be to do it ourselves or not? We didn't get yourselves. It's if you for a lot of the ever source grants. And I know this was from a business. If they're not done by a license or right person, we don't get those.
And some people that are subsidized to work through ever source because to your points, we had two people out here already. One of them was our regular lighting, the regular electrician. We've had two visits from contractors to get prices on the LED lights for the building. And it would be about 100,000 for us to honor own higher somebody and do the LED. So I do out those two points. One of them we got just before Scott and I knew that this company was coming. We had them come give us a quote. And our own to change our lighting over in the building is 100,000. So maybe maybe December done? That's to learn it for me, Jim. And also, you were the better way to know more about where the bathroom stuff is at that point, because we built a little back for one thing. Did you say that the cost of the lighting was a hundred thousand dollars? For us to have a company come in, change over on lighting without
doing a program like this to LED lighting the whole building is 100,000. And is that inclusive of belabor? Or is that just with the fixtures? It's inclusive of the willy. That's something that we need to include in your capital plan as an opportunity to sit there and do it because what they're saying to you is this program is 368,000 dollars. No, that is inclusive also of the aerators and the type wrapping. It's a primary sex, but you said that's from the pan of these lights. Right. Well, she's talking about warehouse lights, like you would sit there and see in the gymnasium. Right. When they came to this building, the two companies that came to this building to give us free quotes, we told them we were looking for the plan. So that's it. We don't want the more expensive fancy ones. Well, the work, the work doesn't have a lot of it. The majority of it, none of the classrooms. Yeah, just they don't know. The work you've done to determine the costs it should be put on the potential project plan so that we can understand, and so that we can understand the dollars because a hundred thousand dollars might be a smarter investment and done faster than something like this that's a lease because in all these, all these deals, you're paying a lease rate and they just built this program for my standpoint. They built this program to let's say the lease costs are just going to offset your regular bonus. Yeah, and that's if you hit the number. Yeah. So yeah, something like this for their good. It's like the solar project to investigate them and if they work and they financially can work. Right. So we have, like I said, we have had
people out here so that we knew prior to this, what we were looking at price-wise so that they were at a kind of telling us, which is why to everybody's point. When we saw that number on there, and we said the turnkey fight for the lighting from the 36th, where are you getting that guy's promise for him? So that we had some knowledge and they said, they told us they were the other lights and we said, ah, we would be looking for what does this potentially look like if we have the black ones and they're going to get that for us. You know, they're going to let us know what that looked like because that and the end saving with the solar, you know, when we sat down with them, that wasn't the fact they're doing either. So to be continued and Kate, thank you, I will put it on December's to, do I recommend January? Oh, because, sure, we'll be dealing with the budget because
you don't remember all that kind of stuff. January, early, you got to make you have anything we don't know. So I feel like, right, we're exploring my world. Yeah, slightly. Put it up. Okay. Okay. So, and then the other things are on board business down below. So everything else that I have is down below. So we'll wait on that. Okay. Okay. Let's do the fun stuff. Yeah. Okay. So, well, I just have to shout out, I think I have eight staff members here tonight. And so thank you so much for coming. I know that we've just been doing so much work. The staff has been working so hard and they're out of the work they've done and they're excited about the work we're going to do this year. So thank you for giving me that opportunity to share and thank you guys for being here. So I'll just really quick though, just talk about enrollment before I get to that. You'll see we dropped by two. We did a family move out of state this month. However, we have a new family if two starting next week. So they come in, you know, they go and they come. So that's exciting. And then you just like to point out as you know our P.K. number reflects current. And I have four registered currently for coming in throughout the year with a potential fifth. And you know that sometimes it's based on age, sometimes they somewhere to three, special at all those kinds of things. So I do anticipate our enrollment to continue to climb this year. So that is guaranteed to go to 60. I have four already, but I feel like I said I've won potential as well. So and that's not reflected
in the 247. So that will, does that make sense? Because they are not in the 61, but you are in the 247. Yep, that's a little bit. So that should go back to 249. It's an enrollment. Oh sorry, I think. It is an enrollment. So it's not in the information. Thank you. It's an enrollment. All right. Okay, I tried to make this a succinct as I could. I know you guys have big agendas, but I do think it's worth taking some time to look at. So let's get to it. One, two, one. All right, I'm getting to hear you. All right. Hopefully it looks like the color changed to Jerry. And I'll just Jerry, and I'll just Jerry. And I'll just Jerry, and I'll tell you. There we go. That's just Jerry. All right. So we're going to look at that big thing tonight. We're going to look at some summative assessments from the 2435 school year. And then we're going to connect that to the 2526 strategic plan. And so I know in years past, we've certainly, you know, presented data and I talked about next steps, but this is the first year that we've really, I felt strongly about, um, bound I working on having that strategic plan kind of in writing. You've had that in front of you. It looks like this. You know, I had something colorful on the front. So you know, it's for us. And so that's what we're going to connect to that as we go through here tonight. So, um, we're going to start with someone. So, as you know, students and grades three through six for us, free period, um, take the aspect assessment. So they take an assessment in reading,
in math, and in fifth grade in science. Okay. And so the state, then, based on those results, the science of performance index. And so a performance index, we are assigned for science for math and for reading. In addition, which we haven't yet, but eventually, they'll aside a performance index overall, right, to us. And so this performance index takes into account how many students are reaching each performance level. So I'm going to show you proficiency, which is what you're used to seeing. How many kids got a three or four? That's a straightforward percentage, right? Total divided by the performance index is a little more nuanced. And I really wanted to make sure we understood that tonight, because often when we talk percentages, we always have this caveat of, or small, remember, every kid I was one percent, remember, comparing his hard
compared to districts that are bigger. This is an effort to make that more fair, right? And so what it does, instead of just saying how many kids hit a three or four, it gives credit to students who are out of two, and it gives exceptional credit more points to students out of four. That's important, because that acknowledges the work that's worth dealing with students moving from a one to a two, as well as students moving from a three to a four. So that's how that's going to show you. But does it give more credit if they advance more previous testing? No. So this is how it's a starting right here. So if a student scores at a level one, they don't, they're not assigned any points for us. They didn't earn points. If they're at a two, they earned 67 points. If they're a three, they are 100, if they're a level four, they are 130. So the maximum score you can get is 130, right? If you're a whole building score at a level four, we're working on that. We're going to get to this week. That would be the maximum, because you would take all those students, and the average is 130 if everyone scored that. The state would like us to hit 75. 75 indicates, well, he's at the end of my next slide. 75 indicates roughly, right, with most students performing at or above standard. So performance index around 70 to 80 generally means the school has a majority of students at level three. Does that make sense? And then sum it two and seven four. If you're below 60, it's looking like a large proportion of your students are not
achieving at a one or two. I'm asking another question specifically on the S5 scores. I would look at them, and it gives like a high number and a little number for whatever degree level is. Is that based on what the highest and lowest scores were in the state for that rate of kids taking it or what are those? Like you look at number like two, that's 130. Yeah, yeah, those are that's the standard score they use. That comes from. It's set. So in fifth grade, I'm making this number up, but in fifth grade, a three is between 3280 and 3300. And someone is just determining. Yes, that's how they score the test. It's almost like you're scoring the match. It gets a number of it's below the one or above the highest or the four on that. There is no minute. So minimum would be zero. So you'll see, and I actually thought it was interesting because that the state prepares the family report for us. And the reports are a little different than if you see it online versus in person. What I didn't love about the family report this year is that all those
quadrants look the same size. They're actually not. And so the size of a one is bigger because anyone from zero to again, I'm making up the number. I don't know that those are zero to 1200, right? Whereas a three is a much smaller range. You have to fit in to score a three. Does that make sense? And the four doesn't have a max. So you can only max it out. Get a perfect score. So, okay. Oh, I'll ask. Yeah. You can get a perfect score. You got every question right? And that means you could only get 3280. That is the perfect score on the fourth grade ELA test.
So you can only get to the top of a four. And that would mean you got everything right. That was not helping. Yes, that helped. There you go. The test is not adaptive. Some people wonder that. Is that where you're going? Was. Yeah. Like if you got to that point, does it put you into the benefit for the next? No. It doesn't start testing you in a part or a little way that our benchmark assessment is due during the year. Oh, that was a good good. That makes sense. Any other questions about performance index? Kind of makes sense to what that looks like. So here's our performance index. So we're going to compare we are blue and the state is yellow. So we'll start here with ELA of a 73.1. So we're very close to the target. So it's very exciting. Again,
we know in our percentage world with our small, with our small population up and down a point can be a little bit very, a bit variable based on our population. And so we're going to look, you know, we want to hit that 75 target. But we're right there above the state. And then you can see and you'll see I kind of indicated in the spring. I anticipated our math scores would see a little more trouble this year. Just based on what we were seeing on our own benchmark testing, which is pretty reliable to us back. So you'll see it's a slightly lower there at 60.7. And I have science for you. Science we are doing fantastic. You can see the reason it's not reported in 22 is because only fifth grade takes it. If our cohort is too small, the state won't report it. They'll call it too identifying. I believe that's the cohort we only had 18 kiddos who took the test and for the state. They don't want, I don't know. They don't think it's okay to tell you what percentage that is on the website. I can do that. And it was lower than where we were, but the state won't. So you can see us there. We hit our target in science. Can you compare the numbers to deeper and deeper or as well? You know I can't. So I didn't compare. We're going to get to just straight proficiency. And I put the district's up here so you can see them. It would have been a million graphs to put all of the towns of these up here. But just so you can kind of get a sense.
He brings ELA performance index is 76. They're math 73. Science 77. Marba. 76 74. I don't have their science. We can go back to our, yes, that can. So, so really math is. Marba is as the, has been doing well in math. Their proficiency rate is 70%. The thing is that proficiency rate is down. It was 73%. Again, for all of our districts, you know, I don't want to, no one's better than the other. It's hard with our small sizes in our percentage. Remember, one kiddo for us is about, we had 108 testers. So that's one kiddo changing kind of your percentage point. With Marba and Hebrew, and they have a bigger percentage. So,
I'm going to say Hebrew and I believe that 369 testers, right? So, of course, then each of there is a quarter of a percentage. So, you know, you got to make what the data you are. You can in terms of comparatively. We do a lot with the data in-house. But, there you go. All right. So then we go look at proficiency. That's what we're used to seeing. So the top is the state of Connecticut. I tried to make it easy to understand. So they have a lot of, they go back all the years, right? And remember, they don't report. You could 1920. That's public. 2021, they got special permission. Remember from the federal government that said, we don't really have to report it. We took it, but they don't want us to see it. And then, so here's this last year. How many testers? The state is at 50.3 percentage, 45.9 for math. And here we are, 64.0, 53.2. You can see our last
year right here. So we were up six percentage points in ELI and down 10 percentage points in math. Wow. You know, again, I anticipated, like I said in math, then we're going to talk a lot about what we're doing there. But what I was happy to see and what I can't celebrate one on one because we're so we're because we're so small. And you're actually going to see our growth scores, a little higher in math than in ELI, it's because we moved a lot of kids for one to a two. And that just can't be reflected in our proficiency because they're not a freak. And I want them all at a three. But we did do a lot of work and that's why our performance index is in the right range and almost getting there because we're moving those kids. So there's work to do here. I'll show you see you can see. Our district reference group, so that's the state says, here are the towns you can compare in certain capacities. There's 30 towns in our, we call it a dirt. And if you want to see all 30, but again, these are typically the other four, but I can certainly get you any that you are particularly looking for. Just to kind of something interesting to note, so you can see right here like an endoverable and we are almost spot on, right, in ELI, almost exactly the same.
Our performance index is two points higher than balloons because it just tells a different story, right, of where our kids fall. The same can be true the opposite way, right? We could be the same percentage of proficiency, but our performance index could be lower depending where our kids fall. And this is also, again, how many numbers can you put on the screen? It doesn't kind of, I didn't put all of their last years or past years to kind of see like, I can, I can tell you, you know, I want to hit 70% as Marborough does. They're kind of expressing. They're making some changes in their math curriculum because they're not trending in the way they want to. So, you know, they're not so well-changed, you're right, let's say, you know, like four or five kids that were really good in math. I'm not. Yeah, and then they go and you have kids come up better. It is the balance, right, and even my teachers, they're like, I make sure the board understands, right, like here's all the things we're doing. And yes, these, these matter because the big trends matter, right, we don't, we want to see over years that we're moving into different decades, but year to year, it's very difficult when you have new third graders who come up, and that cohort could look differently in terms of needs, special education, for you know, just not all the different factors versus the sixth graders who exit. But we do have more support in the math. Yes, you're absolutely certain. Absolutely. Yeah, and you say, oh, I'm sorry. No,
I might question as like, comparatively though if you're looking at like Columbia, they're came for way. Yep. So I, I just, I don't, like, and I guess are there any other that are that in the very, yeah, that whole in is three eight. Yeah. Okay. So bulletin Columbia, that includes three eight because it's one school. I think you can go to other schools and break down by grade. I don't typically, I'm not sure if you can actually, if you're not logged in, like if you're not a user. So I can only, some districts have an elementary school in middle school. You can see it by school. So like if I were to look at Vernon's egg, I could look at what their elementary rate is, separate from the middle, but one year or a three eight, it's reported together. So that's also, you know, some people argue it's an advantage because we have more students testing, so our percentage every kiddo is not quite as valued. Others might argue, seventh and eighth grade math is sometimes a tricky, something to test, and can be tricky. So, you know, I suppose depending on the lens you want to look there. But yes, Hebrew and Marbo is just looking at six. So we could pull rams.
Oh, that's what we're trying to get it. It's a lot of different photos on bars. Yeah, we could pull rams. Six A, you know, you could do that. If that's something you're interested in, I could certainly report it for you. So you would said that you expected the math was screwed in. Yeah. And I know that's probably based on prior testing and whatnot. Is there any, any explanation or anything that you could point to to talk about the expectation and why you think it occurred? So there's good news here. The good news is that our, for the last two years, we have been spot on in predicting our percentage. And the reason for that is we used the I ready diagnostic. And so we give that in March. And what we found of a hundred and nine testers, a hundred and four performed the same or better than they did in March on the I ready. So that's the first good news. And that's two years going. So we have really reliable data. Do I know why? I think there's several reasons. The first was our interventions of work, which of course is what we worked out and what we've done. So we had Cassina Frazier doing a lot of math intervention. But she also was doing a lot of other tests that we all know with the tech and the stamina
and all those things. So we needed to increase our math intervention. So students who were performing below grade level could get additional support. In addition to the enrichment, the opposite piece, right? Because I say it again and again, we do value moving kids from a three to a four. That's important to us, right? I think also we looked really hard at critical. So we had piloted a less sort of math in second and third. And now this is our first year. We're ready to move it all the way up. And I think we're going to see that make a difference. In addition to what I'm, you know, I've talked briefly about the building thinking classrooms. And some of
our really high yield instruction of strategies. So it's a combination of things. But really, I think the support has been huge already. And I'll talk about that, please. Oh no, don't freeze on me now then. Okay, I'll talk a little bit about going. So we're all, well, I think we're. So growth, the, it's also reported you're growth. So there's two growth scores to look at. This first one is the average percent of a target achieved. So for fourth through sixth, students already taken us back once, right? They score. Let's say a two in third grade. They score a 2632, right? They have a standard score. S back, the state is going to set a target that they should hit next year in order to move them towards proficiency. However, everybody gets a target. Even if you're a four, you get a target that you should hit, saying, hey, if you're on this right track, here's where you should end up at the end of the year. So that makes sense. It might not, if you're a one, it might not. Your target isn't necessarily to get a three that next year. It's, it's moving you incrementally. There's actually a tool
anyone can play with on the state website where you can put in a score and can show you through third, fourth, fifth, sixth, seventh, eighth, what you would need to score to eventually move to proficiency. So this is the target is 100% 100. Yes, thank you, state of Connecticut. We would love, yes, that's a great target. Students to me, a hundred percent of their growth goal. Thank you. So here's where we are. I think it's very exciting. We see this big jump. We've talked a lot about bookworms. You know, it was a huge focus of our work last year all our professional development and students did a great job. This sometimes feels like, whoa, what's happening here? You have to remember here that our scores, our proficiency scores were very low. When I came, that 21, 22 year, that year right after COVID. Yes. And so when we came, we were like, this is a dark kid. And so we made a big jump. My first year was a 10% growth. And so that's, that's a huge growth score right there. And that's when we were recognized for that great growth. So that got us back to kind of almost our base. I'm like, where we should have been, you know, post COVID and now we're trying to get back into that high 70 range where
endover lived prior to COVID. And then math, you know, I'm going to celebrate 210. It's okay. We are hanging on. We are moving again. And you can see that's even a little bit higher than ELA, even though our proficiency is low. And I think I just emphasized that there's just so many different ways that we look at the data to make sure we're getting everything we can out of it. And of course, we're doing this for individual students. So I can see this for a fourth grade. I can see their target growth. I can see their proficiency. I can see what they got last week. We can analyze as deep into the individual students, which is obviously the work that drives the teachers, not the quite least bigger numbers. I won't make you study this too much, but I just
couldn't help it to show you how the growth goes even deeper. So now we have this average percentage of target. That's that green bar. They also tell you how many students achieved the whole target. So how many kids who got a low one hit the whole target? They were like, this is what you should have done, 50%, right? Some kind of trends, some interesting things to look at here. So this is language arts. You can see here that our level 2, right? Our low 2s made 82.7 average percent of their growth. That's phenomenal, right? That doesn't your low 2s that you're moving to proficiency. That's our biggest area of growth right behind our high 4s, which I think is really important to acknowledge. It means we're really hitting our kids that are right below there that really need to move and we're hitting our high kids that are really high and making sure they move forward. This, of course, right here is where we're focusing on. Students who scored a low-freet, if you're in education, sometimes we call them
Pussby. They're moving. They have it, but then tomorrow you're like, do you still have it? Like, do you apply it on your own now? That's the focus for us this year. Because those kids have it have it and then they might not. If something gets tricky or they don't get that retouch or they don't get that differential. They also in the middle, so they're not. Yeah, and you, they're not following it as the same way. So it's a, in fun, in some ways, we were like, this, this tracks. Like, this is the work we've been doing on the high low end. But now, how do we make sure? And that's really our curriculum work, right? That's the bookworms in the last year. If that's your tier one, we call the 80% of your students. How are we making sure they have
the highest quality high yield instruction of strategies? You can see what's interesting in math. I mean, look at that. It's almost exactly the same in terms of trends. I mean, this is just exceptional right here. Wow. So yeah, that's your high ones. That's your, that's your kids really struggle in math. We need 30% of them hit their whole target, right? 8 out of 10. So yeah, you know, I can see exactly, of course, on my end how many of the students this is. And then, again, we're able to enrich here on our really high math kids. And here we are, right? Our low three side movement for each kid is based on how much they did about it on the face. It's that you should gain in the following. Yeah. Hey, any questions about aspects? Just let me talk a little bit about different aspects. That kind of makes sense. And again, we use that a bunch. So we use that to determine intervention. We use it to determine next steps in curriculum all of the things. So we look, you can also see on our end, we can look into, is it listening comprehension? How do they do on text features? Is it problem solving? It's not super granular. We all wish we could see what problems do they get right? You know, but someday, don't let us know that. All right, the other assessment, I think is important. This we don't prefer to get our little fast. So we also use the Dittles. It's a foundational reading
assessment. And that is required by the seat of Connecticut. And I think I mentioned earlier in the last meeting on this is data. The state is going to start to collect because they want to make sure we're doing that foundational work. And so the Dittles is a series of one-minute time assessments. So I'm going to sit with Terry, my student, and I'm going to say, you're going to read words for one minute. How many can you read? You're going to split apart words. You're going to look at letters. You're going to read a passage. How many words? So just a series of decoding. There's also what's called the maze as they get older, which looks at comprehension. That's a passage. You might remember these from school, where there's missing words. We used to call it a closed passage. And you'll just circle the word that makes sense. But again, you have a timed, you're in time. Okay? And so we're looking at composite composite. It's just all of those sub-test combined. Again, we're analyzing the data. We're obviously looking at each piece and what they need. So this is boys beginning of year. And so we're looking at about 47% this is last year,
proficiency, moving to at 64%. This is our K3. We also give Dittles in four sets. That's not required. But we find it helpful. And that really just focuses on their oral reading fluency. How many words per minute they're reading? This is a little more comprehensive at the K3. So that's exciting to see that continue to move. So my favorite slide, and I was not doing this presentation without it. So look at this. So percentage of students chronically absent. We've made tremendous growth. You can see over the past three years. So sometimes, with the end over, they like to report school and district. Turns out we're the same. So three, three bars, but blue and yellow. Two in order to the thing. So we're down to 5.6%. You can see the percentage targeted by the state is less than or equal to five. So we're right there. And I think we've done a lot of worker on that. Now, yes, I can't take all the credit. There were still likes like don't take all the credit. You know what? He's like, I know why that's one sentence. I have to look. I have that off to my head. I had your coat various things. Yeah. Obviously, the 2223, we were still in a little bit of COVID world. Not fully though. We did have an attendance problem beyond COVID. But yes, some of that was COVID that you still had to be out so many days. There was another member of the rules. But we worked hard and so we're really proud of that. To get us to that where we need to be. Okay. Before I just transition, I just want to connect now to our strategic plan. Any questions on summative. And so what I love to be able to do, and I would like we'll be able to do this year,
if the board is interested is look at that benchmarking data now as we go throughout the year. I can share kind of progress towards, especially because again, even our foundational data, even that divils was at what 64% that matches our SPAC score, even though it's our K-3. It's pretty, we have really reliable data. And we can trust it even when it doesn't feel good, even for like, we're not like that number. It can move us to action because we know it's true. And it's more dangerous to be in a spot where you're like, they just didn't feel good that day. Like, that's not what we're doing here, right? We really trust because we have multiple measures to make sure that we're able to intervene. So how often is that appropriate? So we benchmark three times a year. So I think January, we formed a course throughout. But I think by January, February, depending on exactly when hard board being falls and when we have all that data, just prior that way, kind of I think a mid-year check I'd love to be able to just show some of
that if that makes sense to you guys. So I'm don't worry. I'm not going to go through the entire strategic plan. You can certainly read I know, but I just want to highlight a couple of things on it. So you'll see this is the front, the top, that top is our mission statement that lives on our volunteer and our website. But then we really wanted to talk about what is the commitment this year. And so I know when the board was doing their goals, I shared this about fiercely pursuing academic excellence, emotional intelligence, and community were belonging matters. And so those are the three tenants we're revisiting and using the lens of everything. So for example, this morning, I send a morning message every day. So I send an email every day to all staff. And today it was like, okay, in October, through these three lenses, here are October steps towards that, right? Staff gives me a hard time because I came to stick in the analogy about driving to California. And that's like our goal and we're still here. I don't drive. So it was a real adventure to do a driving
analogy. But there's steps every step of the way and we're constantly rooting ourselves in these three pieces. These are those skills and dispositions. I just like to remind everyone that we use the same skills and dispositions that Ram uses. We started that a couple of years ago and that we just met, we went to Ram, we just met about an adventure convention and even outside of that, they were asking, hey, does anybody use these? And I was like, we do. And they were just so excited because again, they're teaching all that in seventh grade. Our kids should become really familiar. It's how they earn house points. They're attached to these five categories. So they start to internalize that language.
And like we said, we could have invented five new words. Why would we do that? They're all around the same topics and they'll have continuity through high school. So I'm not going to go through all strategies, but I'm going to go through the three grounding principles that we wrote. So the first is academic excellence. So if we do nothing else, we're using that language and I think it's important. We do a lot during a school day, right? If you've ever been to school, there's a lot happening every minute. We have to focus. Otherwise, it'll just be everywhere. You can lose traps. So we're really, if we do nothing else in academics, we'll ensure every student engages in high quality instruction, evidence-based grade level instruction every single day. We're going to monitor student learning performative assessment and respond with intentional differentiated support. And then we hold high expectations for student thinking, discussion, and growth across all continents. Those are the three routing sciences we're using for all the work we do with academics. If it doesn't fit in there, throw it away, right? What does that give us? And it's not just the math lesson. It can be
lining up at how we do everything can fit in there if we're intentional through it. Two goals you're going to see that's just increasing our proficiency and increasing our growth. So just one example, like I said, you can read all the strategies, but in math, for example, one of the strategies we're using is building thinking classrooms. And so it's just an example of a question that might have been posed to children and how they're solving. So students are using vertical white boards, which is important. There's a lot of science and research around standing when working. And so, and also writing vertically, it's good fine motor. It's good for the hand, but it also is connected to their brain. And I don't plan to be assigned to such a clean default of the science. So that's there. And then we're inside of that teaching talk moves. So we've
focused really a lot on accountable talk. And so this is just an example in our fourth grade room. As I popped in, how do we teach students to talk? We are in a world of AI, right, of information our finger for art, our finger tips. What is going to matter is how our kids can communicate? Could they can look up any piece of information they want, right, faster than we can? So that's really the focus here. Kind of a talk just briefly. It's how students are accountable to the community. So how are you listening? How are you responding? How you're accountable to accurate knowledge? You don't get to just say things that aren't true. Right? What does the evidence? What does that mean? And how are you accountable to thinking? How are you explaining and that kind of thing? So in this teachers room, the ones on the bottom are the ones they're working on. Those are sentence stems. So they're practicing. I heard you say this and I want to add on. They're practicing. Your strategy is similar to mine because the ones that go on top are ones they've already practiced and they're using them. You know, I didn't take a picture of all of them. It is way to hear a four-year-old say, well, I don't have to disagree because it's like you just
found out like nuts. I mean, it's the cutest thing ever. Oh, COVID don't have to. Yes, right? I mean, I love you to picture that. It's happening and it's just wild. And so the one we're working super hard on is, can you tell me more about what you just heard Bree say? And then you realize like, wait a minute, are they actually listening to each other? Because they're signs around that, the kids learn from kids. And so if we can get kids to be able to, oh, I heard her say that, you know, Farmer John could have 20 legs. Wow, that's a different type of engagement. Then they just bring up calls on, but I'm just like waiting for my turn to get called on. Right? I already have my thought in my head. I'm not actually responding to what she said. And I think of that as adults. We do that. We're just needing to say the same. We want to see if we're not actually hearing each other. So that's kind of what the, yeah, I think that I keep a sharp and I'm talking.
All right. Second out of three is the emotional intelligence. So here is that if we do nothing else statement, we're going to model and teach self-awareness, self-regulation, empathy, and perspective taken. Who's a deal? We'll get that done next week. We'll respond to behavior through a lens of connection before correction. And we'll embed SEL that's that social emotional learning into academic instruction feedback and daily routines. It's a big commitment. And we're already working on, I showed you our house points where we've already recognized 3500 instances of positive behavior. We have students contributing to a team. And so one of the things we talked about is increasing when I did survey results last month. If you remember, we want to survey a little more frequently to dive into some of those results. So for example, this is what teachers are going to start to work on. They'll have discussion questions come in across the building for the month. And so those discussions happen in morning meeting. They happen really organically across a day. And they happen differently at different levels, right, whether you're a kindergarten or a third grader. And then at the end of the month, they'll have an opportunity to give feedback. Our older kids will fill it out themselves. This is just an example. But our younger kids, we really wanted to capture. And so when staff was brainstorming, leadership team, they thought, well, you know what, maybe we just asked teachers to report in. Hey, what came up in your first grade circles this week? So that we're
still acknowledging their voice. But of course, we've talked about what we don't want to survey first grade. That feels different. So that's kind of what that looks like and how we intend to just be a little more intentional on getting those data points prior to the end of your survey for students. As well as developing that common language. And so Mrs. Ornsby Cara are supposed to call it just works on that. And then she can use that to inform certainly personal group work, but also across the building. And lastly, is the last but certainly not least we're belonging matters. And so, you know, we had to almost cut ourselves off on this stage where you couldn't fit anymore because belonging is so important to us. And that means a lot of things. And so you're going to see on this area SRBI. So we do intervention, special education, enrichment, and family engagement, because that all impacts the longing. So if we do nothing else, we're going to ensure every student is known seen in value. We're going to ensure students who require additional academic or behavioral support receive timely evidence-based interventions and progress monitoring aligned with their needs. We're going to meet the needs of high-performing students with opportunities for an
achievement based on student interest and honor families as part of our team and work together to serve the whole child. So my example for this one, if you are a family, you might have seen last week, gosh, the week's flow. Maybe as we've before, by this point. For the first time, we were able to send home to families, a comprehensive look at their beginning of the year benchmark testing. So they received dibbles. I already, fact fluency, depending on their grade level, obviously, and what was related to them. And then I create this, it's very hard to screenshot yourself in a video, by the way, without making a terrible face. But then sends a video home to families really walking through what each of those assessments means and what you would notice from those, as well as we said, you know, handouts, because we understand, again, it's not helpful. You can't just say, hey, your students are 32, but, you know, that good. You should have, you know, what should have you worried about them? So we did, again, and we found the impact team, but the leadership team did a lot of work on how do we explain that? How can we help families understand what's going on with their students data? So that's just one way where we're working on that. Does that video come out seesaw? It did. Did you miss it? It's all kind of. I miss everything on seesaw. I'm going to go back. Yeah, you're going to really enjoy it. Okay. All right. I'm going to be else ended again. Yeah. Yeah, I don't remember getting it, but yeah. Oh, good. I'll set it again. Yeah. Um, so yeah. So that's, that's again. It's a brief overview.
You're going to see there's a lot of strategies for implementing, um, and this is on the website, right? This will be. This will be. You work the first. Yeah. Like the board of ed to at least have and see what we're going to do. And then this will go up there. Yeah. Absolutely. Yeah. Questions. I'm blue. Yeah, I think I'm bad. No, that's very similar. Thank you. I'm sorry. We're really excited. Even, and I didn't include it, felt like over the top. And again, length of time. But we're excited even to see our beginning of the year, a benchmark data because, um, there's some pieces
where it's already even a little bit stronger than it was last year. They were like, okay. And even the pieces where they're just hanging on. But like, okay, that means it's really in there. You know, we talk about summer slide and, you know, sometimes kids lose skills. And that's a question for us, right? How do we, how do we address that? How do we look at it? So, um, yeah, I'll be, I'll be to report going forward. Yeah. Thank you so much. Jerry, your question. Yes, Jerry. You're ready? Yes, yeah. You hear me? Okay. You're going to thank you for this report. It shows how much work you've done to make sure that every child counts. Every child makes forward motion in every way. Um, and I look at this also from the teacher point of view that I spent all of the years in a classroom teaching, it's phenomenal. The work that goes into what you've done. And I just want to acknowledge that and recognize it. And I want to thank you from at least the teachers as well as the parent's point of view for all that you do. And I don't know if everybody else was wild by it, but I certainly was. Thank you. Thank you, Jerry. And thank you again to all of phenomenal staff who are, thank you, doing the work with us. Absolutely. Yes, I don't think I could have told them anymore. I do some of my principles. You're done. Yeah, exactly. We're doing some TV, too. Yeah, that's good. Um, okay. Is anyone else have questions for Taylor?
Uh, I do not. I do not. Thank you so much. Yes, you're welcome. Did actually. I think we're going to have time left on pause. I just wanted to put this on. Yeah, it will. We'll move on to the financial report. Okay, you have one minute. Um, halfway through your packets, I hope you all have one. Um, there's the summary of expenses for the first three months of the new fiscal year. Yeah. And then there's a breakdown in the detail. Does anybody have any questions on what they, what they're seeing so far for this year? I have a question on a piece of things. That one is further down. Where, where? What's the date on that? We'll give them some time to do it. Okay, sorry. We don't have a color capability. Well, I don't get them about going the free single page. I got it. Thank you. You added the expenses for the two teachers who've been harassed here, but it's just what is like what's been very in so far, right? Sorry, that's what's been paid. That was a September 30. Is it possible that added another column that would have been like for that in only to compare comparison, right? Like I'm not for the for the grants and for tuition, like you have anticipated for the player. Yeah, I'll put the packet to me. So the first let me review what he just what he said. Oh, sorry. It's not the bottom. So my, my brain wants it to be in columns up here, like the right underneath where the anticipated is. Well, I know. It's just not where I wanted to. I'm not seeing this before. We've been publishing. I've had this
report for a long time, but we just started publishing. Okay, so that first section is that first set first section, third column is what we anticipate to receive intuition this year. Yes, we get paid monthly, of course. The, the next column is what we've actually received. Okay, that very last column on the top is the total with the carrier, but that's going to be a little bit higher because my number for the carrier has been adjusted to 10,000 plus. So, but that'll show on next one's report. Okay. The next set of numbers is what we've had for expenses for pre-K and like you pointed out, K is for two, two teachers and three pairs. Now, this tuition, the expenses is being paid by what's collected above. And as you can see, our expenses are at 21
and we've collected 20, but I have about $10,000 in my door to deposit that I just got. So, it's all going to, it's all tidy. Okay, but we are right on track. Okay. Then, on what what account does that get deposited into? That gets to the Berkshire Bank grant account. Berkshire Bank. And do you present to the board an account receivable or a tuition ledger? What I do for the board of finance? No, no, no, no. No, just, just this is what they get, which is what, you know, what's in the Edmund system is just translated onto this piece paper. So, this is a manually created document. Yes, it is. And are you using Edmunds to plug it for the pre-K program? Yes. Okay. All these numbers come out of Edmunds, but they're reporting as Valerie pointed out when I first started their reporting is just not easy to look at. So, it's easier to look at it if I move the numbers into something like this. But this is what the board is getting out of Edmunds for the other departments. Correct. And you can't get the pre-K to work in Edmunds like that. I can't get it work, but this is easier looking for it. This is easier for us to look at. He wants an Edmunds you have granted report for pre-K. I mean, I would assume
it's your budgeting for this. Now, I'm assuming there's experts. This is a little different for everybody for me included. It's there's tuition generated and then there's grant dollars that you're getting to offset the cost of this program. And those are the second two sections are the grant dollars that we've received. Okay. So there's... Oh, last two sections. There's 61 children now in the program. That's where they're saying that. Yeah. No, no, no. I understand it, but everybody is supposed to get $6,000. No. Okay. Okay. So, if I understood the documents that I had last time, which I was trying to ask some questions about, there's children that you have all of the information that's up online related to enrollment in this program. And there's so many levels of enrollment and there's so many dollars that they would sit there and I'll set. But you're telling me and the board that there's not $6,000 in either tuition or grant dollars associated to each child. No. Okay. Do you report that to the board? So we got old... I'm going to interrupt a one second. The old school readiness council would have been the one that knew what those adjustments were because especially the case of services and or families that asked for justice based on things. Okay. So that governance council is now, early start. There will be a parent ambassador and other members of that. That is not the decisions on the adjustments to tuition are not governed by the Board of Education. They're governed by a separate body. Okay. So that is why the number that you see here on the bottom, they list all the anticipated revenue to 147,000 from local tuition on 123 from early start, 65 from smart start for total of 435. It wouldn't be ethical to list it by
students. Because... No, I know, but I'm just saying that out loud because that kind of accounting that Terry has on the computer would indicate whether or not there is a student that is special education, a student that is discounted due to another situation. So I know what you're saying. It does seem like it'll be easy to say extra number of students times 6,000 but we do not receive 6,000 from that. And that's okay. I think as a Board, you would want to know what you receive. That's the total. That anticipated number, the anticipated number of 247 is takes into consideration the tuition agreements that Terry and Taylor already have for each family, which is why we can't come up with an anticipated number until late in the summer when we get back from all of the families,
those agreements. So we can get a new kid tomorrow. And if the new kid comes in tomorrow, maybe that child is a $6,000 child, maybe they're not. Okay, so we have 61 students for classrooms and protected revenue for the program of $247,000 or in addition to that. $247,000 in local tuition. And then you add in the grants down at the bottom for early start and smart start. It's I just circle it because I'm not in the top part. No problem. So 33,000. I'm just trying to get to my number and then 75,000. 123 can 6,000 by when the left hand side. So we don't go over the left hand part.
I've got stagehires on the very bottom. Not in the columns. So when the lower left hand side, oh yeah. So you're the same as me. So this is why I asked them to add to this from last month and I look through it. Make a think or feel your eyes. No way. Yes. I know a math on what your main color takes 61 and multiply it by 6,000. That's 36,000. So why do we have a 435,000? Because there are grant slots that are utilized by kids and still currently in income for them. So the state gives us money for that slot and there is an additional revenue. Likewise, there are students that don't have that revenue. I would recommend from an accounting perspective that you get a separate bank account for the tuition. So that you can really the board can really understand the tuition dollars that are deposited into this account. So you can track this because Valerie, I'll come back to you from the beginning. This program was supposed to be a cost neutral program to the town and I've always been concerned about this program as how it's run. And I think and reading everything Taylor, reading everything tremendous. I have no problem. I mean, there's a few things on this program that I'm concerned about that I think the board, this board should really get details on and understand it so that we're all on the same page. My question on the bottom of the book is, where are you seeing it not be cost neutral? Well, no, I haven't even got it. The revenue is 435,000 and it says the anticipated salaries are 39,000, with 36 for the
supplies and classroom expenditures. I'm not sure how it's not settled. So I'll ask my questions then, right? So if you have four classrooms, do you have four certified teachers? Yes. You have four certified teachers. So four and do you have four pairs for each one of those? Yes, that's one of that for you. I don't know. Listen, just understand me. So I'm not not being trying to understand it. I've always been trying to understand and I would sit there and I would go, if I was, if I was always here, I would ask you, can you sit there and break that down by the staffing level
on the stack that these teachers are on and then break the four pairs down by the totals? Take into account, take into account their benefits, right? And then you can sit there and understand as a board, if it's cost neutral. You're putting these numbers on here is great. You're giving people information, but I'm asking for details to understand that it truly is cost neutral. And then you have the whole other issue of are those grants guaranteed for this year? Yes. They are. Okay. All right. And next year is the last year that the state will do ramps because in 2027, it the formulas will change because Connecticut will become the second state in the United States to have universal preschool. Look at my statement. We were fired then. I'm excited to survive that for free for families under $100,000. Okay, so now my next question would be how many students of the 61 are handover students and how many of the students are out of town students? I don't have a number of front of me right now, but for the financials, it doesn't make a difference. No, it makes a difference for me and I'm asking the question. I don't have the answer, but I can get that upstairs for you. Okay. But if you can, it's really not a button. Because I want to understand because in the documentation that's on the website has every out of town student is supposed to be approved by the board. And I want to know if
they were approved by the board. Hey, through six, I completely, because they are tuition based to the payers who are paid through six. And that is the requirement for us to have a fee a step fee. If you look at the anybody's policies district to the district, you have to have a tuition. I'm sorry, guys. I just, it's eight, it's almost eight, 40. And we're there. No, we are near through our agenda for tonight. And we have an executive session to discuss this in for intense contract, which we need to do tonight because of where we are. And I just, I feel like we need to table this too. A lot of like, a lot of like, a lot of like, do this, a lot of like send my questions to you, Caitlin, and I'd appreciate it if I could get the details and the information, so that, no, yeah, next time. Yeah, and I'm just very, we're prepared for questions tonight. So, I just like to address the Board of Education. Do you have any more questions for me regarding the financials this evening? I have one question. Yes. On the, on the Summarine report,
yeah, there's a line administrative service. It's a pre 10, like halfway down the verge of page. Well, it's not a lot of time. Sorry, in the Summarine. Yeah. The letter report, too. I think I'm going to the letter call. I did that underneath that I call on that, but I said, just as I'm going to be the service. Oh, and that are, uh, for $400, it's that are like, doctor. Which one, what number are you looking at? Um, if you're in here, two, three, one, zero, and then all zeros. Oh, administrative services? Yeah. Yeah. No, that's our on-board clerk. That's the board clerk. Thank you. I just, okay. I know. I think it's only just a board clerk. Right. I'm going to cover it. Yeah. It's a good one. Yeah. Yeah. Okay. Anything else? This is what you get as a board, like this is a daily, because I was concerned that not everything, I was wondering if there are other documents that you guys get in your package. Is there anything else that I'm missing?
Does I get a little bit? Well, we are missing something from the town. The town is census our statements and the boundary and I'm going to detail it. Correct. I saw the, uh, the North and Fond and you two percent lives upon that I've heard about the last meeting. The background sent you to the bank statements. Do you ever include the board of ed. Bank statements in your package? Do you ever include the board of ed. Do you include detail reconcilations in your package? No, because that expenditure reports and everything in here has everything around here. Okay. If you look further down your package, there's a monthly summary that goes that has the bank balances and it goes to your board of finance and to your town clerk every month. So they've been getting this for at least a year and a half. I don't know why they wouldn't be sharing that down your work. Get stuck. Your town clerk gets a lot of information from me every month. Doesn't go to the treasures office? She gets my bank statement, too. Well, I know she gets the bank statement. That's when you know, well, last one, I went today. No, last one is Julie. This end. Yeah. I know what sense of the board of finance every month? Yeah, it's at the town clerk. I mean, I'm a one last thing. I'm sorry, kid, and I just got to go to this point. I watched her time meeting and I was really, I was a little disappointed in the freedom of information in the class. And then I have to submit and say that the first freedom of information request was put in by the treasure to the board of education, which I was unaware of. So I was a little disappointed
in that. There should never be a freedom of information request that has to be put in between the and the board of education. We've got to get to the point where we share information and it is not a negative to sit there and have a necessary information. Yeah. And when I heard that, then I went to talk to the treasure and I asked, I wanted to see the freedom of information request that was submitted and she told me that she submitted one to you guys, because, and I was about, well, Valerie, I'll look at you when it's related to the northern phoned issue. If there is information that you have that really has no bearing on the budgets for the tower, I think, please just share it. I have to chat with the town administrator. Yeah. One on one in my office,
with this whole packet, and we have gone through a page by page together. And I've explained what we are still waiting for, and that's next on our list, so we want to move to that time. I mean, we've got way in on reports. Any of these on reports on? Yeah, I'll come with the IP. One is for me. I believe it's next to us though. Okay. Was we finally got something to discuss? Okay. And we're out to you. I don't think PTA is even great. We had a high turnout. We had a good turnout on Monday. Yes, doing better. Yeah. One should see if the next one's next Thursday. Okay, we're in front of update. So I sat with the town administrator. We were talking about that. I've been working on this for a year, for over a year. You know what, this thing has been going on since I got on the board of selectments. I was in the treasurer's office trying to deal with this. I understand your problem. That's a nightmare. You've gotten farther than any of us. Now, yes, I have. Yes. And it hasn't been easy because I haven't gotten information. I finally did find out last week, because I was told that nobody at town hall knows anything about it. But I did find out last week that Eric, you and Death Murray are the signers on this account. So, yes. On the board of the bank of America, come for the next step. Yes. So, I've been on evil. I've been told by the first by the town administrator. I have been told
that nobody can help me because nobody has these records. And so I also spoke with the treasurer. And I was told we can help you. We don't have these records. But I can't have access to that account to even get any back documents, which is why I had to ask her for them, because not a signer on the account. There's no person on the board of education at a signer on the school fund account. So, that was the first problem. So, I met with Eric in my office with great detail because what happens to precipitate this was the town received a statement that says eating cash or check. They said this to the North and Commission. The North and Commission said that's not us. It's this cool. Nobody could figure out what happens with this. I met with Eric in my office and he came over assigned checks. I went to every single bit of paper that I have. Every expense that ever came out of there, everything back to the 1950s. And I showed him everything. And I said, I have absolutely
no problem. We have to fix this because one after this board in Val Bruno and you Eric and the first enactment, somebody said, I don't know what's going on with this account. I mean, you agree. But then this last week, a check came and somebody from town hall walked it over to me. Drop it off in the office and say, here you go. I can't even deposit this. So, there's a definitely a difficulty in kind of what are we going to do about this account? Because the three signers said they didn't even know that there means wrongly account. So, I will flat out, tell you, there's no way, unless there's some legal issue with Shannon, you can get it to that I'm assigned on that account. And I would tell you, and I would happen with it. I think what happened with it is, every time like here, when we get an import share, vice chair, they go to the bank and they sign, you know, with me, I have to sign again on our account. I will guarantee you, Jeff, what happened was when there was a turnover, when Jeff Murray became vice selectman and your selectman, you guys probably went to the bank to sign the normers. Listen, that's not a bank.
That's a stock. But there's it's two folds. There's stock and then there's cash available. The bank account is M&T bank. That is that is two things, Jeff, because there's interest and dividends, because there's $14,000. If you look at last month's bank statements from the town, there's $14,000 in the actual fund account, plus the stock. The stock is not in the bank account. So let's get this stock started. So that account still earns interest. They're very non-alright from M&T bank. It just keeps going into the Norton fund. And it's always been there for years and years and years and years and years. And it's just, it would just be community, because everything just happened. There's a housing in the past. I have the bank statement. I do, and I look at it. The stock is a definition. The stock is, I will live, I understand with you. I am not a sign here on that one. And I, I'm with you, but the information that you've obtained just please do. I know you're able to do this. I know you give it to me. What needs to happen
on a goal forward? Because I, so he has to have the rest of us on the board. You too are talking about something up here, but I have zero knowledge on and I don't really think effects anything of how this building functions or how we do. It's how you get the availability to the money to spend it on a valuable things within the school. Which we have, which we have not. We have not. No one's done an orbital code of the entire time. I've been in all this. No one's done in the last. Yes. No one's done. So how do we solve this going forward? If you allow access, I can go back and find the gaps that are in here in the documentation by looking at the old statements because there's a question about a certain time period of what, what happens from the bank of America's stock and the money that's in there. And the last purchase, there's there's questions. So if I can gather the rest of that information, then I have the ability to give you the full picture of everything. Good. I will sit there and work with you to get everything done related to that. And it's best we can because what we're going to have to do is go to
copies here or whoever that is holding the stair shares and get them to put it into the towns in some. And if I don't even know how to do it, I don't even know. It's not in the town or something. It's just in an account. It's like, right, that it's only the town site has access. All the, yes, in order to fund whenever he established this in 1800 Boba, Boba, well, all I'm asking you for is, is the treasure is asking you for some of the information you have. You said you were going to present it to the Board of Finance. Please just give her what she needs and what she's asking for. That's all I would ask for. I will do everything I can with you to get the computer signed up to somebody within the community that can handle it. And we have to get it to it rotates because it's not an easy thing. It's not like a bank account. I'm just telling you like all the bank accounts whenever we've changed we've signed with M&T. I do know those are the scientists. Yeah, this is outside of that whole spectrum. And it is a lot of money. It's 60 some of those things. Hello. And the other issue is that, if you look at the audits, because I've gone through all of the audits, I spent 100 hours on this. From 2015 till now, if you look at the audits,
there are changes to this. And we need to look and see what the changes up and down to this account work. That's what I requested was, I mean, the auditor must ask for information from your finance department, and really on this account. Otherwise, how do they do it? I want to give them with their market value of that stock based upon the information off of the dividend. So that check is going to tell you how many shares you have in Bank of America there. Okay. So what's our, what's our goal forward? We have to get someone to have access to the, can you, can you make it so that I have access to the paperwork from the bank? Can you put me on there? You have all of the
paperwork from the bank. You get it monthly. No, it just goes into the shares. It's been, it's been in your, it's been in your file. Where are you just been in your file? We just get a statement. That's not written. That's all it she has. But it only reflects 14,000 dollars. Correct. You can again, the, the stock is not in that bank. If we don't get those, she gets those. I get them. I have another authority. I mean, this is what says right there, town and end over 17th school road and not the school funds. The business office at town hall receives this month. I, I understand what you're saying. I have never seen that. I have seen the checks in the past. And I can go back because I have records. It's not going to 2005. What's our, so I'm just going to ask one more time
because I'm frustrated now. What is our plan on a go forward? How do we resolve this to further forward? Can Valerie meet with the town treasure? Can they work together? Why do we need to E. She is like, let's go. I'm in for that. If she would work with the treasure and provide just so she can't because you don't allow work. There's documenting, she had a treasure. I need this one. Yes. I will make sure there's people. I'll try to buy everything that I want. If she has it, she will provide it to you after remembered. The same times she went to Edmunds, we went to QuickBooks. So they're off two different systems. So the individual transactions are not available. It's not. They are the bank. We can get them right on the bank. I can give you. You can get all of the bank statements for that account. They won't get them. I will make sure that she's going to get them. Okay. So the moving on is that all the treasure are going to be. Jeff is going to get the bank statements so that Valerie can have them to figure out the rest of us. We will get that further. Once it's in the next thing. Yes. Okay. Solar project update. Okay. Solar project update.
As you notice in the parking lot, fair to pick up their kids. Did you see those? Yeah. Right. You know, out there. And we did send home that video so that everybody was aware. And it looks like it's a hit because people know what's in the parking lot. So even the kids were looking outside and one of them said to me today as I visited a little classroom, they said, that's a lot of panels. So they knew they were panels. So that was fantastic. And what is there? Right. So the time period on this is everything now has been dropped off. And we did the next two weeks. Our team will be at its Ken Wilhelm is the instruction manager with green skies. They will be placing them on the roof and the plan is before Halloween. We will have everything in place and ready to then give you more of an update as to what the strategy is in a long way. They will be hopefully doing some lessons in classrooms about it. So it's installed. That's where you are. Great. Okay. Bathroom project update. Okay. So last week, Boston O'Neill was in charge of helping us complete the process of choosing contractor and well it's up to the next year. We will go inside our F.B. It's not thankful. It is the fact that that we did not find that. So the last, the last that I've been informed of where our progress is on this was we met July 21st with a representative from Boston O'Neill. His name is Josh Brutot. And we did create a subcommittee specifically for this project, including a member of the Board of Select and the kind of member of the Board of Finance. The other members were not on that meeting.
Jeff Murray was. And then we talked about what to do with Boston O'Neill. We asked for the RFP to be posted on the town website. And then we went ahead with them doing the process for us. Following what's been done previously with other school projects in the past, not going through the town courts office. And I did do some pretty significant research looking back on that over the past five years or so. I don't see a very clear RFP process in anywhere for our town. I think that from the school side and from the town side, that may be something CIP or the Board of Selectman. I don't know how we go about having that so that it's clear for everyone to follow the same process or what process needs to be followed. The place that we are right now is revered to meet with Boston O'Neill again. But I haven't heard do you have an update from Josh as to where? Yeah, sign on here, not. Obviously at the top says Boston O'Neill along with the architectural social consultant definitely the rest of the renovations in the night. I have to know has produced a half amount of assessments, which I do on the continent here. I copy that and send it. We're pre-construction and provided report on 8, 19, 20, 25, that's this one.
Well, I have to know as original contract was provided bidding support, building conference and responses to RFIs and CA services, including a submittal review and construction inspection. FNO is currently working on providing a design build proposal under questing and enrollment to the civil and coordination with sub-trap, so contractors. And that is what we're waiting for. I did already speak with just build voters. For example, we apologize for not making the last meeting. These act when the next meeting is. I let them know as soon as we have that design proposal, then that's where we'll schedule the next meeting. The next meeting. That's the deep down. The DV approach is still approved. It's still approved. It's been a follow the FNO to oversee the construction base of the project and eliminate the meat for any further traditional build. The benefit of the DV process, a approach rather is to provide less kind of consuming turkey solution to the school with the highly qualified right fit efforts. Caitlin just went through the background. That was the meeting. Well, attended. It was at that meeting where Jeffrey did ask that we post something on the town website for anybody who is interested in sending an interest to FNO. The right up was sent to Eric Anderson and to Jeff Murray to my knowledge that town did not post it.
FNO was given the go ahead to make the decisions on our behalf. They decided the names that were best suited and I shared them at the last meeting. Their insurance corporation, craft mechanical, Marquello-Acto Spectrum, and Central, and Atticate Acoustics. When asked about the choice, this is Josh's response. I wanted to put it in writing for you guys. Richard's corporation was selected based on the long-standing working relationship with through the experience and school renovation projects such as this type. As is typical in a design build arrangement, Richard said that identified the preferred subcontractors to work to support the work. The proposed effect reflects the term key design build approach, which we believe offers more streamlined cannot work. It's a player-by. We were not contractive to contractively obligated to solicit multiple contractors. Well, we did tell them our policy was three. Our recommendation of Richard is based on qualifications and confidence variability to lunar successful projects. Let us know
how that they want us to proceed. So this is where we are now. Moving forward based on that, and to the town in the inability to support the RFP process, air reciting this as a reason that they went to meet com, lack of experts in town, the board of education, consulted, and was consulted to chair the superintendent that we decided to move forward in this manner. That is where we had that meeting July 21st after that. There has been some interference, phone calls and demands from single board of select members and board of finance members exactly to open up because of that they were waiting for us to have this conversation now to make sure that moving forward, this is what we were doing. So the plan of action would be continued. To meet again with F&O, F&O Nomeo. The team is ready. I have spoken like I said today with Bill and he says I'm ready to go. To review that has Matt, this right here, which is what
was given to Richard's group. He asked to meet with them. We would review it before we met with the Richard's group. Review their designs and plan, which we have not seen yet. He had overview of the costs. Then to go to CIP, then the new estimated costs because we have not received to those yet. We would receive them as soon as we say yes, send them to us for ready and come up to plan of action. Then we would meet with border finance actors CIP for approval of the money of the capital account and the work we did. So I got to ask you announced that the last meeting, the general contractor, I would assume that when you announced that general contact was a Richard's corporation, that if you had some financial understanding of what they were going to charge, was that not the case? I did not have any documents with members who have been working through the hired company. So you're telling me and before that we went to Fussononio, got design done. Fussononio decided who they were going to pick. They are recommending them to the board and we have no numbers. We are at that point now, Mr. McGuire. That's where we are. That's where you are. Because in any project I've ever been associated with when you announced the general contractor, you understand the dollars. We are at the point where we are going to be meeting with the suggested general contractor. We have not met the finance. That would be our next step with Fussononio and our subgroup. And if you can understand the problems internally and Kermann,
who is entered ended your meeting, actually listen to your meeting accurately. She gave us at our board an honest recollection of what occurred at this meeting because at 1 30 24 on your tape. And I went through last night, the superintendent announced the general contractor, the mechanical and plumbing contractor, the electrical contractor, the tile contractor, and the acoustics company for sealing. Yes. I got to believe. This is just me, so my frustration right now is that since we had that meeting in June, July, I'm sorry, July. I've had zero other knowledge of anything about the project. And that's a problem for your board. That's a problem for us. That we need to move forward. You're going to be a boy, but if you're announcing the general contractor, please, you've got to tell me any project. You got to have a number. What's the number? And you're all telling me, we have no number. Well, we are at the process. That's why we're at the process. That again, that again,
three hundred and four hundred thousand. Then again, I will sit there in the back. This town and the town has wrong multiple capital projects. We built the senior and community center. We've had bridge projects. Those are all capital projects that have been managed by the town administrator and the town of Andrew. We do, as a group, as a group, the board of the education, the board of segment. We've got to do a better job of working together to manage projects. 100%. Yes, we do. There are a lot of other questions. We've got to do it. We've got to, and we've got to gain the knowledge that is out there with the community of people that have skills in that area. And I am not one of them. And that's why when we created the some community, like that's why we tried to evade that by having your standards and look at plans and help us. And Jeff Murray was also, and Jeff, he's engaged in that. And Eric Anderson should have been on that committee to, you know, just from a standpoint of the skill level that they all possess.
They all bring different skills to the table. But Valerie, I'm still sorry. You announced a general contract that you got and you got to know the number. So at this point though, we don't know anything else. We need to have another meeting. I have a copy of the architectural plans if you haven't seen those and you'd like to. They're here. And the only thing that Anne did tell us that was not accurate was that the information would be up on the school website. And that was the only thing. There's not the future in the future. Don't announce the general contract if for a project if you don't have the numbers. I shared what I knew at the time with the board. That is what I do every month, Jeff. And share what you understand, what the people that are interested in the dollars of this community are about. When you say that, they want the details.
There's members of the board of finance that want the details. There's members of the group. So I didn't know that was a good deal. So when we have the next committee meeting, we'll announce when that meeting is occurring and anyone is welcome to attend it. Okay. Right. Let's, let's. Yeah. We can move forward because now we haven't had a functional bathroom in that way for what are we going on? Four years, three years? No, no, no, no, but yesterday was all due respect they had to do the hazardous terrorist testing and right then do that to the end of all. Yes. We're on the out of October. I know. Hey, but I wanted to go fast. Holy, no more. No, no. I was slow. What a nice set. All of these. Okay. All of these. So I like to make a motion. We just got these. Yeah. Yeah. We believe. Yes. What does he do? I'm going to jump the opportunity. Thank you. Well, every table of one thing. If you're tailoring it, just know what you guys are looking at the packet. So that way it's labeled and you can manage to see this at home. Is do you see the red? Yeah. What ideas was dying and if I went through the ones that you guys had last time questions on, remember we flipped through them and you were like, yeah, yeah, we need to see more about this. Can we see caves? Can we? Right. We took that information and this packet that you're looking at. So if it's in red, it was suggested change from you guys. If it's something that's attached to it, that's cave's template. And we wrote it right on there. So that you can see as you goes through samples under each one.
If you guys had like maybe times that you asked me to get samples out so that you could then compare what we would do based on that chart that we had from the policy audit. So this whole packet in this under by the way is ready for you to both room look at the notes and if it's and we thought that we copied it in color too. So if you tables on next time, you should be prepared because if you go through it, yeah, we'll have the time to read it. Oh, okay, let's get the motion to that. Any further discussion? Okay, so we'll move to put that on next month's agenda. And then the last item we have on here was specifically in regards to our fourth hole for this year, which was looking at other district's booklands. I did look through a bunch of
websites throughout the state of Connecticut and look at that small small, I lived at big schools. I've pulled some just a chart in Paris and the variety of what is out there from a school district is all over the board from like a one-page document with three things on it to like the town of Chester which had like 15 million things because they have 15 million schools. It's like that's our birth. This is Margaro's from last year and that's what I requested for the year. And there's no more like information other than what's on that one-to-age. They didn't have an outside person come in last year and do the town's school evaluation in terms of like what capital plan in the next 10 to 15 years should be. And there's like a separate report of that, but it's not anything more done. But that was the request for the year. Yes, that was the request. Not a plan. No, and there isn't a plan. There's just a thing that a guy came and recommended me a year. And from listening to your meeting yesterday, I'm assuming that Eric did get this to you. Yes, he sent it to me. He sent it to you. I'll be a friend. No, no. And this is what I wanted you to have from listening to the meeting because and was attending at that meeting and the only group that can understand the issues that are needed
within your building are the management team within the building. And when you sit there, and you go, are we going to have to do a roof? You're going to want to put that on the plan. You don't need to sit there. It's a priority system. That's why all of this is a priority system. It all needs to be rolled up into one big plan to sit there and say, this is how the community consists of. Well, I got this from Eric yesterday. He asked if the board hasn't seen that yet. And when he searched on the town website for interview, you can't find that. This will be in our but I've never seen it in videos. So when I when I did this research, just to look at different towns as examples, it was in an effort to see where where it should are. But I think now that we have this from the town side, it gives us something to model after to try to make it similar to that. So, and that's chessers, but he just had a lot of fun. The more it's 36 million dollars,
it's every one of those kind of little things all together. And it is also a capital plan, but it also incorporates things that are in other people's operational budget. So that one right there, those spreadsheets back up slightly, right up. Go ahead, a little bit up. So this, for example, this is the 22, 42, the fiscal year. This is education. This is a high school model. They would put this in here and he looked down. They're showing you how they're breaking down at $438,000 into one year of the 26, 27. They have one of these for every single thing that
is written down in a cashier. But again, they're gone. And then can you go to Scotland? So Scotland, I think is really cool. This is where I've been like to see our town get to, which this is like combination of what is what's our road map over five years? They're like, what are our biggest projects? Inclusive of the school and about the town building. So that it's all in one place because in reality, like, you know, we should, we should model that. That's where we should be. We should be. We should be. We should be. No, it's different. The town should go over there. And it's inclusive. Like all together. All together. All together. All together. So that one right there, he weren't saying he had put in there. That one is actually more academic.
That's all academic. They have, they have a goal of creating a capital thing. Just like we had a goal of that. But there is no capital plan in there. It's just talking about wanting to make one. I mean, like your, your lighting program could be a capital request. Yeah. It might not be high on the priority list until it's not going to be anything until it's actually on the list. It's not going to be anticipated as a possible expense for the community. So this one, found, we did, this is what Sally used to do. Yeah. And it's not. Not this one. It's just numbers kind of. There's not a lot of. Sorry, not this is a Sally. This was sailing all the time. I'm sorry. Yeah, I'm sorry. I was, I know you're going to have to do this in the book for. Yeah. Um, do you like the sewing? Yep. Right here.
That's it. One page. Oh, I got it. My diary. I've been on a really long one. I know the town. I don't know. The language of it. Like it has an introduction. It has a definition of what a capital improvement is. It has the, um, which is not even something we struggle with. Right. Stand out when it. No, I'm not going to let it be. Yeah. Really. I mean, I, I'm, I didn't make copies for everybody, but, you know, it just says here, the five-year capital plan is a comprehensive list of major public imprisonment projects, which are proposed for the town and the board of education for the next five years. The first part of the plan is to summary of all proposed and approved projects. And then it says capital improvement, expense, description, and capital improvement is in major
non-recurring addition or improvement to the physical infrastructure land building and equipment of the town, which is that include ordinary recurring repair or maintenance. It gives give some examples. It gives an aggregate cost of more than 50,000. I, I just heard of it. It was great. That's it. That's my deal. That, that, that is exactly what I had my head, which $50,000. Yeah. That was playing non-recurring is a great term, because it would take into account anything like an air condition system or a heating or an HVAC upgrade. And then those items, you know, sit there and you incorporate it together. If you're a family one, you have this one from there. Yeah, I put it in part of everybody this one. So this is the one that saw the time of job is talking about, just now. And I did find the time to plug them. Just want me to do some issues. Yeah. No, I could. Yeah. I think I didn't realize that we were going to get this from them. Like, yeah. Yeah. No, no, no, but I just, yeah. He sent it to me. He said, this is something I owe you when he sent it to me on Monday. I'm going to. So I got it. Yeah. He sent it to you because I requested it after watching your meet. Yeah. I appreciate it. Thank you. And you go through his. You'll see that we're number one on there. It says, um, and a relevant fiscal 35 school road. And if this is the model now,
that the town is going to use with their new capital plan, we want to model that. So the good thing is if you look at the first page, if you flip just for the next page, that's where he has a little history of the underground entry school. So he does talk about the roof in 2017. And I want to thank him because he also writes in here and the building is currently in excellent shape. And he talked about how in 2021, 2022, we took care of the air handling systems and 33. We addressed the issues with the separate and that now we're addressing the issues in 2020, or that came up with the
plan. So I appreciate that. If you go through this light reading, we'll see that he does this for all of the other buildings. The only thing that I wanted to do differently with this is it doesn't tell you like what was done. Like it says, um, one of the pages it says, um, kitchen area completed in 2022. And that is for the public works building at 12 long till road. So what it doesn't tell a reader, that's not a town administrator, is it doesn't say what was completed? Was it a full renovation? What's the life expectancy? You did this in 2022? How much did it cost? What can we expect to have in the future? Is this now going to go on a five-year plan, a 10-year plan? It doesn't really give you any information except that that was a project that was completed. And so if you're looking at it, you have no idea moving forward. Like when can we anticipate that kitchen coming back on a list? So if you look at this one that I put there, see the yellow on the top, the past 48 hours. So it's not complete. But in the past 48 hours, I put something together to show you what our portion of it would look like. And that, you know, I'll be looking to finish in the coming two months of all of our systems so that that can be added to the draft that Eric put together for capital improvement. So I did the kitchen first because I knew it would be been doing some work there recently.
So it talks about number one there. 2024 we installed the dishwasher. You can see the cost was 33,000 that it came through the food service money. It would knock something that was in the general fund. There's the model for homework. It's seven to 15 years. So it's an excellent condition priority one low and I even have a picture on that board. The second one in 2024, the bulk in school, had to 15 years estimated. It was 5,000. So excellent and low. So moving forward, you can flip the pages. The kitchen is done in here. I've done everything. I put in there on a commercial convection oven is good for 10 to 15 years. I have a little picture of the other things. I didn't quite get that in there. But I included the life expectancy. I included the cost and I included the overall rating in the priority. So that you guys have that. So then if you look at the next one, it's made an insent facility equipment. And I went through the lawn care just because you guys had already approved last year the purchase of this bag. So that's why I started with that one because I knew we had 10 pieces of equipment and they don't fall to the $300 or more capacity. But I figured this is a really good working living document for us to use. So even those 10 pieces of equipment, if they don't fall to the over $300 threshold, I am still going to put them in because they could potentially not be a capital improvement, but something that needs to be replaced. So then I just did the research as to like on a scag, the life expectancy for that
is 2,000 to 3,000 hours, figured out that we used 60 about 60 hours a year. So we would not have to put another large lawn mower on here and so it's $20.45. So this long after, you guys have a board, and he has a super anybody can look at this then. And the information that it gives us that the town one doesn't like yet give us is the ability for anybody to be able to move forward to this. And then you'll see the heating system, remember guys, and August of 23, you did that extensive evaluation with these steam traps. So I put that one on here since we had already
done that. And unless we do anything with energy efficiency updates, this tells us that those 117 traps are good. We have repaired 100% of them. And then you'll see that other headaches that you can expect to see the AC, the electrical system, including the bio-cams, the elevator, I did the elevator because we've just done that. So it's the door DMC. You can see the TKMM in June of 2025. It costs about $22,000, $69,000 and it would not wind up back on the capital improvement plant until roughly $20.35. You see that on the bottom? Yep. And so this is what you can expect every month. So what other categories do you want to have on here? I'm assuming paid paving or parking. Well, we're going to be doing everything on here. Yeah. But I just did terms of like what the... I kind of do my clinical, you do electrical, you do HFAT, you do like the heating and fluid outside of the boilers. I'll be part of that to every vision and units we
part of that. We'll do lighting on there. I'm going to pretty much just go through now. Remember, what we've been doing every single year is we have that regular revaluation. And so we pay that fee every year to have our big fat book that you've all seen on the revaluation that lists every single thing that the school owns and is tagged and we get that every year. So that makes it a little bit easier because, for example, I look up a garage. So I go to the garage that's on here. When we get to the section on technology, we will go to the technology section and at a list every single computer that's in the building. It'll list when we got it, what the appreciation is, where we can expect to replace it. So it's been any comprehensive. We were just
kind of all this time waiting for that one from up. And now we have them up. We just got it this week. So you're not to bear with me a little bit on one time to get this done. But I thought if I get at least one section done for you, you can see where we're going with them. Yeah. And I think where we would want to get to as a town, right? It's providing those together and then get to what Scotland has where it's like five years right now and like what your bullet points are for those five years. What your plan is and your plan might change. But this is what we're thinking we can accomplish. Yes. We didn't have a financial opportunity. Yes. What those financial opportunities other thing that I'd like to see is if you're saying something is going to the lifespan of 15, the cost out started for $1,000. But if you go like by the PPI index in 15 years, it may be $45,000.
So if we are going to plan ahead, we need to plan appropriately. And I think everybody knows recently, inflation had not been trained the story. And there are lots of advances on there that should help be able to predict what it's going to be in 5, 10, 15 years. And that's how we should be planning the future. Yeah. So we're going to add about it. So the thing that Sally used to use, that's what we plan on using, our view, see how we plan for is to then create a five year, like, she had with the dollar and the year, but to your point brief, we have the backup material. We can look at that other big comprehensive plan and say,
this is how we know, town that we're going to need 10,000 in that budget, because we can go back to that conference offense. So the old Sally one would be of the result of this new one. So in the five year plan. So we're made great progress. And now that we have the town one, that's the template. And we will just add our additional stuff to it. Anyone else has further problems? I do. Okay. So we'll open back up to comments from the public. Hello, I'm Holly. Hey, no, he doesn't. He's unmuting. I don't know if that works. When I could be asked. Yeah, no, I'm okay. Thank you. Thank you.
And we're Richard. Yes. Okay, Johnny, we're out. Nothing for me. Thank you. Thank you. Christina Fraser. Well, all set. Thank you. John, the gold grip. No thanks. I'm dead. Sharon, say rock. Nothing at this time. Thank you. Can person? Yeah. Nothing right now. Thank you. Hopkins. All set. Can I? Goodnight. Sarah, good night. Nothing for me. Thank you. Mercy. Hi, I wanted to make a comment. I've been a contractor for over 30 years. And I've also been a general contractor for 14 years hiring a lot of subcontractors and refinishing bathrooms, paint, things, all kinds of things. So I have found some experience. And as a general contractor, I just want to let you know that there's some things that need to be understood. It's vitally important that you obtain all the information regarding the complete scope of the work and the company's bid before you decide to hire them. Without having these details ironed out first, you risk paying too much and non-completion. Our company spends an obscene amount of time planning each project and it's a normal process to do a lot of work before being hired. So when a customer seeks to skip these steps, things can go awry and can derail a project. So I just wanted to let you know that it's very, very important if you want to project done well on time and within the estimated cost, you really need to do a lot of homework before deciding on who the contractor's going to be. All right. Thank you. And task girls. I am all set. Thank you so much. Thank you. Okay. So we next up, we have an executive session to the Social Superintendents
Contact, which is up this year. So make the most of them go into executive session. Nine times. Nine times. Nine times. Nine times. Nine times. Three. All set at the motion friend. And then we would like to invite dollars to stay in the fast food crew. Exactly. On that was solicited, seconded and shattered, we let me make the motion. We'll take a hold, where do I stop it? Yeah, we can just tell our what time. We can just tell our what time. Okay. In person, it's the only. Yeah. Right. So I'm running around. Great. Thanks. Okay. We are recording. Okay. So it is 10 o'clock a year and we came out of the executive session. Does anyone have any other action items for tonight? I do not know. Okay. Our next regular board meeting is November 12th. And we will put the 9,000 series on to that meeting or any other agenda items that people want on their own better. No, I would just try to formally recognize the last forever years of servicing on the board of education. Thank you. And in person, thank you for all of your work. Um, and I know you'll continue on with the PTA. So you will not be far with that. And we'll plan on seeing you every second Wednesday. I'm sure. Oh, absolutely. I need somebody to move for adjournments. Oh, I know. Thank you, Shayna. Thank you. Thank you. Thank you. Thank you. I'm more expensive. I appreciate it. Thank you. And with that, I will make a motion. So, I want to thank you for your kindness. You're helping along my journey. You're welcome.
And for being there and supporting me. Thank you, Slots. You're welcome, Jerry. Thank you very much. All right. With that, I make a motion to adjourn. Thank you. Exactly. Okay. Thanks, everyone. Thank you. I'm ready. It's pressing. Stop. Rick, please. Hmm. Well, I think that's just that. It's over here. Yeah, I see.