Everyone comes to the meeting knowing what it is and is prepared to say like, "You're on the wrong track. I don't agree." And then we'll have an opportunity to veto, right? If we don't agree with the presentation for how you're moving around the positions or not. You just Are you just going to move it around and I just don't want to come back when we're having the next meeting and say, "Okay, we don't really want that. Let's go Let's go and put it But it would Well, it would be in the drive [clears throat] early enough before the meeting that we could Well, I'm suggesting we figure out what that is now and then we can, you know, figure out how the numbers are going to work because Yes, I think that's I don't want I don't want to keep having meeting after meeting after meeting where No, we don't like that version, come back with another version, right?
So, I think that is the budget that satisfies the most needs in the least terribly. Are you making a motion? I'm just asking. If we're ready to make motions, I don't want to jump the gun if people feel like they still need to talk about it. Who's doing the registration? registration So, I I just I have a question. >> I just didn't hear what you just said, Dr. Ziem said. Who? Who's supposed to do the registration? Who's doing the registration? And because outreach and registration are separate and at our last meeting, Nikki said if we don't put some money towards that responsibility, that it essentially falls to her. So, is that what's in this That's budget two. Yeah. Okay. Can I ask, is there a world in which we say budget two but we like and well, it's it's not on this sheet, but essentially we do the 1.25.
So, Right, I agree. I think we should discuss what we're going to do and then you get the solid numbers and figure it out. >> Yeah. So, if we were to cut, let's say we do cut the ELA coach and we already got this number approved by the select board in Berlin, does that that would then open up for some of these cuts to be added back in? That it sounds like it would be a lower number in Berlin and then money to add towards the adjustment counselor. Regardless of what the We're not talking exact figures, Erin, but Yeah. Just the idea of cutting the ELA coach, it's split between the elementary schools, right? So, [clears throat] a portion of that What what's the What is the split for that? It's about 65/35, right? Roughly 60/40, right? Uh yeah, so the Boyl- the Berlin assessment would drop.
We we do the school choice at 122, but instead of asking a one-time support from the town of 35, we ask a one-time support of 40, which would cover the charter student and some money towards more days for people for admin to do some of that registration work. So, instead of asking for 35, we ask for 41. Is that what you're saying? I don't think that's a one-time fee, and I heard from John Chaffee that free cash is for one-time fee. >> Mhm. Okay. I would >> But they do the charter school as a one-time fee. But that's because the money comes Because that one-time money comes that one-time money. That's always the same. Okay. Um I know you listed a range for budget three. I'm trying not to scroll so I don't get lost in the document, but I think of 6,800 to 10K um for that central office individual.
Mhm. The Boylston wouldn't really It wouldn't drop cuz we're just reallocating that money to another position over there. >> The money wouldn't change. So, that would be a second budget. You could add back in one of your paras in Berlin if you wanted to. Whatever the Well, that's what I'm saying. Like so, if we cut the ELA coach, then that opens up some of the money that they would have to cut in at BMS. BMS. Mhm. So, may I ask questions? So, obviously we're not in the curriculum department, we're not a principal, and I know when you were given more money back, supposedly, you know, that you chose tutors, like one-on-one. So, I'm wondering you know, you were operating under the assumption that ELA a coach the ELA coach was something we 100% wanted at the detriment of other positions. So, if you hypothetically if you eliminated that assumption, would you What are your feelings Do you feel like the ELA [clears throat] coach would make more impact than paras or more hours in adjustment counselor or I mean, you asked it Rob cuz it immediately impacted Boylston.
Similar lines to what Sarah Beth was explaining, I think we have a a quite activated community here. I am curious if we could drop down budget three by that $3,000 difference, but keep to the plan for central office holding registration. Um so that we are looking at a budget of 629,445. Um so that Mickey is not individually holding registration and perhaps the negotiation for that individual doing outreach can be minimized so that the outreach falls on the school. Shannon, it looks like you're saying something. I'm sorry. >> Um, I might defer to Dr. Z as ultimately she'd be the one working with finding the employee to do X, Y, and Z and uh any negotiations. Can you expand on falling on the school because I mean what what does that mean? Wait, say it say the beginning of what you said again. Sorry. >> before I respond you you made a you said a part of your statement and you need to expand or or or illustrate it for me.
It's BES. Yeah, BES, Lisa. Or Lisa cuz yeah, you're the coach. John, you want to say something, it looks like. I you just have to remember Maybe keep it short. that the changes you're considering at BES impact negatively the changes that we'd like to see in Boylston. Um you know, just I'll add this. You You've heard me say this for 13 years. The [clears throat] most important thing we do as elementary educators is teach children to read. The most essential addition to this budget, bar none, is that coaching position. Coaches aren't tutors. Coaches aren't administrators. Coaches are people who come in and push you to get that extra 2% that little trick you might not know to take your kids' success to here to here. They're the people who are going to hold us accountable. Yeah, we're getting a fabulous superintendent. Not that the current one's been great.
What does falling on the school mean? Um I think I said falling on Mickey. No, you said the outreach would fall on the school. Ah, I meant fall on the PTO and the school committee. So your your question for scenario three is what would happen if we reduce to the 6,900? That's a preliminary discussion and like I said earlier, we would be going in and renegotiating with the union um around the registration and you're saying do not include outreach. That's what I Yes, that is what I'm saying. Okay. I My question comes in, right? This This seem This was a charge from the full committee. So, for me right now, there are a couple of things that I need to take into consideration regardless of what we have to negotiate. It may exceed your range of 6,900 because we're not knowing what the additional hours and costs are.
Great new guy. I was excited just to meet him in person. But he is not going to have the time to coach. He's going to expect that person to be there because we have to do better for children. Our whole strategic plan starts with we do what's in the best interest of children. And I guess we have to insert the word all, not just some. You're right, this stinks for him. Rob and I talked about this. This stinks for for Boylston. This These are tough cuts. But you have to think big picture. And you have to think long term to your point. You're absolutely right. We need time to get people to a place where they can do a a proper approach to what we have going on. And they're not very popular. But you accept mediocrity to hire more paras. I think it's a terrible mistake.
Um, I also would like to say that the school committee would then have to ensure that they are not asking us. And and I'm going to be operating real different with school committees cuz school committee needs to speak in one voice and not individual voices. So, that's that's that's my thing. My commitment moving forward. I'm not coming with these individual voices and concerns anymore. And I really plan to to ensure that for the sake and health and well-being of the staff and the individuals that we move in our in a way that makes sense um for them and for what the school committee goals are. I would say if you are willing to do that at 6900, why aren't you willing to do 1E? Right? That's one. Two, regardless of what it depends on the negotiated and and the intended um scenario for uh any of these I have to go back and negotiate with the union.
At least for my school. But can I just ask the question? If a kid doesn't want to go to school, how are they going to learn how to read? Or if like the kindergarten teacher is like cleaning up a kid who pooped his pants cuz I literally that happened to me with Mrs. Pasquale one day because there's no para in the room and I was a volunteer in there, then what's happening to the other 20 kids in the class cuz they don't have a helper in there? So, I guess I totally agree with you, but if we don't have our bare bones minimums that we need, so that the actual teacher can function or the actual child can function, does some of that high level stuff even matter at that point? I don't know. I'm not an educator. >> adults than that. Like there's one-on-one There's other adults.
If they say no, then I have to negotiate with someone else. So, if we are removing outreach and you're saying that the PTO and the school committee is completely committed to handling outreach on their own, my concern would be the commitment of two levels of individuals and organizations that have not clarified or state. So, the school committee you're saying yes, you're willing to do outreach. And I also know the how how what does that look like based on what you've asked us to to put forth and to do. Right? Cuz majority of you have full-time working jobs and do different things. What's that's going to look like? How is it going to be within any semblance of and I don't know. Maybe you're going to have your own initiative and you work with the school to get it done. I think about currently since this has happened since January, the impact that it's had on the school in terms of various organizations pushing forward to the school leadership and and um around what they feel initiatives are.
I I've been in a kindergarten classroom, man. Sometimes [clears throat] there's more adults than children. Like there's a lot There's one-on-ones in there, right? >> didn't have kindergarten aides. Not even No one-on-one aides in the whole classroom? >> And for for There was no one-on-one One that that The volunteers come in at BES. The kindergar- But the kindergarten aides weren't a thing until just a couple years ago. Two years ago. Three years ago. >> My kids got the classroom for the for the student. No, I'm talking about I'm talking about the classroom. Take the emotion out of this discussion, okay? >> no emotion out of it. This doesn't affect >> speech was emotion about pooping pants, okay? No, because I mean our kids are beyond that. >> My kids are beyond that. I have absolutely no My kids don't even go to the Well, what we're what we're talking based on what John just said emotional attachment to this.
And a lot of those initiatives fall back on Mickey and the school to get done, to push forward, to send out information, to to oh, I need to choose parents where I need to It still comes back to the school. It's still So, even when you're talking about these organizations want to get it done, the work still filters back through to additional tasks on Mickey, additional tasks on our secretary, additional tasks on central office to research and make sure. So, I just want to I I I hear what you're asking, but I also want to put the reality of the scope in place that there's still going to be tasks assigned to current members of staff to get certain things done that is outside of the reach or purview or operation of these organizations. So, let's just take that into account. Um but Okay, I just want to raise that one of the reasons I'm not in favor of 1A is because one thing we heard from Mickey just a week ago is concern about having someone with expertise in registration continuing to hold registration.
We don't think they made these cuts with the best interests of children in mind. We think that we can do better for the children. Is that what we're saying? No, I'm asking for clarification that they were operating under the assumption that those were non-negotiable. That's That's a fair question. That is a fair question. It's something we added in. Like That's She's asking like did you agree with us adding it in? Like that's a fair question. >> Right, because we added that in and again, when we at least I know when I did that, I thought we were meeting in two weeks and I assumed we were actually going to take it out or one of like as it One of the towns is going to come back. That is the dumbest thing I've ever heard. You assumed >> let me finish. You assumed we were going to take something out two weeks after we voted?
And that that is not an expertise set that is held within the school. I think I That That was something I I heard and and kind of repeated back at the end when I was asking for that scenario to be set up. Okay, hold on. I wasn't here, so I'm going to ask Mickey to verify for me and I'll expand on it. Um I know that we don't have the expertise right now, but I don't know what it entails to get that expertise. Um I am assuming it's just training from the person who's doing the registration right now. If I'm understanding your question correctly. You are understanding my question correctly. Yeah. Okay. So, so for me that that is training, that is controlling the school the school choice registration and lottery, that is making sure if tomorrow let's just see if tomorrow Pelham decides that they want to do certain things separately and and apart, um they have the expertise in their district to get it done.
>> let me finish. Or that's because the town was going to have some more money or we were going to move things around. >> told us in December they had $500,000. We're also voting on the ceiling. So, we wanted to come back and have further discussion. They They also wanted to Yes, our ceiling budget that they made Put your down. Okay. John. I just a suggestion if the chair will entertain it. Maybe. Go ahead. Can we take a 5-minute bathroom break? Yes, but I did. >> to do that? All right, let's do that. Thank you. All right, we'll take a 5-minute break. >> [laughter] >> I believe you. Okay. All right. So, we'll come back to our meeting. Thanks, John, for suggesting nice little break for everybody. Appreciate it. I needed a cookie. >> [laughter] >> Glad you got your cookie. Uh Al, you have something real So, I just wanted to introduce you Bailey and I know she was on the agenda, Bailey McNamara.
And so for me it's it's a task, but it's one that we could better track and and align that way. In actuality, I think the conversation here and just my suggestion is really looking at the bottom number and and and what it's going to ca- task in to get to to do it. So we would be adding in our negotiations with the union, we would be saying that we want to increase this person's number of days to add these two additional tasks to their duties, right? We want to add registration. It's not a large It's It's not a large school district. Usually like we would probably end up registering what 30 20 30 students? Right? So it's not that we're It's we're doing the and we want to add outreach. This is some This is This is a task where this person is already working throughout the school year on certain things.
Um she's from the Tahanto Food Pantry and I know she's running late because you were where? You were >> I'm at game. >> [laughter] >> Um but go ahead, I know you want to speak to school committee. I just want to say thank you for your approval and support and sorry I was late. Um but yeah, I just wanted to say thank you. It's really important to us. Thanks, Bailey. Thank you. >> [applause] >> So, can go ahead and Bailey don't sit down just yet. Sorry. >> [laughter] >> So, can we just remember why we're doing this work we're doing here, right? I know the emotions are running high and people it's but this is it, right? Let's not forget about our students, right? The Baileys and everyone else that's in this school district, right? This is the reason why we're here every single month doing work we do.
They're already developing those flyers. They're already reaching out. They're working closely with the administration to do those certain things. So in all analytical logic, you would want to if we are now adding these two tasks, we would negotiate with the union to add these days to the person the clerical at the site to expand on their time frame so they could add the additional load of registering about 30 students, about doing those, you know, um sending out these flyers, working on outreach, making additional phone calls. I I I I want to honor the depth and breadth of what the school committee as well as the community has expressed in terms of advertising and pushing for it Pelham, and that's why we put forth these things in a way that we think makes sense. Um instead of having to split out because if you're adding registration to to the registrar and we're still have to go back and just negotiate because we can't do anything with the union.