The board members cannot respond to anything on social media regardless if they tag us. as a citizen, I advise you not to without thorough communication with the superintendent. So, I thank every one of you for restraining yourselves and for doing the right thing. So, to that being said, I really appreciate you guys all doing doing your job and then reaching out to uh the administration to find out what was going on. Um we we do apologize to the community for a hiccup. That's what I like to call it, but it was rectified. But um I just wanted to to get that out there so we can um clear the air. Uh with that being said, any other questions? Okay. So, we're going to move on um to um board committee reports. We don't have any. Seeing none, I'm going to go to public recognition. Uh this portion of the meeting is open to residents and non-residents of Clifton for the purpose of addressing any subject matter pertinent to andor directly related to the operations of the Clifton Public School District.
Now is the time to listen to what we have been commenting on for years. Declining birth rates isn't the only explanation here. If you spent time talking to those of us in the trenches, we have some nuanced insights for you because in fact, we are the ones living it. I understand the urgency to finding a solution for the budget crisis. >> Minutes are up. Thank you. >> Speaking now is Kate Scally and up after that is Sher Humphre. Hi, thank you for allowing me to speak today. I have comments on two different agenda items, but since time is tight, I'm going to speak quickly about one. I have taught music on the ASDB Tucson campus for 14 years, and I am here to advocate for the music teacher position. This position is on the riff list, but for my students, music is more than an elective.
>> Any discussion? >> Yeah, I have a quick question. >> Tell me. So theor theoretically for AP calculus and >> pre-calculus thank you um theoretically dual enrollment how how are we going to fill like what is what is the I'm trying to word this in a certain way because if you take dual enrollment you don't have to take the AP test there's not a test you have to pass the class and then you get your credit but AP you have to take the test and score a certain percentage to get your credit so theoretically dual enrollment makes more sense, but if we have a surplus of students in dual enrollment, are we back is the AP like our backup plan? Are we promoting it the same? What is that going to look like? >> It's a it's a great question. So, we're promoting them equally.
They look at the actual year-to date and then they look back historically. They take a weighted average of all of our actual claims and project that out onto the the next year. Uh last year um when finance and human resources was doing the budget um we knew that there were a lot of open positions and we were going to put those positions in the budget. So if we were going to put them in the budget it only made sense that we account for their benefits too. The problem with that is when uh in individuals anticipated to be hired in the budget and they don't come. We wind up with a favorable variance not only in the salaries but also in the benefits. uh the benefits number we're using is is somewhere around 29 to 30,000. So you could imagine um all of those open positions that we had last year that we were budgeting for that led to a significant increase.
We stand before you tonight. Uh many, many months ago, I stood before you. Um and my simple comment was do the right thing. And I still come before you now as we've gone into some uh negotiation meetings now lately and said um back in September we talked about these couple of ideas. Can we get clarification? And so it's been since September all the way to February to get clarification on two items that were already given way back. And so what that leads us into is this reluctance. And I think we have a group. We're strong. We're resolute but we're reluctant. There were some things that we were asked to do as as a group and I'm representing not myself. I'm not going to be here for that many years and so I'm not going to be getting some of the things that we even asked for.
Residents and non-residents are requested to sign the register provided for the purpose and to state their names, addresses, and subject matter. Comments are limited to five minutes per person. Issues raised by members of the public may or may not be responded to by the board. All comment should be considered and a response will be forthcoming if and when appropriate. The board asks that the members of the public be courteous and mindful of the rights of others when speaking. Specifically, comments regarding students and employees of the board are are discouraged and will not be responded to by the board. Students and employees have specific legal rights afforded by the law of New Jersey. The board bears no responsibility, nor will it be liable for any comments made by members of the public. Members of the public should consider their comments in light of legal rights of those affected and or identified in their comments and be aware that they are legally responsible and liable for their comments.
It is a vital part of their cognitive, social, emotional, and academic development. While overall enrollment might be down, enrollment in music classes and in our afterchool music theater program is booming. Over the years, our afterchool music program has tripled in size. Two years ago, we received $5,000 from the Arizona Commission on the Arts. In December, we received the American Theater Wing grant for $32,600. This is being used to update lighting equipment and purp purchase materials for our spring musical, The Wizard of Oz. And you are all invited to come see our amazing students shine on stage at the Burger Performing Arts Center April 30th and May 1st. And I really hope that this show will not be our last. Parents often tell me that the music program is why they send their students to the ASDB. Cutting this program if you are worried about enrollment makes no sense.
And one of the things that we wanted to do is to see which students signed up for which courses. What we do know is that we have an influx of students that would like to go ahead and get college credit. There are some students that have some AP scholar aspirations and so they actually want the AP credit and they want to be able to have that distinguished um recognition and so we do have some students would opt yes to your point >> my my own children will be in this I I would love for them to take the dual enrollment course next year um as the college credit is automatic but there are some students who have some different aspirations and we wanted to be able to provide both as a backup plan. >> More opportunities are great. >> Absolutely. >> Do you know what the score on the AP test to get the credit is for pre-calc?
Um so this year when they came to us with their original numbers um you know we calculated everything out and we asked them to go back and to be um less less conservative more aggressive with their assumptions. We asked them to take out from their projections any open positions. So, we used the actual number of staff that's currently here um as our base. Um that reduction from the open positions that we budgeted for last year to this year uh led to an overall decrease not only in the actual claims cost that the actuaries accounted, but there is also administrative fees that we pay Sigma for uh how I say the the pleasure of being Sigma. And I think that's largely based on um on headcount. So that number the fixed cost also decreased. Um there's another portion of uh the the sig sigma actuarial uh data um and it's you'll see it is usually I call it RX but it's our pharmacy rebate.
But some of the members wanted to do things that we felt might hurt kids and we didn't want to go there. Things like uh just kind of work to rule and those kind of days we took that serious and we didn't want to do it. But reluctantly, we come to this point where we are tonight. Getting ready to go into factf finding. Reluctant but with resolve. We met, we've talked, we're ready for what we need to do. And so tonight, in that manner, not wanting to cause the district harm, but wanting to do the right thing for a fair and equitable contract. Because the more we look at the other districts around us and I see it, I have other students or other teachers around me and they're asking and they're seeing that these jobs are being posted and our other districts around us are going to be poaching our good people and that is not going to be the best thing for our kids.
Matt, do I have anyone online? >> There are not this evening. President B. >> Motion to close online. >> Motion close. >> Second. A motion by uh Commissioner Bronziac, second by Commissioner Kenova. Anybody in the audience would like to address the board. Now would be the time. You have five minutes. You'd step up and you can speak to the board. >> Um see first by Commissioner Ciano, second by Commissioner Brunak, then we'll move on. Thank you for the public for coming. All right. Uh, adoption of minutes. Can I have a motion to the adopt the minutes? >> Adopt minutes. Second January 22nd. >> Motion by Commissioner uh Paris, second by Commissioner Brunia.
You are all educators and you know that music education is not a luxury. It improves learning outcomes. Research shows that students engaged in music demonstrate stronger abilities in math, language, memory, and executive functioning. You know that for students who are blind, music is access to independence, and literacy. In an environment where students feel isolated, music offers belonging, voice, and pride. It is a space where students are not defined by their disability. They are creators, performers, and collaborators. I'm going to skip my stories. For those of you who are parents, take a moment and think about how you felt when you went to your child's concert, their choir performance, or their play. Maybe they missed a line. Maybe it wasn't in tune, but it did not matter. You took their picture, you got a video, and you shared it with your friends. Sorry, ma'am. Your team is over.
Is it a three? It's okay if you don't. I can look it up. I just was curious. >> I want to say it's three. Um, last year was the first year that it was even an AP. >> Yeah. Yeah. Yeah. I was going to say this is new because it used to be honors. So, okay. Thanks. Appreciate it. >> Any further discussion? All those in favor? >> I. >> Thank you. >> Wait, hold on. >> Yes, >> Catherine. I had texted you a question for >> for Kristen. >> Sure. >> If you could read that. >> She said she texted. >> She texted me a question. Okay, let me see. Um Kathy asks, "How many will be in each AP course? A small number when other classes are packed." >> It's a So, it's a great question. What we are going to to do is to make sure that we do our very best to have the same number of students in either the AP pre-calculus course and or the dual enrollment course.
So Sigma is able to uh contract with variousies to get us rebates um usually comes about about mid year. Last year that rebate was budgeted out at $1.8 8 million. Um, this year when they went back, the number came back at 2.8. So, they're uh they're expecting a large increase in rebate. So, the rebate goes up, which means our cost goes down. Uh, that alone is a million dollar swing budget uh budget to budget year-over-year. Um, and then the last portion when Cara and I went back and and asked Gallagher, um, to be more aggressive with their number, uh, in their actuarial sheet, they give a fluctuation margin. Um, they call it about 5%. Um, it's a fudge factor is what it is. Um, [clears throat] excuse me. We asked them to reduce that um one to see what the actual cost would be, but it doesn't look like based upon our surpluses that we've ever needed that fluctuation margin.
And so the last thing I do, I come before we have one more week until we get factf finding. And I come before you with that same thing that I started this a long time ago. It's just that we can do the right thing. Give leadership. Give direction. We've been stalled. We've been told that we have no direction. And so tonight, I'm asking that you give the direction that we can get this done and we can keep people. We can hire, retain quality, quality teachers that are going to help our students. Thank you for your time. Thank you. Stephanie and Sandra, you are on deck. Thank you. I'm short so I need that. Okay. Hello board. My name is Stephanie MS and I'm here in behalf of [clears throat] a parent as a community member and as a parent who's always at school volunteering. I'm here today to speak about the unjust budget cuts that are affecting our teachers, students like my own kids.
Any discussion? >> I just I had a um I had to correct something. I did not abstain on the Clifton Recreation. I emailed uh superintendent and um Mr. Shahada and they took care of it right away. So, that should have been noted and I apologize for that. Anybody else? Roll. Roll call. >> Mr. Brunzak. >> Yes. >> Mr. Kenova? >> Yes. >> Mr. Paris? >> Yes. >> Mr. Rexdale? >> Yes. >> Mr. Siano? >> Yes. >> Miss Wararez? >> Yes. >> Vice President Santiago? >> Yes. >> President Paris? >> Yes. >> Motion carries. >> Superintendent report. Do you have any more? You have a lot. >> Three quick things. We got to thank our custodial and maintenance staff for an outstanding job clearing a monster storm. Um, I know it wasn't perfect out on the streets. There was only so much that was under our control.
>> If you cut this position, it will take away that opportunity from our minutes are over. Thank you [applause and cheering] at [applause] Sher Humphre and then Christy Thomas Thompson Thomas I'm sorry Christy Thomas. Good afternoon. My name is Sher Humphre and I am currently a 0ero to3 educator. These comments are in related to the reduction of work days for the 0 to3 educators as stated in the assistant superintendence report. I've been a teacher for 36 years. Most of that time as a high school educator. Many of my students did not come to my class with appropriate language. We all know that is because of language deprivation at the early years. This is why we have early vent early intervention. I switched to become a 0 to3 teacher because I wanted a new challenge to be part of that foundation to help the DHH babies and toddlers for their future.
Um we do want to fill as many dual enrollment sections as possible. If we have only a handful of students then we may not offer the AP course at the school at either of the sites next year. It's just dependent on the number of sections that students have. But if there is a core, if there are 20, I mean, our our our schools are staffed at 33 per section. So, if we do have a a group of students that want the AP, then we will staff the section according to our staffing model. Does that answer your question, Mrs. Raymond? >> Yes, it does. Thank you. >> All right. Thank you very much. >> So, we'll vote again. All those in favor? >> I >> Motion carries. J5, Miss Lencilada, discussion of uh policy GBE. >> Good evening, President Micronis, governing board members. Tonight, I bring before you a revision to policy GBE staff conduct.
So, we asked them to reduce that out. Last year's fluctuation margin was about 1.2 to 1.3 million. So, when they take that out year-over-year, we see another decrease. Um all of those uh added up even though we have a small increase for the teamsters and a small increase for social security brings us to the negative 6.79 million. So it's an overall benefits decrease. Um and now now the question is well if you're going to add new positions like you said you were the 1.18 back to the general fund are you budgeting benefits for them? Yes we are. Um last last year when we budgeted for uh these open positions we used a 35% benefit load which means we take the salary we multiply by 35% and we assume that that is going to be pretty much more or less um the the benefits expense that we're going to experience.
Teachers already hurting for help when it comes to kids. They're overextending themselves and doing everything they can to support these kids without help or with help. Once all these jobs are cut, who is going to help? Are any of you going to be up there helping? Are any of you going to step in those classrooms? Any of you? I don't see any of you there. So, I'm hoping you guys are not just going to rely on parents that don't even volunteer already. Who's going to advocate for these students? No one else will. That's why we're all having to speak for them. Did none of you have students up here speaking? Are you the district planning to rely on cutting all these jobs and still having someone to do them? Every job that you guys are seeking to cut is needed. There's a reason why all these positions were created to begin with to help our students.