So this is the format that it's in. So >> it's one that you're familiar with obviously those and it's the one I mean but this can be manipulated. So but just for discussion purposes now. >> Yeah. this is what we'll use. So, you know, it does have we've added some things in here that we felt would be helpful for both the administrators and uh ourselves here, yourselves as the subcommittee and ultimately the school committee. I mean, we have the history from 23 actuals all the way up to the if you look at column L, it's the FY26 Paul funds, that's our local grants revolving. Column M is the budget that was ultimately agreed upon, approved after the final mayor's budget. Uh the level funded amount from 25, we added column N, which is revised FY26. Those are it's still the same as the column N, but it's the amounts now that based on the personnel changes, >> based on um the changes that were made from uh when Karen was here, that tail end of things once we got the mayor's number to what it is that we were I'm going to say as far as real time back then.
And then we have we added the column O is the revised local to the FY27 local uh dollar increase or decrease. Column P is the same the percent increase from the revised to the FY27 local. column Q what we added because looking at now Roland and I have talked we're not talking potentially saving a lot of dollars but we just did I added an actual expenditure of average expenses for non salary accounts from 21 to 25 so that the administrators when they're coming at us with their request for their supplies materials they can look and see what their average spend has been from 21 to 25 and so you know when time comes, as Roland is saying, you know, the real work, for lack of a better phrase, starts now. You know, we're going to be looking at everything, personnel included, but also looking at those accounts as well.
So, we can look to see when administrators ask for things in your materials. We can I'm going to say, I hate to use a phrase push back, but push back on if you look at your trench from 21 to 25, you've only spent this amount, but you're still asking for X. could very well have a I want to say a sound reason if they know of cost increases but we provided that to them so that they can see what their historical spend has been from 212 and then you have column R is the all funds for FY27 column S is the proposed local for FY27 column T is FTEES as of when the budget was voted it is not the revisement it because we are going back with the administr streams to have them go through and we're doing another tick and tie to double check because we we have carried over some vacancies and we just want to make sure that those vacancies I'm going to use the phrase are legitimate.
So we will be adding a column an FY27 revised FTE column. It's just not there until we have that exercise. >> I guess I have two questions. One, I know the mayor has frozen her budget. Has the school side frozen like the budget? >> No. >> Okay. Second, so like right now you have I don't know bunch of instructional assistants posted. Are they currently in here? Okay. Just wanted to make sure everybody's >> where they need to be. >> We were having a discussion where >> that's a moving target. >> Yeah. But also I would rather include the positions in >> Yeah. and then get rid of them if they're not eat and having to say, "Oh, goodness, we actually had them." >> I have a question just from looking at the first page. Oh, that's North Parish. Parish. >> Okay. So, that's I was like, why are there so few teachers?
I just I just saw Ann and was thinking >> it shows that way I believe because it had been in I think even more pairs, right? >> since the beginning of time for Yes, >> it's like four corners. How are we? We say four corners, >> but it's the discovery school. >> Which it depends on sometimes other chatter. Some people say DSFC and some people say FC. >> Yeah. >> There's no consistent >> this budget say budget the rollover, right? Plus additions. Maybe Andy could talk to some dollars in a second. Jump in because I'm gonna say some percents and numbers that I might be wrong. I believe is about 1.7 correct $1.7 million above this year at 26 is right 27 >> that was level funding right >> level service >> is that different from level funding >> yes because a level fund would be we take away the 1.7 and we would just use last year's budget >> only the dollar would transfer over and you'd have to squeeze everything into that dollar >> so a raise contractual you would have to cut a so level services means everything you had this year, all the services you're providing and and what it takes to run them next year.
Their raises you bargained three um collective bargaining agreements last summerish, I'll say last school year. >> So all those raises steps, all that kind of stuff roll over. So it's 1.7 additional dollars if everything stays. And we also want to throw in there, we understand and believe not everything is going to stay, right? We're just telling you this is what the rollover is. 1.7 and I believe it's 7.2 7.4 >> 7 above 7.4% >> above >> this year's budget. Yes. >> So there are some things I can say regarding that too. >> So there's a couple there's two probably a couple big >> right >> jumpons that were just not rolled over that were new additions. Right. things like in the administrative technology. >> What what line? What line? >> It's a section if you look at row 185. >> There we go. That's what I was looking for.
>> In in that whole section above from row 174 down to 185, Ian has made some shifts and some there are some additional cost increases on the technology contracts and things that we have added in. So I kind of use the phrase this is an enhanced level service because there are some things that you know the the goal being for us to be more efficient in the area of technology. He's having some things included in there uh that he would we've again put it in there for this discussion at this point. Andy, in the past, because I remember this, Carol Hollesburg used to have to put all her technology into capital planning. Have we moved away from that? >> I said, the last few times I've been here, when Mayor Martin was here, he told me, "No, that that is all new technology was not to be put in the city." >> Well, if it's like a subscription fee, then it wouldn't go capital, >> right?
A lot of this would be software. stress at this >> unless you buying a whole state. One of the reasons why it is now here is because it used to be put into capital planning. I'm forgot just >> every other of our clients whenever they submit their new market >> uh they include technology and fix >> correct >> I'm with >> probably more is it more hardware though >> they have infrastructure >> infrastructure okay >> infrastructure or if we're switching from one software to another that has that substantial investment >> yeah like p school or >> yeah because I think the capital planning is more of the big project rather than the reoccurring every year. >> It used to be everything. >> I'm saying based on what we've been doing the last couple years. >> Can be both unit based and or combine based. So the the way I'm going to say that when Carol was here and we tried even when it would be that we would in a sense say we want to buy you know 15 laptops and the total cost of that then reached a threshold where it could be then submitted to capital but >> Martin and even Roxan when she was there >> said that that's not >> in a long time.
>> Right. Correct. >> Yeah. So what we what I've seen similar to what Ann mentioned maybe a little is >> if you were doing a big turnover like a whole new whole school was getting >> new computers because >> yeah maybe the high school and I meant 10 past 10 years but maybe >> at year eight I don't know what you did a couple years ago every computer that was in the building all of a sudden now is aging out at a blank year you were turning over instead of >> you know having a nice little purchasing power of every so many years buying right everything aged out at the same That would I would agree you would definitely go in for a capital something like that you know >> y or if you were just just switching from Google classroom to a different provider that would be your substantial >> so in the technology you'll see that he's got some significant up some significant reduction but the bottom line overall technology wise is an increase based on what it is that he's recommending for the overall administrative technology in the district >> right and just And I caution Ian plus you too not to get nervous and I don't think you're a nervous group anyway.
This is an ask, right? This is not a a done deal on some of these. It's >> good to ask. >> Exactly. Right. >> You can't get it if you don't ask. >> Right. And some of those will be more efficient that um >> the next area would be if anyone I can continue down >> go down to row 239. That's for special education. What we have there? It's all in the tuition. The last lines 234 to 237. Those are the taking into consideration the new moveins plus the OSD rate uh set by the operational services for out of district approved placements. Um what we are doing here and then when we get to the bottom as well. Um so that's the the big chunk there. If you had those three increases, that's $625,000 amongst those tuitions to audit district mass to private and to collaborate.
>> That was not in last year's >> combination to >> 239 is a total sped, but if you go up to >> 234, 236, and 237. >> So, has the rate gone up? >> Yes. >> How much >> it is? So the state sets for the out of district, you know, you understand the state sets that rate these private schools, >> they do well. >> Yeah, >> they're working. Don't get me wrong. >> Lots of yog, >> but they do very well, too. >> Yes. >> Some of the residentials are >> shockingly high people. >> 3.04. It's not as bad as I >> No, it is not bad. >> So, we have that factored in as well as with the uh new placements that have occurred this year. That is also one that honestly with the community like green field one being on so close to the border, but also the transit seeing in the population.
Um there's another benchmark timeline that we always shoot for which is the April one move in date because then after April one any moveins we are not fiscally responsible unless it's from our state unless we unless we choose to move out. So you know and honestly you know I've even been you know regularly meeting with Mr. Messing and you know we even have seen changes within this year as well. We've had some kids leave, some kids go, and the net, you know, so the net delta is, you know, I don't say it's a crapshoot, but for all to the purpose, it can be. But, you know, luckily, like I've been reporting out, we do have that spent tuition revolving account where we've been able to absorb these, you know, and in addition, uh, we are able to, uh, absorb because of what we had in that revolving account as well as what we're now updated circuit breaker, we're going to be able to use more of that.
So, we're able to smooth out, but it's a matter of how long that's going to sustain and also just the overall sped tuition population here. You know, that what we see for changes. So, this is as of what we know right now, April one moving date will be another line in the sand time we draw as far as where it is that we're at. Just to point out, and I don't know if Andy's mentioned it before, I think Millie, you're referencing it a little bit, there were two or three years that the OSD the W was like 14% and then 9% in backtoback years, >> but S SOA had capped inflation at 4 and a.5%. So that gap has existed that almost 20% gap has existed for the past four years because there's no recipe to fill that gap in because S SOA set it at 4.5 and when we were in the height of the pandemic inflation went through the roof especially with OSD and then like that has never been made up.
So like there's been talks of it every year about how you fill that but there's no plan to. So some of this if we go back a few years like that gap was created there and there's no plan to fill it in. >> Okay. >> Not in Greenfield State. >> We don't. >> So another question. So an out of district student in Greenfield goes to the tech school. Is there a savings for for us or do we still end up paying the out of district there? So, okay, child A is in an out of district placement in Holio and we're paying 80,000 for that kid to go there. Okay, kid chooses the tech school. Are we still paying the 80,000 or what are we >> end up so >> but it would still be the total 80 >> it would be the sped rate for whatever >> so there might be a savings there >> correct >> okay >> I notice a lot of our kids Okay so okay and just I'm trying to >> savings locally >> in that it's the shape of these guys is pushed over to the because >> yeah solution >> well and I'm going to apologize for the questions but I'm trying to put something together for Joe Commer that's visual and some of this stuff that has hit us is hard to visualize unless I come up with a symbol for it so like a circuit breaker and just trying to figure out how to do this Um, okay.
And that is really, you know, they they complain about chapter 70, but circuit breaker itself has been broken for years. Um, >> I guess, >> okay, >> no, because I'm in 100% agreement. My whole thing is when it everybody lobbies to have circuit breaker public fund and then you get the lip service that they're going to fund it. But then once >> they don't >> all vents are off once it goes at the cops and there's >> nobody's looking. >> That's the whole world right now. Nobody's looking. How do we have a government we have? Nobody was looking. >> Same honestly with the >> Yeah. But it's nobody was looking. >> It's backfilling the gap that they have in aid. So, but but right now I think as I listen to people like Joe Kmerford and different politicians is what do we in Western Mass need to ask for?
I mean, you can ask you need to be specific with these people because they are just not paying attention. So, I'm trying to >> Well, I mean, also in the millionaire's tax note out in eastern Mass, they're pushing for that money to go more towards transportation in general rather than schools. Whereas out here, we desperately need both. >> Well, okay. >> So, so 100% with you. >> I I'm just, you know, >> I'm writing about it. I'm trying to do the visuals for it. I'm trying to >> feel free to send anything. >> I have the whole list of all of them to to start. I'm not afraid to get on a plane if I'm breathing right and knock on doors. >> Okay. Sure. >> Okay. Okay. >> Is it on the sped transportation line if you were to apply to PG8? Um better than um that that's a combined thing.
It's combined for the new tools, new transportation for the move in that we've had and honestly to some extent it's an estimate that we have. I'm going say an educated estimate that we have for the times that we cannot double up say on a run for this current transportation that we have. But we have some of these one-offs that we have to go to for scheduling wise. You know, if you look, I know we've talked about this historically, it's been an up and down because there have been times when we've been able to accommodate it on an existing run, times where we haven't. Um, so this here is an adjust adjustment to combine to to address both the additional transportation needs and an estimate for those ones that we cannot run ourselves. >> Right? So that one will be a big one where you see FY26 revised was 108.
We're anticipating 332, right? So that's over 200 >> by that. And it's the and the this is where again I would say the real work starts now because we're we're using we're anticipating use 400,000 of the transportation volumes over the overall transportation as we start to get you know there's nothing saying between you know for us to look back and you know I we've we've heard the message I mean if you look to see what we're using for we are using more of our revolving accounts for FY27 than we have FY26 close to uh just under a million dollars more. So, you know, message received, but then there's also the thing there's we're going to be able to revisit these other funding sources as we get closer to the end of this. >> So, I have a question. Go ahead. >> You have a lot of and I mean I'm sure I'm going to get this with time, but a lot like you uh use initials for things like NP North Parish.
There's DW is that districtwide Is there any way you could kind of just go over that so I can better? >> Sure. >> I mean, I got like middle school like some of them I can figure out, but I'm like, what is >> there was one like ESP? >> Those are extend extended school program, extended summer program. >> There was another one coentral. >> Central like I don't think we're going to Colorado. >> These are These are names and again that's when when the department of ed >> and this is my first time like really looking it over. So I'm like maybe I need to actually >> Oh god. They they came up with this chart of >> all districts and different started to create lines for everything and then felt the need to start adding even such finite descriptors to when honestly if you look at and when if we want to sit down after this or schedule another time I can go through >> the desi function codes and chart of accounts >> it's it's cumbersome but is nowhere near as cumbersome as what we currently have here and Every year the district gets cited by the auditors whether in an actual written report this compliance review or the annual report saying that our chart of accounts is not fully and correctly aligned with the desi function that's why we see and go back I've been looking at consolidating some of these accounts for example you know even though it's showing here you know we integrated arts there is no if you look at the desi chart of accounts there's no nothing called integrated arts it's regular education So we are combining things like that.
ELLL even though we have it separated out ELLL is regular education. So there are things that when districts you know Desi came out with this like well we got to create a counter every and it has just made it to the point where you end up getting things like oh so we're going to end up having extra school extended school programs. We need to create an account when you know so >> go back to the special ed transportation for a minute. So that number represents what's written in IEPs. >> Yes. >> Okay. So I am going to give you an observation from a principal's point of view. Many children at the preschool get transportation put in an IEP because they're little people and they have a hard time on a big bus and it stays with them until they're seniors in high school. No one in Greenfield in my years in Greenfield has ever taken transportation out of an IEP once it's put there.