I go for it. So, the evening everyone, I'd like to welcome you to the regular November meeting on November 12 for the end of the report of education. I'd like to have a second. Thank you. I'd love to say anything. Thank you. I'd like to have a second. to the lives of the United States of America, the Ethiopian Republic, for which it stands. Why are you sure under a pandemic visible with liberty and justice for all? We'll start off with comments from the public. Try to keep it to item on the agenda and bring that urge and give. Would you? Oh, I'm looking for my consent. All the things you don't want to see, you know what that is. Blackwash. Holly. Good evening. I'm good. Sharon? And nothing at this time. Thank you. This is Taken. Also, thank you. Stop for some. Who's that me? More in Sullivan? I'm part of my name. I am all set. If that was me. Hammer. All set. Thank you. I can. All set. Thank you. And Liz? Okay for now. Thank you. Okay. And I miss anyone. So we'll start with communications. Does anyone have any board communications that we need to have? Do you guys all receive the board communication that we receive from Jeff? So it's just not a reason to be here. But you want to acknowledge because it does.
It does address the couple of the other communications that we've got in the past. The request was for the work that's been going in for spreadsheets to be filled out. I did respond and let Jeff know why those four spreadsheets of information could not be filled out. And included the rules about FERPA, FOIA, and HIPAA with that. Do you want to talk about that now? Or do you want to talk about it? And when we go to the finance, what you think? I mean, I'm going to have sure. I'll go through it. No, no, I have requests that are made. So just so that people know who do communicate with us then. Any other requests that are made that we can't not represent those has, I'm not going to have some board of finance things as well. FERPA, which is the Family Educational Rights of Privacy Act, as it pertains to communications, any financial information for school, related items that include tuition payment records, financial aid details, bill and statements and records that show who paid or didn't pay tuition, are protected under FERPA. And so if I receive a request that asks for those specific details, I will respond that I can't respond. The FOIA, the FOIA, anything that's confidential, that can't be released to the public, it falls under the FOIA rules pertaining to student records. Again, well, Matthew release. Under HIPAA, one of the requests asked who are somebody's insurance information, and under FOIA and HIPAA, which teachers are enrolled in accounts and insurance plan is protected. What coverage they have, who they ensure, and whether or not they decline it, is protected information.
So I just wanted to make sure that we, you know, did it out of to be a communication that came to all of you, and the fact that I did respond with the inability to give out that details. And just to confirm that type of information, when we have a yearly audit, is like the total tuition or whatever is reviewed by the auditor, as part of the whole, yes, on and on the school. Yes, yes, yes, yes, okay. So when I sent to the request, I definitely didn't ask for any student information. I listed out student one through 64. That's right, I just, it's not a simple. How do you guys do a data dump when you guys do information? And you're sitting there going back and forth and speaking between state agencies and everything else, you're adapting information. That's all I'm asking for information. It's common sense. I don't understand how this board could have done an analysis of the pre-K program, and not being costly to the town without getting the details. So, so I understand. I thought to be satisfied, I would say that I'm relying on the auditor,
but the town and the school pay to go through all of our financials, or are you suggesting that the auditor is somehow lying or that we're trying to hide something from the auditor? The auditor, again, I'm a CPA, so I'll sit there and go. I would ask you a veterinarian question, but I'll take the accounting question. Yeah, right. He is not going through and looking at your transactions that way. He goes to your group, he goes to your group, and he asks for details, and he sits there and sees what he needs. If he can sit there and see your deposits, it's a total, everything? No problem. But what I'm asking for, or the details, who support the entire program, being no cost to the community. That's it. I'm not asking for people's details, but it is pertinent. It is pertinent, just so you understand it. And we can go. And I, again, knowing, so on your sheet that you sent, just so that everyone is aware that didn't receive it, that is not on the floor. And the reason why you wanted to sit here the entire room? Yeah, there's a student number. You asked for what town they were from? I want to know if they're in the room. And you're asked for what tuition they paid. That information, like if you filled just that information out, and that's for a cheat with a number of kids that we have, that is identified in a town. Then I'll let you sit there and go, in town, out of town.
I don't need to know what town. In town, out of town. As I said, if I worked out, the one thing that I will say is, in addition to the auditor, I am the chief executive officer of this school district. Understood? I sign off on all of the state reports. Yeah. So yes, the state of Connecticut relies on 158 superintendent's clues, sign off on Taylor's work, on the finance office work, on all of that. And that is sufficient. So they allow all of us within the house the rights to our educational records. But as I said, Eva and Farfa and FOIA are attacked through rights of us giving this information to have passed related people not in the educational communities. So I know it's not the answer to your hope
to hear, but that's the fact. But I'll sit there and tell you, this board, these members, are your books. And without the details that I'm asking for, they cannot truly evaluate the program. Can I ask you a question? Yes. If I give, if I give you a total number, tuition, and a total number of students, you have an average tuition person. How is that different? How is that different than having each child spent? But you understand, I need to understand, in town out of town. For what I'm attempting to do, that's what you're doing. What I'm trying to verify that this program is no cost to the community. Valerie, as it stated, it's many costs to not hear, whether or not we'll go to this. And then I'm going to actually ask that we move on, because we did this last time. And I need to let the agenda go to point of order yet. This is a good interpretation. It's not done. OK, then I'll wait for the final answer. I'll wait for the final answer. I'll wait for the final passage. OK, we're going to move on. Next. Fun. Do we have students, celebrations, or other celebrations for tonight? I do have one. So the House of Elders, well, they are the House of Givers. That's what they're known for. So the two sixth-grade House leaders, this year, Hudson and Emma, got to present a check for $566 and 62 cents today to Joan Sucey of the end over food pantry. So they ran the pennies for the pantry fundraiser.
Sorry, admit, which was very exciting. So they collected all the kids, of course, donated and collected, and then they got to present that check. So that was very exciting. We have a second one. Julie, the news teacher, putting four cornstarching grants, and we got off-looped. So that's about a $500 instruments that will be awarded to us. So we're very proud for putting that in. So we're in for kids. Cornstarching is that. What do you want to say? That's fine. Thank you. And that's just fine. I believe this is my foot mask. She specifically had put in for a breath for our food, and we're getting a food. So thank you, Julie. A full. So yeah, approval of minutes from our last regular meeting of October 8th. Thank you. Thank you. Thank you. Thank you. Thank you. Any suggestion? No. Right. All right. All right. All right. All right. All right. All right. All right. All right. All right. And then we have an opportunity to add or to leave the agenda items. I would like to propose as everyone can see. We don't have a very full board here tonight.
So last has left us as she served out for time. Eric is not here and very also not here. So I think just in the interest of everyone and in allowing our meeting board members to take part in the discussion of, like, to move item E to C to nuts on both the C. So anyone like to find her? Second. All right. Is this a bold here? Sharon and Marcia really sure that you received a full copy of the 9,000. So that you can read them between me and this. It'll be on that spot. That will fit. Probably on the key packet. Yeah, packet. Yes, you're right. You're right. I have to. I'm currently saying that you know what's inside today. It's very, very exciting. In terms of the reports, really the only thing that I have to report is that we all know we had elections on the number four. And those have taken place. And currently, we will have Sharon take rock joining us and Marcia joining us. Jerry is rejoining us and then we will have Eric Becker's seat on December 1st with opportunity to try to help. So a couple of things. First of all, we do have the sign-ups but completed for the board conference next week. I have Sharon down and Kate down. And I have no. Let's see if they're going to share it will be attended. Oh, come on.
Marcia can't attend unfortunately, but we have those three on there. And remember, that's next Friday. It's Saturdays from which I believe I signed up for it. You can find it. I think there's four hundred board of ed members throughout the state that are signed up. So let's see. After school grants, I've been going. We've got some programs already in place. We're still working on whatever the adjustments are because of the loss of funding. So they will work with us to adjust the number of kids, the number of days, with the paperwork that are required to make sure it gets funded for the following year.
So working on that with the ladies on that, they've assigned to us. We did have the reduction in IDEA entitled funds, but actually for this district, it wasn't as bad as it was for other districts. It was the six 11, six, 19. I think when they did the recalculation, they must have done it after October 1st. When they sent us that email because by doing it after October 1st, I actually think we wound up with one of our area's way down by a few hundred bucks. And then the other area went up. So we have a couple of hundred dollars. I think it was like $250 more than what we had before. And I can tell you even when I do this for my other district, they got a lot less. And my colleagues told me that they got a lot less too. So that must be the reason for us. So I'm not planning. So I'm real quick and put it back in the system and they approved it. So we're good. So if you do see that, we're talked to board members, especially in the conference, where they do talk about the reduction. Just know that we are lucky enough that we didn't see a significant reduction at all to either one of those. So that's good. Let's see. The only other branch information on there is the significant grant. And there has been, there have been a little controversy in the state with the state grant. And it's because the seed grant I mentioned last month, the seed grant was funded to towns to the actual town municipality. Which is not usually how they do the majority of the grants.
Usually it is entities that apply. So we think about it in the state of Connecticut. We have a lot of regional school districts. And so for example, I just mentioned IDA entitled, they get their own at PowerShell, at RAM, at Region 10, like anybody that is just middle and high school. They get their own for every other grants. And they don't need to divide that by a K-12. They keep it, if they're 712, they keep it 712, if they're just 912, they keep it 912. So it's not ever been an issue before. This time when they gave it to the towns, they said your allocation and over a Hebrew and Marvaro. And of course, all of the towns, we decide what we're going to do with it. It is not a so plantable grant. It is supplemental grants. So it couldn't be anything that was in your budget anyways. So once all of the districts kind of pretty much decided what they were going to do and that it was not a large amount of money. Decided what they were going to do with it. And in some cases, districts higher, too, knowing they were getting that money, then there were a couple of regional districts that said, well, what about our money? And they were like, ah, you're not really in that this time. And they did have a couple of conversations, and the state said, well, towns could decide if they want you to divide it K-12. And some of the regional superintendents had conversations or ran superintendents had a conversation with myself in Hebrew and Marvaro. And we kind of all said, sorry, well, we're going to have to ask the state to take care of that for you.
Because we've unfortunately already got ideas on our money. And in the case of one of our neighbors, they had already a lot of it out. So that was a difficult conversation. I represent one of the committees, the small town part-time super. So most of those are elementary school districts. And so I did speak with became, you know, liaison. And I said, this is the difficult situation because you're pinning districts against each other. And some cases by saying, well, just go ask them if they want to share it. If they want to share it great, if they don't want to share it, they don't have to. And so there was a person at the state that sat with a couple of those superintendents and said, like, well, if your sending districts already have a formula for what they use for
dividing up ECS dollars, for example, just going to use that formula. Well, the problem is, most small districts don't. Because ECS doesn't nearly cover the cost. And so the $2,000, for example, at the end of her gets, it goes into the general fund. And just as long as that money is you who's for education, it's not separated by 186 kids here, 128 kids, their just isn't. So that really wasn't a solution, even though there was a suggestion, the other factor for a regional high school to consider is that we all share in a levy, but they don't separate by students, but this is special ed money by the way. We don't separate out special ed student by town.
So hypothetically, if there's a hundred special ed kids at rail and 90 of them living Hebrew and 10 of them living in margaro, and we don't have any. We don't ever know that when the money gets charged to us for the budget, because it doesn't get separated out like, oh, if Hebrew and has 90 of them, they're paying more. Nope, that would be crazy to do. That absolutely would be crazy. So all of this special ed costs for RAM in this case, but that's our school. Far in one pot, and we pay our 15, 17%, they pay their 51%. It doesn't matter what town those special ed kids live in. So to try to use a formula that Ben says, well, when you look at the seed funding from the different towns, we'll just simply say, if 90 of them are Hebrew and Hebrew and it was us for 90 kids, if none of them are and over and over doesn't know what's any other seed money. And if margaro has 10, then they owe us a certain percentage. That wouldn't be fair, since we don't divide by town, the special education costs, that's the middle and high school. It's all lumped into RAM's costs. And the state doesn't tell any town house in the 90 of them. No, but what they did say to there were three specific regional superintendents that did say, well, I wouldn't be doing my new diligence if I didn't try. And they met with this specific person at the state and the state said, well, you'd look at how your town divides your
money. And like I said, I personally spoke on a half of all of the smaller districts because I needed them to understand that we don't have a formula for that most of our towns. And that we're not an oddity, and over a lot of small districts don't already have one of those formulas. And I don't think they realize that at the middle and high school level, all the special costs are calculated together, and then just divided by the levee. I don't think they understood that either. So that was difficult. So will it get fixed for next year? If there's funding next year for everybody, I assume it will get fixed. But for this year, he brings whatever I myself have told, you know, Ram, that we just can't give that money up. You know, that if they, if they want to, they should talk to the state and the state in the past has done set aside. Do you guys remember who round the board in 21? Every district to God, COVID relief money, but five of us, and we were one of them, and I had to go to Joe Court's office with the other four and say, we want our money and they did, they did fix that because they had advertised that everybody was getting in. And so they did fix that and wind up finding a set aside money. So they might do that for those districts, but I just wanted you to know, because I do know that it was in the packet
at the Board of Selectman meeting this week, the letter from Colin requesting that the town consider that. So I want to explain it to you again, because most of the districts are deciding that we just can't kind of part with that. So that's where we are with that grant, and we have received the first quarter of that month. So that's there. Let's see. So that's that one, that one, that one, okay. And then I did check with, we spoke the last meeting about finding out more information about that energy on it that we had. I did speak with the guys. I said I would, and he is available for
January, as we said we didn't want to do December. So in January, you know, it'll probably be Zoom, maybe instead of in person, but he will come to discuss what our options are. If we want to consider that that resource, that would turn to me. So, that's all I have. Yeah. All right. All right. All right. Let's start saying this every month. I'm not going to take too long, but a little bit. Okay. So first, on the enrollment, since it was printed, we have two new elementary school students. That's exciting. So we're at 251. So I just wanted to, right. Yeah. There are 249. Now we're at the 151. It's more than what was printed. Yeah. Yeah. Yes. Yeah. So we are, um, that's exciting. So they have started, they started this past week. How many of those are, which phrase are there in the second instance? That's our, yep. So, um, so yeah, they've, they've come, they're coming from out of state. So that's great. Two new elementary students. Um, we had our soap. We've talked a little bit about early start in the new grad and the new local governance partnership and all of that. In December, I'm going to share a little bit more, because that's one of those instances of the state is, you know, slowly giving us more and more information. But I just took a couple things. We did higher,
um, the LGP, the local governance partnership, hired our parent ambassador. So Doris, Maldenado Mendez, will be on the end over representative for our parent ambassador. And then he brought in Lebanon, also hired a parent ambassador. East Khan is the fiduciary for that organization. So they're actually contracted to them. They handle all of that in the state, um, pays directly into that fiduciary. You know, all that. Um, but we doors will be here in December and we'll just share a little bit more about her purpose and kind of the work she's doing. The big work is really to do it on it. Of your town needs for kids zero to five. Um, so that's the purpose of our work this year is what does what do the residents need in terms of supporting healthy families, um, from zero to five. And all three of our towns, again, just reminding you, he written Lebanon because we're just used to talking about Marboro, little different three towns, um, far in what they call that child care desert. So, um, they want that audit to really make sure as
some of the funding is going to continue to move even down to toddlers. Um, so they want to make sure that we're doing our work to know what the towns need. So that, um, we are planning to have our first real meeting. We've had lots of the pre-work meetings. Um, and so I will share when that date is decided hopefully next month on anybody who's interested in joining. Is there any chance that you guys will rotate that I may not go to the most meetings first? Yeah, because they're not always yep, it all over the day. Yes, they're going to be there. So there's five, they're about every other month. So we're going to rotate, um, place town because there's three towns. Um, they, the Lebanon library, the public library is actually the central point I guess, um, based on, you know, Google Maps of, I guess, the three of us from different directions, um, but we did talk about rotating towns and then some evening, some daytime. Um, so I'll, I didn't know that some will go
at child care providers, but it would be interested. It's so hard, right? Able to be based on. Yeah. And we are last meeting again, just trying to connect on who's going to be on a team. We had, um, uh, some of the daycare centers in Hebrew and Marbral can be also that was great. Um, but say for that, right, it's just hard to send staff. So we're working through that. But I will keep as soon as the, the dates are posted, I will send them to you guys and um, and out to families as well. So that anybody who's interested in being a part of that work. So I feel like we should maybe also ask the town to share that. Yeah. Yeah. On their
food town website, all our things. So as soon as we get that, um, hopefully soon because I know even for us, everyone must have planned and have all five dates so they can get them on their calendars. Um, our liaison is working on that. So the liaison, um, similar to when it used to be school readiness, we still have a liaison who comes to essentially audit the program and make sure we're meeting all the standards. So we had our first monitoring visit two weeks ago. Um, and similar except, uh, one of the main differences is now our audit, our monitoring report is submitted directly to the OEC. So before it was, um, certainly there was any big concerns or if we were out of compliance, they would report. But now the whole report, good bad, everything is submitted directly to the OEC. So there's a little more oversight, um, which is fine with us, but just a little bit different. Um, so she was here. They are here all a good long while from early morning to after school ended for, for 30, um, to complete the visit. So it reclute it includes file reviews. So she has to do 10 file reviews to make sure that all paperwork's done of tuition, all of that stuff. She does full classroom observations for at least an hour. So those are pretty significant observations. And then, she sits with me building walks all of the things. So skipping to the good part, it was fantastic. We have zero areas of growth, which is amazing. Um, and she actually made a comment that I just wanted to share and share to the staff. She said, you know, it's crazy Taylor. As I'm walking
through your building, she had not just in your pre-k, but, you know, it's not just I'm all the one choice and everything. So there's just such a joy. Like the school just sounded so joyful. She said, do people come and visit? Like are you a school people come to visit and have like, we're about to be. Where do you put our name on the left? It was just such a nice compliment, you know, from someone who's outside and if you haven't been in a lunch room in an elementary school, it's a little fun. But for someone from the outside to describe it that way, whereas sometimes on the inside we're like, oh my gosh, like, can they just use a fire of voice? So that was just a full. I'm not directly related to pre-k, but it was really nice feedback. So that was great. And so like I said, December will provide more information, George should be able to join us and then we should have the immediate dates for you to see it. All right. And then I want to get PD, we need PD on the November 5th. So just a couple of days ago. Half of our staff attended a conference in Rocky Hill on developing curiosity. So that was full through play-based and planned learning experiences. So our pre-KK went as well as a couple of
elementary who wanted to learn more about that and that they really enjoyed. And then the other, we have some other things going on here. So we had two teachers. We're starting really at our oldest grades for social studies. I think I've mentioned before. We have new standards. So Mrs. Weber, our sixth grade teacher, and Mrs. Latesa, our librarian worked on starting to revise and revisit our sixth grade social studies units. So we are going from the top down in that way. You can imagine why, because as the in older grades, there's a lot more focused time devoted to science and social studies. So we want to make sure closest to RAM, where they're really, you know, again, spending up to an hour a day, whereas online is possible. K-4, it's a much more integrated approach across all the elementary schools in the state, because our literacy program includes social studies and science topics. So we want to make sure our fifth and sixth is really sound because they have science and social studies every day when they switch classes. So that work started as well. All right. And then I want to show you, I'm just going to share my screen. Well, things. So I also just wanted to show you a little overview. We, so as you know, we've talked about the new literacy requirements this year, and how schools had to adopt their official choices of what they were going to do out of the seven choices that the state provided. And I,
you know, we're doing bookworms. You've heard me say that, but I just wanted to go through a little bit of more of what that looks like. We're excited, Hebrew, and Marboro have also chosen bookworms, so that's great. A couple differences. It's a compendium. So there's a few different curriculum pieces they have as well, but overall on the same page. The state is also doing a study. They partnered with some universities, couple, three or four universities, and they pitched 20 districts to do a study in how the rollout's going. Guess who was picked? I started the first on the list. We started with A, but we're excited about it. We'll take it. And so they are actually coming researchers from the University in state reps. They'll be here next week, and they'll spend the full day doing observations in our K3. They also do teacher focus groups, and we had to fill out surveys. So it was not an optional. It wasn't like, hey, if you want to participate, we were chosen. So in light of that, I thought it would be kind of helpful to share a little bit more about what they're going to see, and so you kind of have a same sense.
And then, you know, certainly throughout the year, I can show some other areas. So there's three components, and I think it's important to understand them, because shared their a little bit different than when it's some ways when we went to school, and in some ways some of the same, you might not and say, oh my gosh, we used to do that, because some has come full circle. So share reading is really about the time that kiddos are reading. So they're all reading one book together at their level, and they're reading it with coral reading. So coral reading, they're reading together. That's really focusing on fluency, confidence, comprehension, and supporting all learners. So that's an at grade level text. These are novels. So every day, they're reading, yes, they're in K1, not novels. Let me, you don't want to, where we are, ahead of the time, but they're shorter books. But as they get older, these are thick novels that they're reading together out loud. And at first, it can feel a little odd. It's like,
why are we doing that? But again, fluency is one of the five strands and a big predictor of reading success. And we just, I just have a couple, two, two, two, two, two, and two. So it's kind of, it's a little dramatic for us, I think. But it's kind of fun to see our own kids do it, just so you get a sense of, sometimes they're programming reading. That's also building that social skill we're looking at the same text together. Then they'll go into partner reading. They're going to reread the same thing they read. And that's their independent practice, right? So they've read it with the teacher. Now they're going to go off and practice together. Sometimes kids read together, correlate, sometimes they're alternating. The best part about this time, it's only about seven or eight minutes a day. However, later on, every day, they're going to write a journal entry. They're going to answer some comprehension questions. And the teacher can be really targeted. Hey, I want the two of you to go back and we page 10, like the answer is going to page 10. Right? And so you can really focus in on what students need to reread. Because we think of that, how hard it is. You might even remember yourself to get kids to go back to the book, right? To find their answers. They just want to write whatever they thought of first. So this gives that focus time to make sure they're understanding and practicing that fluency.
And finally, the discussion. And so that's when you're going to come back together and kids are going to answer discussion questions. And this is where we've been doing the bulk of our work this year. And I mentioned a countable talk. So that's where students are learning to say, I agree with three because so and so or she's always right. But I respectfully disagree with Taylor. And when you hear five year old say that, it's like the most adorable thing on the planet. Or I'd like to add on. You'll hear that a lot of classrooms. I want to add on to what Mike is saying. And so they're learning those sentence stands to have productive conversations. Are you hearing that? I'm going to say love it. Yes, this is just so in this particular it's amazing. They lead the discussions. So we're encouraging teachers to step back out of the circle. They're practicing body language. They're practicing how do you not interrupt each other. It's been really cool to see. Well, calculators explicit. That's new. Really when you think about our reading instruction across the state is a lot of times we were under the impression if you just read a lot, you'll know a lot of words. That's not untrue. The more you read, sure. You're exposed to vocabulary. But it also has to be explicitly taught to students, unfamiliar words, how to make meaning out of them and how to use them. So that's a part of every day as well. Then there's ELA. So commonly we think of reading and writing. So you'll hear your kiddo or any of
our endover kiddo say shared reading and ELA. In ELA, there's also read alouds. But those are higher grade levels. So in third grade, they're going to do a read aloud that's above their level because the teacher's reading it now. And that's what they're using to have those deep comprehension discussions, those really good thinking questions, and to help model effective writing. So that's this part. And these are our little guys. And then even them in pre-k and pre-k does not use bookworms as a formal program. But we have very similar strategies. So here she is doing a read aloud here. And then the writing piece. So kiddos do everything from partner writing at our youngest grades. Actually, whole group writing, they'll make pieces all together all the way to their own independent writing. And so that's always in the three genre, narrative opinion, and informational. You can see our kind of just the span from first to fourth. And here's a fourth-rate bulletin book. And then lastly, the third block is what we call DI. Not the differentiated instruction. So every student is assessed and needs a specific skill. So some kids need to learn what an art-controlled battle does. So when you have a word like dirt, they need to learn the IR says or. Some kids still need to know a blend. They need to know that BL says bull, right? Other kids are on to multi-syllabic words, right? They need to be able to decode the word vocabulary.
Everybody needs something different. And really, while of course there's average what you need at each grade, you'll see a wide variety, right? At each grade level. So this is a time where there's 45 minutes a day that the teacher meets with three small groups. The students also have independent reading and they work on their daily journal spots. And this is first and third and kindergarten. So it makes us. We had to do a phonemic awareness. If you were on the board, at one point we had some kindergarteners come in and demonstrate this a few years ago. This is really cute. That's had already. So that is a pretty good voice. So she says, add, add. And now they have to go tad. In case you couldn't hear them. So they're working on those initial sounds as kindergarten right now. These are live and current. So you're in the rooms this week. Condations and new flights of foundations are phonics program. The state says bookworms, you need bookworms, you need phonemic awareness, heterody and you need phonics fundations. So this is really that word work. So you can see their building words every day. They're hearing the letter sounds are looking for word patterns. You can see these cards in this picture. So they say
WH whistle, woo. And that's how they start to learn key words and recognize sound patterns. A couple of our teachers are piloting you fly that would replace foundations. The states as either are an option. We've gotten some really great feedback from districts that you fly is really pushing kids forward, particularly those with dyslexia and other reading disabilities. So we are piloting this this year in both my kindergarten and one first in one second. So that's exciting. And they're doing a great job. What would you guys think is it that there's anything about? Yeah, yeah, probably next year. So you can see these manipulating the word is playing with letters and it really is about play for kids but starting to learn kind of how words are created. Progress monitoring. So that happens every two weeks. So you can see oftentimes it's one on one where the teachers working. And these are one minute assessments. This isn't we're testing kiddos
all day long. This is one minute timed. And let's just see that you're making progress on the skill we're working on. In math, our progress monitoring is on the idea that around the computer and then in reading it's on the computer we typically do it by hand and enter it in later case. Feels better at the teacher brain. Whereas in math, the kiddos also actually doing it right on the iPad. And so that's our progress monitoring. We use that to identify of course, kiddos who need intervention. Kiddos who need to change our interventions is that intervention working. So that happens for any student performing below grade level, their progress in on a chair at least every two weeks. Some students performing at grade level, we call them sometimes cusp. So there will be a couple kids that are just hitting and we want to make sure they stay where
they are. So they will also get some sleep. And last but I just wanted to say because our pre-can case is a little bit different. They're building into curriculum. We are still integrating super-developmentally appropriate play. So there's writing centers, there's magnetized. All of these toys, so to speak, these play experiences are built into the literacy. So they're writing about what they're doing. They're practicing in multimodality. So they're in the sand. All of those things. So in our youngest grades, a couple more examples, that's happening as well. So they're using play to building their fine motor. And some kiddos sure, they're writing to make letters, but others are just making balls because that's getting those hands ready to hold a pencil. Again, those fine motor, we're going to use the drill and then dramatic play. So for example, in kindergarten, they just did a grocery store. They actually went to a grocery store on a field trip and then they built grocery stores in their rooms. And so they're writing shopping lists. That's, you know, authentic writing to a kindergarten. They're practicing. They have the newspapers, which is hard to find with the ads for food. Let me tell you. So that kids can cut those out and say, this is what we're buying today. We don't make Jenny Morell our amazing early intervention, specialist. She would never allow me to bring in a purchased item. No, no, because make everything. Like, it's really authentic to them. So that's pretty neat. Just a couple pictures of that. So I just, I know it was a couple of minutes, but I just wanted to give you an overview of though, so you had a full picture now that we're into into the year
of our literacy program. And certainly it's the board. What enjoy? I would plan to continue in December. I'd really like to do the same for our SL. I mentioned we're going to be doing those monthly check-ins. We just completed our first one in October. So I'm really awesome data share and we'll have November as well. So I can give you a little update on where the kiddos are. As we mentioned about the student survey from last year, a few reports. And then in January, do the same for math. And so you kind of get those three pictures. And then we talked about, if we're still on board in February, being giving you a data report, more of that mid-year, how are we doing in terms of that progress monitoring those assessments. And then as we get to the the end of the year, doing some more of that STEM specials, just getting a view into all the different areas. That sounded a good plan. And that's some questions. Just one question for you. Yes. First, sixth grade, that process at 29. Correct. And what is the number that if we're over, we have to add another classroom, one of our states. 30. So if we have an idea to pay, and if we have 31, it's not for is it? By statute, you may be like, look, so another thing is, remember that Taylor and the team, they have done an amazing job because they had to do a last year with fourth and fifth as well. Making sure that there is enough small group and smaller sections going on, our fourth bit, I mean, our fifth and sixth grade teachers, they see one of another's classes because there's breakdowns. So the idea that 29 kids are together all day long
for everything doesn't happen because of how they have. So there's four blocks, two of the blocks, they're separated. Yeah, my answer was more from a budgetaries standpoint, like should we be nervous about that we're going to need to hire another teacher and split it up. We could tell the real a terrorist that we would like to enroll. Well, it's between the age of five and nine, you know, like just for today. So it's been on you know, it is, it is. Don't worry, Taylor said, boy, gosh, wow, there's number six greater and we're like, no, what's up? And we've got this in film. That is going out, going into sixth grade, going into the middle school and then the high school and kindergarten, you don't usually see December through May. Kids, well, they're second later here, though, and they were closing out of the house. But you don't usually see that because families wait. Mike's shaking his hand, like most families know, like the last thing you want to do is have a kids switch schools, especially if they're going to be transitioning into those times when it is going into a new school, like a middle school or whatever. In this case, it just, they needed to do it because of the house situation. But I would be surprised if we got more than one more. I would be surprised if we got one there. You know, since you're going to be December left. I've got it because I think there's problems in my sixth grade one shop and we'll cross that bridge where we can two minutes. Yeah, we do know if you look at the fifth grade number
is there. We do know that one, the last 25 now, the fifth and the fourth, the 36 coming up because those are split. Those will stay split and you'll see that sixth grade in the budget for the fall. We talk about that last year. We have some of that have to do with individuals within that class, correct? So the fact that as a district, this particular school, keeping our numbers reasonable, not too small, not too large, has to do with the make of a student in those grades as fast as helpful. That's correct, actually. They come up with the reference point. No more terry starches at the right time and they introduce
So many of you who's going, who's that lady sitting over there, who had the pleasure of meeting Jordi and yet, Jordi and Teddy comes to us, highly recommended, very, very happy that we were able to heal her in. And you guys all know that Terry's time with us will get less and less of the earphones on as she changed Jordi and Jordi's a bit more and more. So welcome, Jordi. But a wonderful week and a half, Terry's amazing, everything is amazing, so I'm very impressed. I'm very happy to be here. Thank you. And she's learning very quickly, so I'm excited about that. I'll tell you, I've worked in schools for over 20 years and I never heard of Ed Men's. So I think I'm getting it. She's catching on real quick. You would not be the first person to say that. Okay, so after the enrollment report or all the financials, which pretty much take up the rest of the packet, the first two pages are the summary and then the following pages are the detail related to the summary.
We've also got some information on free school for the end of October after the detailed on general fund report and then we have some bank statements from accounts that are held at the time. Does anybody have any questions on the general fund budget at the moment? Good night. Go back to the next. Well, I'll do this perspective like the Board of Ed to address any fake concerns they might have. Sorry about that. I don't know. I'm sorry. Just so you understand, I am a board member. I just can't follow. I worked for the Board of Ed. I am on the board. I'm a member. I'm a member of the board. I'm sorry. That's right. But I'm asking about if there's plenty of questions in regards to the general fund. I understand. I just want to ask one question because if you're changed to the rest of the stuff. Okay. And the teacher numbers, right? I just wanted to know that because I know. No, that's correct. No, Chief. I said, when it's about four and five should be two and two. No, that's all I wanted to know.
I didn't hear anything. You just put it or I said, I was just the two. That's correct. This one's two. I said, this one. She said. We'll two. We'll two. Yeah. We'll two. We'll two. No, no, no, no, I know. I just, okay. I just, I just, I was looking at the paper and looking at the paper and we're going to lie at the bottom. Yeah. So, Shannon, you can say that a lot because we should all hear. All right. Yeah. Oh, this says. I don't know. I just pointed out. I just want to run me out. Okay. Now, I can ask you some other questions if you don't mind. Well, I'd like to open it up to everybody right now. It's everybody. Give them to that guy. Yes. Oh, no, no. Everybody else needs to ask questions.
Go ahead. Hey, everybody else. It's me. Okay. All right. Thank you. I have two questions that I really want before I go into this one. And this one, three school side. Which do you refill? What are you laughing at? This one. But what? This is dated 1031 because tuition grants tuition expenses. Okay. Okay. Yep. So, if you can explain to me the tuition side of this, the 247,986, which is, I'm assuming, is the anticipated tuition rate. And you break it down by 3K tuition revenue, early start and smart start. Correct. And are those, are those early start and smart start tuition payments that the parents are making on behalf of those grants? Yes. Okay. And when you do tuition, are you doing tuition? Excel spreadsheet? You're doing tuition. I'm quick forward. What is it on?
Edmunds. You do the tuition bills and everything. Everything is done on Edmunds. Excellent. You can do that. And then the early start and the smart start grants are the expected numbers that you're going to get. The girl, the Korean information below? Yeah. And total anticipated on the bottom of course. On the bottom of the total anticipated. Yes. That is what we're anticipating to get from the state for early started and smart start. Okay. All right. I don't have any more questions on that at this end. Just a question. You show the ease in your packet. But why don't you show the Board of Education Bank accounts and provide the reconciliation to the board so they can see me? This was just to add in because we did had no idea that some of these funds existed and just to keep us everybody in the know. These townheld funds were added to the packet for the Board of Ed's requests and for their view. I have no problem with these. I think they should be in.
Right. What I'm asking is why is the school accounts not included in that? The actual bank status. Yes. The bank's name is bank. The Board of Ed's would like to see the bank. In the community. I went in on the board. I don't know. We've been longer. It's we've never had the bank. I would. I would think they would be a tremendous. Value to the board members for oversight. But the other accounts. Those we just started last year because I requested to get them. Oh, I have no problem with these. No. No. We never had those people last year. So if you're asking about the difference between like those being on that person is like this, it's because that's what we call it. Well, I guess my question. My question ends up being more. Why wouldn't the Board of Education ask for the bank statements and the check registers and the bank statements? So you could. Why don't we have those just because we got. I've been on the. Let me speak up. I've been on your 10 years. Great. I trust our superintendent. I trust our financial manager. I don't want to spend five hours going over check registers. Bank statements. I get this very detailed. It's been so for every month. I go over very carefully.
I look at the prior month. I compare it to the prior month. Don't know what other board members do. We're doing that. But I don't feel the need to have all that. And I feel very judged and criticized every time you spoken tonight to the effect that why don't you ask for that? Why aren't you asking for that? So I want to speak to that because I trust our professionals. And I don't feel the need to micro manage. You said our employees is superintendent. That's correct. Another employee of hers is the financial manager. Right? I'm the Board of Selectman. You're sitting in charge of the town's budget. And you may feel the need to oversee all that the treasure it does. If that's your choice, that's your prerogative. But I've been here ten years. I've been through every auditor's report also. And I haven't felt the need for more information. If other people here feel the need for more information, they can certainly ask for it. We can ask for it at any time. I don't want it. I've had it every month.
I always feel like you are insinuating that I'm not doing my job. Here's the thing. If you go through what is reporting at the Board of Selectman every month on the financials, it's different information. So our more gets all of the actuals for each account here every month in this comprehensive report. When the town's side and you're not wrong, you guys do it the way you want. There is no way you look at the salaries that are reported on the town's side. What the Board of Selectman decides is they don't need to see that. So when you list out your employees, it says they're next to their name as to what they're paid. Because you guys don't mean that. And that's fine. I'm not going to judge your financials either that works for you guys. But our Board here then knows how much we've spent today on salaries because it's in this version. So over the years, we haven't just did what the Board has seen. It's what they need to see. So it's different information that's reported. There's no actuals for your departments that are reported on a month to month basis. Because you guys don't need it. You get the monthly spending. And they know if they want to know from last month to this month what the difference in spending is online.
They see it right there. So it's not that we're doing it wrong. It's not that you're doing it wrong. It's this information is valuable. So we reported this way. And the way it's reported to the Board of Selectman is valuable to you for what was the town administrator. And you guys like it that way. So I do take a little bit of a fence where you're like, you should tell that to do this is what works and gives us the information. And what you guys do is not more information. And it's some respects. It's less information that's provided to you a lot less. It's different information though. And it's what you guys require. So thank you Shannon for that because this is what works for us. That is very comprehensive and it tells them where every dollar is gone. How much is left in each account. And so it is comprehensive.
I'd like to add something to that too. Is your town treasure ever since the last year and a half I believe or two years has been getting a copy of our bank statement every month along with the check registers. They have all of that. So I don't know why they're not sharing it with you. No, no, I have. Okay. I'm asking why the board I'm asking why the board never will. So I don't I mean, I find chapter one when the one someone is in the mail. The final. I signed your check. So I'm going with you. But what I'm asking. Why don't we look at that very meeting. You don't have to look at it. And what Valerie is saying is is this information is provided at the board of selecting means ever not. Right. She may not see it in the same manner, but this information budgeted and actual spend is theirs. And I'm asking them in opposite size. We also get all of the disbursements made out of that account. And I can just look through I scan through it. I don't look in detail. We don't talk about it in our needs.
We look at it. And so what I'm asking is if these bank statements are in there. Why wouldn't somebody the other information being there in Shannon? You can sit there and say to me as a board member. You don't want it. Okay. And now I can sit there as a member and say it would make sense to me as a financial person to at least see it. To see the expenditures. Yes. Sit there and see what's going on. There is another sheet that's not written. But on the book. I haven't know. I don't know who saw that. I actually a few months ago. This is the summary of expenditures and inferences. Everything I've taught and all the money that was received. Yeah. Why after a few. I think in August if we can start including this because you did it for the end of the year. This is this particular report is done for the board of finance for the last year and a half. It is shared with the town treasure for the last year and a half. This just got started putting with I was giving it to you guys first before I share it with everybody. And that is the way I want to do it because you need to see the first before anybody else.
Okay. I mean different levels of information because you as a board can ask different questions. That's all I'm after and so I'm sitting there seeing these included in your packet. And I'm asking a question why the other bank accounts for that the board of education and tell me what are all the bank accounts at the board of education controls. If I understood it's your operating account, your grant account, your school lunch account and the grant. What's the last food service? Food service? Food service? Food service? Food service? Food service? Food service? Food service? Food service? What back? Empty and fraction. Empty and virtually. Empty handles are the general funds and verksurgendles. All the grant accounts, the pre-k is part of the grants account. School school's food service and student activities. So all your tuition money goes into your grant account. Correct. Because that's where the other money comes from and it makes more sense certainly makes more sense to just pay it out of the Berkshire Bank account. Okay. Please, for one thing, I don't want you to take offense to my questions and what I'm trying to get to. But I am trying to do something related to the town and get a better understanding and more transparency between all our beliefs. That work. I am going to use that word.
That's transparency means that somehow the information that is there is not being given, it's not accurate, it's not true, because you just even said every single month it does go to the town and you know that. So all of that information, because you're first, I mean, you're our town administrators, signs, all of our general subjects. So all of them are seen weekly. So transparency is not the right work. Okay. Then where do you turn? No, no. The detailed guidance. No, this is, this is, this is, this is here. This is a level of interest. And I just don't want us to get all people up here. But let me ask you a question. Why is it that for example? Why is it that the town does not require all of that payroll information to be put in your packet? Well, it's not in there. Why? Why next? Everybody's neighbors. It's easier. Because it's an ACH and it's a lump sum and time list. So all of them are named and then it says zero next. Correct. And why? Because it hits the bank in one number. But why would their names in there? And it says zero next. Because that's how it's being translated. It's how it comes in.
It's not as, it's not as, it's not as, it's not as, it's not as if the people are eliminating the numbers. No, I didn't ask that too. Like, we need to stop this conversation. I'm sorry. You guys are like, we are really degrailing the point of a Board of Education meetings. Right? Well, listen, the Board of Education, moving his education first and foremost. But if you have a role in an oversight capacity related to the financial status. We don't do that. Anyone have financial questions relating to the information that is presented in the financial packets. You know. One. Three. Two. And then. Two. That's another question. No. I also think that's what I needed. One, just one last thing with all due respect, Mr. McWyer. I do take offense, just like Mr. Ms. Bruno said earlier that I don't feel like you, there's trust or that you think that we're lying about our numbers or we're covering stuff up. I don't appreciate that. And I'm just going to put that out there. I accept it. So let's try. Let's try to work on a greater scale so that everyone can be on the same level of understanding. And we can have mutual oversight. Mr. Hi. And yes, we think we'll get something completely different. Right? Like, when you talk about how you make a Board of Education budget and what we take out that
the superintendent put in, we're not funding grants for a talk that you're going to buy in 10 years. We're funding this year's tuition and next year's money for kids to be taught in school. There's not stuff that you can cut in the same way. So there's a lot that you can compare. And there's a lot that you can contract between a town and a school. And at like the whole point about having those three boards in our town is so that they can all do independent jobs well and work together for the good of our town and our school. I agree with you. And you know, and you know, I haven't, I haven't, I haven't asked one question. Negative question about any line item on your budget. Other than the pre-K because I've been, you know, K, I've been talking about the pre-K for a long time. I've sent you in Valerie emails asking for information six months, seven months ago. And I didn't get anything from that. So so now why am I here? I'm here because I need to sit there and understand because if you, if you will go back to where I'm coming from. This program is zero cost. In the federal contract. Correct zero cost. Well, I'm asking is, is the details behind the zero cost. And that's why I provided you with my summary picture. That's all of the money that I'm doing. Those are the expenses. It is very clear on the bottom. Okay. I will sit there and I will give you a. Being an account gets trust but verify.
I know. No one might not like that. That's what I'm trying to do is run number. Okay. And it depends upon how we all sit there and pile all the expenses together. No, it doesn't. Okay. So if I have four teachers and I have benefits and expenses. Are they included in it? I'm not answering that question. Why not? Because the thing you said to us. Again, you are asking if there's four people in this building. For me to tell you the status of their medical. I am not sharing that with you. That's against the law. Okay. I'll go to the state of Connecticut. We get an answer for what I need. Okay. Thank you. And then I'll come back to the board because I would rather not do more. Okay. I'd like to add more in there, just support it right. Then just stating it out. Okay. Let's go. Okay. We're going to move on. The answer is.
Just aseg that we can solve the problem. Okay. We're going to move on. The answer is for anyone who says, This is not tools. Let's do that. Okay. We're going to move on. Uh, the answer is for anyone who has done anything for that report. Yeah. because I had to go to another community living in the Pacific part. So we reviewed it and then I had the release. But thank you. They're doing a follow-up for them. I know they're done. You're going to want to have any other reason on the first. Brear, are you going to be a part of the new, for the first thing? For early start, things as a reason, or is that not a thing on your horse? She can be, which, you know, when does I get date? I'm sure she does. I'm going to come in. We'll have black men. We can't. So we can go through that. Yeah, I'm hopeful by December. We'd have like a list of all the dates and times in that way. It doesn't need to be one set person.
You know, anybody is welcome, but certainly. I also want to love to commit to all five. All right, good. See, I've served five. No, I do. I will. I will willingly be the new TTA, ladies, ladies, ladies. I was not the last meeting, so I was on an airplane. We planned all of the holiday things. That's the summary of the TTA and for December. So I'll move on to the A, solar, solar update. You guys haven't been brought into the two things. They were sitting on the bottom of the wall. So they're doing great. If you guys have looked at it, when you drive by, you'll see that it's coming along. We will actually include some pictures here. There's very much less. Yes, very much less on the ground. And they actually were working yesterday, but the holiday, too, so that was my thing. So the bulk of the end is for all is going to be complete in the next two to three weeks. It was a little slow, and then I think I can spend the beginning. I was like, oh, yes, it's going to be done like right with. And it was certain phases that we're going to write like. So the next two to three weeks. And then the electrical wire wrap up will be the end of the month.
They do need to have, and this is what I'm trying to arrange. And you'll see it on the email that included right here. Yeah, yeah, next to that one. I included the email where they were saying, I have to be a little bit of what they call a shutdown to integrate the new solar system with the utilities. So I'm working with them now on a schedule that makes that work. Once they are able to do that, which we're going to try to do it, obviously, like on a Friday after school through until Saturday, so that they can do that. And then we're not at all put out by that little bit of shutdown. Just so that they can do that. Then things do that they sent as a nice one. There they showed me where the roof arrays are on the top. And it shows you that directly under the bubble of location below where it's classroom or cafeteria, they did have to make some slight change. And I put this in there for you in terms of how they connect. Instead, right there, they made each performance to work on the other side of the section because they needed to know if there was a drop ceiling underneath those two locations. There's a tectom decking material that just means it's about fermented fastening system that there's going to put on that bottom door rack. So it was not an major change of any way she'd perform. It was a minor change just to the fastener there. So that's where we are. It looks good on the pictures. We know that I concluded on the back here for you. Kind of show you.
We'll post up there exactly what that system looks like. What the arrays look like from the roof. So we're moving along. And that's their goals. So it's already fine that you're not supposed to shoot two to three weeks. But then I'm talking about the day on the top, now we should be almost to the end of that first. So hopefully two weeks from now, and then there'll be that shut down. And then who does the inspection for the time? I don't know who on the panel side is. Is it just not spread on us like the subcontracted the guy that's from 100 times? Yeah, I don't know his name. You know what it is? I did not know his name, but I'll get it for him. Did he go up and take pictures of everything? Still walk around. It has to focus on the connections mostly. But he'll go up and take a picture. Yeah, you should also talk to the recognition about the disconnect day. Oh, definitely once I have the schedule, I will let them know. Just in case there's something that's there for that Saturday. Yeah, I don't know how many hours they need or anything like that. So, you know, as soon as I'm waiting to hear back from them, they're trying to figure out what they can do. That's a night or a weekend. So, I'm sure it's larger than a residential but ours was about six hours. Yeah, so as soon as I get some times from them, you know, I'll go and learn about that. Does anyone have questions? What's all there? I think you've been very pleased. I will just say I've been in a lot of buildings with projects
and almost always every morning you have to come clean up. The cigarette butts, like just part. And we haven't had that problem. We've been very, very excited. Well, we've also, yeah, you would think I know, but if you have a child that visits Dickson's class, you're getting the full experience. I hope it's been a spirit and seeing it in a very exciting way. But it's a good sport. So, that class is really enjoying the experience. It just happens to be where that noise and view comes mostly in. No, we're a few people. Stay as long as you want to know. Yeah, the kids are enjoying it. It's exciting for them. In terms of a bathroom project update,
we did get some written information from Boston, O'Neill. But I really want to write an information for variables to other people's estimates for a work before we say like, oh, yeah, we're going to go with this one. So, we're reading for it now, still. So, are you saying there was no competitive bidding done? It doesn't appear to be that way. Not for one, I've recently used to it. Okay, and when you sign the contract, Valerie, how did you sign a contract? The only contract that we've signed on to this point was the original contract for them to come in and get us up to. Okay, because the billing currently coming in is for, I know, that's actually for. And just because the name on there says that we are not starting construction. Yeah, I'm sure you have that on multiple occasions. I promise you that there is no construction that's occurred here. Good. All right. I'm going to find anything I'll provide for me in this whole time. I'll be talking with them. Okay, and do we have engineered drawings that can be shared? Yes, we have those back in July.
Yeah, I agree. There's no, but what I'm after is if, if Fusson O'Neill has crossed the threshold, you should have stamped documents as to be as final. They were shared with the member of the Board of Selectman and the member of the Board of Finance. They have already received them and commented back to me. They understand that we will be and I have four or four members here. The Antgate right now. And, you know, as we move forward, get closer to having a meeting. Then yeah, but they've already been shared and then they know what's going on. They know the time you share it with me. So you can take one. That's what we're doing. Appreciate it. Yeah. All right. Thank you. Thank you. And I, and I will thank for my own perspective. I'm just being that's great. And it doesn't nothing to do with anything in my new house.
I'm frustrated. If I have so little processes, if I understand that when you're putting that funny into something, like I like to make sure that the decision that's being made is correct. And the best and we'll last the longest, not just the cheapest or the most successful, like, great to get the great decision. Right. Well, we're going to comments from the public on agenda items. First thing. We'll go to work on. So we'll be up to fail. I don't think that I was thinking about this, you know, the last thing you're talking about. That project, and you know, it's not out of nine. It's not possible. It is in mind. And I'm so, we're happy for it. And I'm happy to be here and hopefully that I think it turns out. You know, contract means it's not the exact thing. And a lot of times you get people, contractors that will take advantage of use,
particularly women, because they think they'll be able to take advantage of you and intimidate you, or to many of these things. Since I've been in that, I've been in this area for 35 years. I know, you know, how difficult it can be sometimes, but also it can be very alarming. That's a lot of contractors are very helpful. And, you know, you just have to kind of thought that, you know, relationship that you can have. And so, I hope that I can help them out there. And we're forward to that. Done. I'm also looking forward to the outcome. That's what I'm talking about. Molly? I would just mention that the special edin special services staff had an opportunity to participate in the first two parts that of training with assistive technology devices, and it's provided by neat New England assistive technology. And it is supported through a state department of education. And I think we all found it pretty useful today, and we will have the second part tomorrow. Thank you, Molly. Yes, I forgot. Amber? All set. Thank you. Often. Thank you to all the board members. I appreciate everything you do for us. Thank you. God. I'd like to make a comment that I'm kind of a poll that the treatment of our first electman. He's there asking some questions that the whole town wants their
answers to, and he doesn't get the answers. I'm also, I can't understand why there was no competitive bidding on this. On this, the bathroom projects. Here we are, you know, a year into this, and nobody, nobody has come up with anything. Till tonight, everybody's saying there's no competitive bidding. And you wonder why everybody's wondering about what's going on and worried about this. And point in fingers. That's all I have to say. Sorry. I am all set. Thank you so much. Liv? I would also like to echo Scott's sentiment about the attitude toward Jeff's questions. I think I find him to be very even killed and respectful. I just don't think that's fair. The other thing I'd like to say is I too was really looking forward to tonight to getting some real information about this bathroom project that we haven't gotten anything about. You say that somebody on the board of finance has that. I don't know when that happened. But anyway, what did I want to say about?
I heard a comment about a bill being paid, but someone got cut off. So I didn't get to hear what that was. Something in regard to, I don't know, a contractor or something connected to this project. I'd appreciate an answer to that. And I'd also like to know when we as taxpayers can expect a formal presentation about the options. What different options would are looking like they'll cost, et cetera. So I'm glad Caitlin to hear that you're not comfortable with making the decisions without more bids. I do appreciate that. But it's been quite a while. And I think the town taxpayers deserve a formal presentation. I thought it's all just answered briefly. We will have another committee meeting. Those are open to the public. So when the next committee meeting occurs, you're more than welcome to attend. Yeah, can I just make a comment about that? Because I have not seen any committee meetings publicized for and I looked back to June. Sorry. I'm going to move on. We've had one so far and it was in June. So be out of. So. Okay. I'm all set. Thank you. Thank you. Does anyone have their action items that we must have? Yes. I think the only one would be for us to review just given that we have the election kind of re-electing officers for which will be the very same in the next meeting. So so I have here just to okay. So before the next meeting, Eric's resignation letter that's the number first. It's the number first that will be turned to the town. And then they will turn it over to the BTC and the RTC. The December is that we're meeting guys.
We're actually start the meeting. I know ours is new and I saw Sharon on there. So that's the meeting that starts. And I will be sitting here. It's weird. But that's the way it works. Because you won't have a chair and vice chair. So we just go through the call to order comments from the public communications. And then there you go. The first order of phase list that we will report on the agenda will be the selected chair. And then the chair person will table over the meeting. And then the vice chair and the secretary position will be then. And then that's it and then it's an only meeting. So it'll look weird. But that's just how it's done. Can I ask the clarification question about Eric's resignation? Yes. Given the election that just occurred and the fact that like I am not affiliated and that Sharon's also not affiliated. How does the makeup of who takes that? Like does the
person that takes his seat mean to be a Republican or do we know how that works? Yeah, have more than four people of one part on the board sitting on the board at the same time. So that's where like the majority of us are some people. So. So I'm going to tell you about being on a affiliated or that it doesn't matter. It can be either. It matters according to the secretary and the state as far as we've been told. And that is that you were elected on the Democratic on it as was shared. So for right now, okay, you found this former class. So therefore the statics is very clear because that there's the answer that we got a rally though. Found that. Your own ability to get status. How that counts for my ability that doesn't be true. But for right now, as far as we know, we have so we're Democrats on so that we place an Eric, we have to do with an unaplicated or Republican voter. And I think as you appoint, it just goes by their register. So we're going to appoint either. You're going to point back. So if you would come in and you're on affiliate, you're on affiliate, but you were elected on the Democratic line of chances. You found this done. Yes, I don't want to tell you.
You're on the bill. You're just found. You're only looking. So the only other things are, do we need normally in January? We do make a room south. Do we need him for January? So I can reach out. Do you? Would you prefer? I do. What are we going to be in next room for? Yeah. Yes. Yeah. I think budget is earlier. And we're also trying to get through like I was dating the policies that keep questions, but I needed to. So what is the, what is the response? So what I would have to do then is I would have to arrange, which is not a problem for one of the webinars through came from our seat and for Sharon, because the new statutes says they have to have that onboarding new stuff. You know, Sharon's will probably count if that's what she chooses to go to at the workshop. Yeah, but potentially you would also need it
for whoever is. Right. Right. Right. Yeah. So if that's what you guys want, that's no problem. I won't do Nick. We'll just take care of the individual board members. Okay. I really want to say yes. Yes. I just wanted a double shang of the, they're going to put it through the Sierra there's not. That's okay. We usually do him then. And then in December or January, Tuesday afternoon, actually Eric mentions the Percy cook trail information. So I will forward you the information to look at in an email. So you had a little bit. I know we've never talked about it here before. Do you want that on December? So would you like me to wait until January? I did ask if there's a deadline looming. I think the question has more from the town side for what kind of area to want it to bring me into near and present it before he left. But it's okay. He's got documentation in our packet. It doesn't get shows you how far from the property line the post trail would be. So I'll get you those pages or you can pull those off our packet. It does get pretty good information.
Okay. And just so you're sent that information to our board. No, Eric was trying to do that because he wanted to see it get moved along before he left. But right now just for an understanding as the entrance through the trail or the exit of the trail would be on the opposite side of the community garden over in the firehouse. And as it goes through the back, there are measurements of the distance between where they have the proposed trail and where they start of the soccer field is and then where the building ends up being because the issue ends up being tripped. Yeah. So how far away is it? What does it, what does it do? I can't believe it was the murder. I just wanted to make sure I didn't like summer when it was coming to our center. December, I'll put it on in December. And then doors will be to December as well. So that you can be introduced to her. And that's everything that I have from you guys. Is there anything else that needs to be on there? I do. Yeah. But I'm saying from this meeting, now we'll be brought right off. Now I think just a permanent action, I know who's in the to the agenda. Because obviously, one of our fourth goals was to elevate academic and social motion for our students and then to put more of a focus on the student. And I think maybe as a reflection of why at the end of every meeting, we should be asking ourselves, what did
we do to actually promote that? And that's great, Bree, which is why Taylor has started and she told you to San Bernardino. You know, next to principals report there is professional development and curriculum. And because that's your goal, we did make sure this year. I widened it. But you know, that every Sunday, we're on a different schools where she will absolutely make this. Maybe we should just, if possible, we can just add that. Like what the specific is for that month. Sure. Well, actually, because you have it written out. So I'm very, but yeah, I cannot, you know, we can just right next to there, we'll tell you what the theme is. If you think that, yeah, is December and math is January, right? I know that. Yes. So. Okay. Fine. Do you want to have anything up? No. Motion to adjourn. Okay. Oh, you're taking us last 20 minutes. Yeah. That's just going to be right along. There's little, just going forward. Okay. Okay. Um, I think I'm going to run back and back. You don't have a really proper thing. I'm going to have to set that right. Thank you. I mean, I don't want to set that.