001Everybody, I'd like to welcome everybody here and everybody at home watching on YouTube to the summer's board of education meeting for March 9th, 2026. Call this meeting to order at 7 o'clock. Please rise for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. So, we'll need a motion to approve the minutes from the February 25th special meeting. >> So, moved. >> Kim second. Shane. Any discussion? All those in favor? >> Opposed? Five. >> And then abstensions. >> Huh? >> We only had five, >> right? Okay. >> The last meeting. >> Oh, last meeting. >> Okay. So, that passes. Dr. Gallin, administrative reports. >> Thank you and good evening.
002I just have two uh issues to report on tonight. I just want to um advise the board and community. Uh in January, I did submit an application to NIASK, the New England Association of Schools and Colleges for our district to be a participant in uh this partnership between NIASK and CAPS. CAPS is the Connecticut Association of Public School Superintendent. I saw this as an opportunity to be an early adopter to pursue district accreditation for Summer's public schools. High schools go through the accreditation process, but they've opened this opportunity up for superintendent and boards to engage in the process of total district accreditation. that falls in line with uh some of my goals here regarding coherence, alignment, and consistent delivery of instruction uh prek12. So, similar to the process we went through with the CASS awards
003that the elementary school and middle school uh actually submitted and won, it causes each school and it will cause us as a district to be self-reflective on our practices and impact for students. So, we have a webinar coming up this week. There's one, it's the same webinar, one on Wednesday and Thursday. We will be in attendance and I'll communicate to the board the information that comes out of that. It will also help us uh as we move forward because we are due to start engaging in the strategic planning process. So, this is a good uh way to do it. Um and I did advise the board there are some uh school districts who were chosen. Colchester, Graanby, Ledger, New London, Norwok, Seymour, our district, Thomas, Vernon, and Waterberry. So I would imagine that there'll be
004other boards and superintendents who will be interested in getting into this process. So uh at my age being an early adopter, uh is a good thing. So, I'm looking forward to that process. And the second thing I just wanted to state is that there's been conversation about House Bill 5468. It's the homeschooling uh bill that's come up. I did submit written testimony opposing the bill. I focused on two main uh points in the bill. My focus and concern really was the fact that we as school district personnel would have no real interaction with students who we could be responsible for and we have to provide oversight for. So that was one point that really concerned me. And the other one was in the bill it states that students who are homeschooled could take up to
005two courses at the high school and participate in intramurals and interchool athletics which to me uh creates an unfairness for the students who we have in district with the standards of academic performance and behavior to be a student athlete in our district that we hold them to. Um just looking at some of the the parent information that I've I've seen video of and also read for some parents uh are voicing concerns homeschool parents that it's an overreach that if they've made this decision that that is the path that they want to take that they don't want to report to the district and or state. So um the committee meeting I believe is Wednesday but I submitted written testimony opposing. >> So that concludes my update. Great. Thank you. Any questions for Dr. Galloway? >> Thank
006you, Dr. Galloway. >> Yes, sir. >> So, now we will invite Dr. Galloway up with Stephanie Leven and Caroline Hargraves, >> which will report. >> Yeah. Do you want to stand up here with us? >> Yeah. >> All right. >> They'll update us on the excess cost in the seed grant. >> Yes. So, in your folders, you have a copy of the presentation, which we will show up on the screen tonight. And I've also included in your packets um a resource from school and state finance projects, which districts often refer to. Um they provide us with a lot of information about various bills and information, just general. It's a easy place for us all to go to get information about what's going on in our state uh as far as education goes. Um, and they
007have a really great in January they print they uh submitted information about this year's excess cost grant. So I thought that that would be good information for you all to have. So uh the 202526 excess cost grant I'll do the first part and then Caroline will chime in and the seed and I may refer to her during the excess cost grant if there's more information that I have used. So what is excess cost? Uh I know some of you know about this already. uh you live in the same world um but some of you do not. Um the excess cost grant is a tiered reimbursement program that the state provides to us to help us be able to afford our highcost students. Those tend to be our L placements. They can also be in district.
008Uh but most often they are our LP placement. Um and you'll see why when we get to the calculations page why it does tend to be our placement students. um they have just changed it to a tiered uh model uh because they have historically never funded it at 100%. Um and in order to try and give districts that need a little bit more money the ability to access that money, they tiered it based on u median uh cost wealth in towns. And that gets measured every single year and changes every year. It fluctuates. So um towns that are ranked 1 to 59 get 85% if they have to cap it. Towns from 60 to 114 get 88% and then towns 115 through 169 get 91%. summers has fluctuated between 88 and 91% depends on the
009year, depends on how many how what the median is across the state. Um how much we spent as a district and there there's a whole bunch of calculations on this adjusted equalized net grand list per capita uh calculation. So what is summer's basic contribution? This is how much is the district responsible for? What threshold do we need to meet in order to seek reimbursement for our high-cost students? How they come up with this is they take what we expended in the prior fiscally audited prior fiscal year. So that for us that's 2425 at this point. They take our average daily attendance of students which is the 1324 and they come up with a daily amount that we typic that we would spend on our students which is the $21,717. They multiply that by 4.5 and
010they come up with 97,725. That's the base number that we would have to pay for any student in district before we could even submit to the state to seek any reimbursement above that amount. Can >> I ask a quick question? >> Sure. >> Just on the daily amount, do they base it on 180 or 365? um they are just taking our expenditures and dividing it by the number of students >> and that's our annual cost for the student >> the 21,000 >> right >> so it's not per the school the school year like the days in the school year >> no it's not based on calendar no it's just based on number of students and how much we expended gives us our per pupil expenditure amount >> did you say why 4.5 >> that's just
011the number that the state has come up with to >> create for everybody yeah it's everybody across the We're not special. >> No, no, no. Okay, >> we're Well, we are special. >> Well, yes. >> Yeah, I didn't I didn't You didn't come out right. Of course, we're very special. >> I meant extra special. >> Yeah. Yeah. Um, so historically, I've given you the amounts that we've received over the last uh five or six years. As you can see, it fluctuates up and down. A lot of this is dependent on how much are we sent submitting to the state. Um, I'll get to a slide where we talk about that process. Um it how much does the state have in its budget to give us? They have a flat amount that they budget for excess
012cost that gets spread out across the entire state depending on what every other district submits for their high-c cost students. We may not get as much >> but they never budget 100%. >> No, they never budget 100%. >> And we never get the 88 to 91% either. >> That is also correct. >> Right. >> So what's the point of the tier system if you don't even get that? >> So they can say they >> so that they can say that they tried. >> Right. baseline >> aspiration. >> All right. So, how much are we expecting this year? So, uh every year we have three filing dates that we have to submit. Our anticipated expenditures and then what our um actual expenditures were. The the anticipated expenditures are December 1st and March 1st and then actuals
013are September 1st. When we submit in December on December 1st, we are submitting for any student that we think is going to hit this maximum amount. I just hit a button that I don't know how to do. >> I'm sure it will be here in here any minute to help me. >> Go back to slideshow. >> Just needs to go back into slideshow. >> Just need to go back into slideshow. Thanks, CJ. So, um, how much are we expecting? So, again, we submit December 1st, March 1st, September 1st. December 1st, we submit anybody that we know is going to hit the 97725 and anyone that we might suspect could hit the 97725 because if you do not submit by December 1st your students and they have lived with you the entire year, you cannot add
014them in March. So, if we have a student that we did not know was potentially going to be outplaced and we didn't find out until January that, oh, this student has to be out placed right now, we cannot claim them on March 1st, which means that we are 100% responsible for all of their tuition. >> So, um that's very important for us to have in the back of our minds and know like we need this excess cost money to help offset those expenses, right? >> Is there any exception if a child moves in? If a child moves in after October 1st, but they have to be on our October 1 student count. >> Oh, >> yeah. Thank you. >> They have to be recorded in district as of October 1st. >> If they aren't, >>
015so if they move in on January 2nd, we can put them on March because they moved into our district after October 1st, but whoever's on December 1st has to be here as of October 1st. >> Um, >> and those new students that come in don't come in with excess cost money travel. >> No, they do not. It does not transfer. Um, so based on these numbers that we have submitted that um, Caroline's office has started to submit on December 1st, the state calculates off that December 1st number what our uncapped reimbursement, this would be if we were 100% reimbured for all of our costs above and beyond the $97,000 that we're responsible for, we would get $451,000 to the town. They do not fund at 100%. They never have. Uh we are this year in
016the 91% um cap uh cap if they did tiers. We are not even getting 91% this year. We have found out that we are getting 73% of our total over expenditure because they never budget at 100% into the excess cost funds. And special ed costs are rising across the state and more districts are having to put students out or have these increased special ed costs. And so that money that one bank of money has to be split amongst many district 169 districts >> um for all of their students. So uh last week uh or two weeks ago we did the town received 75% of the 73% that we received. So we this the town received a deposit of two thou $246,17 um and then in May we are hoping to get $65,000 more dollars. However,
017um that's going to be that calculation will be tred up or figured out and more um accurately uh deposited based off of the March 1 numbers that we just submitted that everybody in the state just submitted. And if special ed costs rose higher than what was reported in December on December 1st across the state, that number will go down because there isn't there just isn't enough money unless the legislature decides to bump it up like they did last year. Um but I'm not quite sure if that will happen because they did increase the excess cost budget for this fiscal year. Um so I don't know if we'll get 65,000. We don't know until it gets deposited into our account. >> What about the other 5%. >> So in September, we submit a final uh actual
018expenditures to the state. And what will happen is any variance if we got overpaid because the the December and the March filing dates are projections of what we think we're going to spend this year. >> The September is an actual expenditure. So depending on how much we actually spent, they will u make the adjustment for the last 5%. It's kind of like holding back a reserve, right? Um and that um positive or minus impacts the town's April ECS payment. Um so the town gets the um education cost sharing grant and that is just subtracted or added into that bottom line on their side. We never see that money. That just goes straight to the ECS. Any questions about that one? Okay. So, how do we use the excess cost funds? I think we can probably
019figure out at this point that we use it for our special ed uh expenditures that go above and beyond what we have planned for. During the budgeting process, Caroline's office will submit to my office and what they expect to spend in special ed in the following year based on current enrollment and current students that are outplaced. with what we do is a 3% increase on tuition. As you may or may not know, special ed costs are rising faster than 3%. Uh but we always just do 3% and based on current IEPs and then we say excess cost, we'll just have to help fund the rest of it or we'll figure it out. We'll just have to figure it out because it's special ed and we don't want to put placeholders in the budget unnecessarily if
020we don't know that there's going to be student outplaced and have that extra money just sitting in there. >> And just for a frame of reference, the students that are out of district place, do we have any that are below the 97 by the time you put in tuition? And >> we have like one or two that are below the 97. >> But it's not the norm, it's the exception. >> Correct. Right. I mean out of I think we have 11 students right now 10 or 11 um two I think are below the 97,000. So we will not see any excess cost for them um at all. we will submit them to excess to the um the special ed excess cost the the EECG um but uh we will not actually see any reimbursement from
021them but we put them in there in the event that if something happens with their outplacement if it changes if they need more services if something bumps them up over the 97 they're already we've put them in the December 1st so that in the March 1 we can adjust their numbers and possibly get money that for them >> and you want to cover we've found the past couple years Steph has mentioned that special education costs for out of district placements have increased some tuition rates have increased some by 10%. So it's not a number that prior to this year they did not disclose to us until the very end of the year the summer sometimes the very beginning of the the following year. Um so it was just passed that they had to let us
022know around the winter for this year. So at least we have a good idea moving into next year's budget what that anticipated rise will be for each out of district placement. But prior to this year we did not there was no cap on that and there was no they did not have to notify us in time. >> Right. >> And and even though we did get that those tuition numbers um some I think they're about average about 5% the ones that we did get um we still only did 3% in hopes that we would just have we would be able to have the funding to help offset the the the rise the rising cost. And there's no there's no cap is that >> no >> for these to there's no guard rails or whatever they
023could do 20% right >> they talked about it in legislation last year because of that it started to be one of those things where certain out of district placements were starting to do a little gouging and so they were talking about a potential cap. >> There's like there's a task force >> they've done nothing so there is still no cap. There is a task force that the state has said that they've created and that they're going to be reviewing these um approved because they are state approved. >> They are state approved special ed out placements. >> The state should be auditing them. The state should be you know monitoring them but they have not at this point. So um this was their first attempt by telling these outplacements you must notify the district of any
024changes in tuition. I think it was December 15th >> but it could be unlimited. >> Yeah. Right. Um, so what else do we use excess cost funds for? The unanticipated expenses, the increased in tuition fees, um, students that we did not anticipate going out. Like I said before, we do not put into the budget any sort of placeholder for potential outplacement that we have. We only budget for those students that are currently existing um, in those placements. Um, and uh, if students move into summers, we obviously don't know that they're coming. They may already be outplaced. We pick up that IEP and they stay in their out placement. Caroline will have a PPT. Decisions get made. They may stay. They may come back to summers. We'll those are all decisions that she that's her wheelhouse.
025>> And then how's transportation included in that too? >> It's the same. So we when we do the um excess cost the the filings for it, there's a transportation line and a tuition line. Um so it's all added in together. Um and it's just part of the 97,000 that that we're responsible for. >> And you can add like let's say there's a student at Aabata district placement and something comes up and the PBT team determines that um an evaluation needs to be done. Yes. You can add those in there too. >> Yep. And those are done at the March 1st. >> Okay. >> Um and then obviously when we do our finalized expenditure at the end, but again we don't see any of that adjustment. >> Um in district needs, we are able to use
026the excess cost funds on indistrict needs as well. So if we find that we are getting a little bit more than what we actually need to cover our outplacements, we are able to offset the you know if we need additional paro support um additional nursing support that's specific to a medically fragile student. Um we are able to provide uh if there are services that increase for student contracts to bring services in for indist. Um and one of the topics that um Caroline will be working on probably Now, right now, I know you're working on it. Um, but even more in depth is transition programming. So, uh, Summers currently does not have, um, the I think as robust as a program for transition services for students up to the age of 23 as we probably need
027and some of our outplacements are transition students. Um, we would like to be able to bring them back. So having the resources available to us to be able to build that program up to keep students in district is important and that is important to those funds as well. >> Okay. So I'm going to give you a scenario even though it sounds like we've kind of talked about the different ways that um this can uh present itself to us in district. Um let's say that Summers had three outplaced students. one we budgeted for, one we knew was in the evaluation process and could potentially be an outplacement, but we do not budget for them because we don't know that yet. And one that moves into summers unexpectedly with an outpaced IEP. We budget $173,34 for the
028known student and $0 for the other two students because one's not outplaced at the time and the other one we did not know was moving into district. We anticipate that we'll receive about 55,000 in a partial reimbursement. I never plan on 100% because I know that we will never get it. Um been doing this a really long time and we have never gotten it ever. Um and historically we only get 73%. That's the average between 70 and 75% is the average in any given year. Some years are worse, some years are a little bit better, but that's the average. Um, we find out because December 1st comes that we can submit all three students because all three students are in district and we know that they're going to happen. So, we end up anticipating about
029$101,000 coming into our excess cost instead, which is great. So, this is the scenario. Now, this gets a little uh cumbersome and I just hit that button again. CJ, >> I I can't have this for a moment. It's dangerous. This is the end of my slides anyway. >> Oh man. >> All right. So, uh, our three scenarios for our three students. The first student we knew about and we know that the total cost to educate them is 173304, which is what we've put into the budget. The initial district responsibility is the 21,717. We're going to round up times the 4.5, which gives us the 97725 that we talked about before. That stays the same for all three students. The potential reimbursement amount that we anticipate if we had 100% reimbursement is the 75,579. We know
030that we're not going to get 75579. So we anticipate the partial reimbursement of 73% which is 55,000. The district is now responsible not just for the 97,725. It's now also responsible for the difference between the 75,000 and the 55,000. So an additional $20,000 will fall on the district's operating budget. So that's $118,131. The excess we budgeted 173. The district will expend 1118 118131. The excess cost grant will cover the other 55,000 that we received. And the balance to that uh tuition line in our budget in our operating budget will be the 55,000 which is the excess cost money that we received. Our second student gets outplaced in December. We are able to we know that this is coming after October 1. We know before December 1st that this is coming. So we are able to
031put in to the excess cost grant a request for reimbursement. This student happens to just have tuition services, no transportation costs. So we are reporting 99,55. initial district responsibility stays the same. The potential reimbursement at 100% would be $1,180 because it's just over the threshold. The 73% of that is $1,299. The district is responsible for the 97,000 plus the difference between the full reimbursement and a partial reimbursement. So, we're on the hook for $98,25. We have budgeted zero dollars. So, the district will expend $96,000. We'll use the excess cost grant for $1,299. And now our tuition line in our operating budget is negative $41,000 because we've used the $55,000 saved from the first student to offset, but we still have an we're in the red for that student because we didn't budget for it. Third
032student outplay student moves into district not budgeted for. Total cost tuition and transportation is 159,935. Same initial district responsibility 100% reimbursement would have been $62,000. Partial reimbursement is only $45,000. District is now responsible for $114,000. We have budgeted $0 for this student. We expend our $114,000. the excess cost grant picks up 45,000 and now we're in the red for negative $156,000 between that student number three and student number two. So while we submit all of our high-cost students and we get in this excess cost money from the town that excess cost money from our students because this is just three students right we have 10 11 students at a time I'm submitting for um it is helping us offset these unbudgeted students that we don't know are coming or we don't plan for in our
033budget because they're not currently outplaced. Um, >> and that's the nature of special ed. >> It is the nature snapshot. >> You're absolutely right. And this can change at any time. >> Um, on any day a student that is uh now play student for us may move out of district and now they're no longer ours. And so again, like we may budget for them, but they've moved out of district. We have no more financial responsibility. Now we have a positive balance. So, it's this constant uh fluctuation of of of student needs and changes. Um, does anybody have any questions? I know I kind of rushed through that a lot. >> So, first of all, I just want to say this breakdown of the scenarios. So, appreciated like I think this was a really good picture
034of what your 3:00 a.m. wake up in the morning nightmares. >> And I can I can appreciate that. Yes. The the pressure, >> right? And then then there's people who don't understand special education and budget and that and they're like, "Why does it cost so much? Why it is what it is, right? It's Yeah, it's not, you know, we're not doing a construction project and we're going out for bid, right? Like it's it is what it is." >> Um I think that I'm not asking you to answer this question. I'm asking you to think about it. How do we keep kids in district? How do we help you to pro? Because first of all, it there is evidence and research to support that. I mean there there's kids that they really need to be in
035a different setting. I get it. Like it's about the kids, but what can we do? Like transition programming, co-oping, like partnering, and and the amount of creativity that we can think outside of the box to get there to be able to um you know, and again, there's going to be things outside of our control all the time, but how can we help with that piece? Um and >> and Caroline and I have had a lot of discussions also with with Dr. Galloway about how do we >> especially as we look five years down the line what our transition program and the students that are coming up through the middle school and high school that will likely need more services past graduation um and the responsibility that we will have as the the board of ed
036um and so four years ago we had three programs we now have six programs in district >> um we have about 43 students in those programs >> so already I know that I know for a fact we keeping more kids in district that historically would have gone out just due to developmental disabilities and just being not not able to meet their needs long term. >> Um even past elementary school typically you get the elementary to middle school split where you'd see more kids >> have to go out because we just didn't have the programming for them. >> So we've really come a long way with that. >> Really now what we're looking at safety um or like mental health needs. We have some significant things that will pop up that we have to be very
037responsive to as a district just for overall >> safety district. Can I ask you do you think too just curiosity I mean I find this in my own work that I think too it comes down to staff training not necessarily we could have all the resources we could have you know whatever we need in place but it's also the level of training and I mean that's always the you know the key factor when it comes to keeping programs in district too you know there's >> perception There's all sorts of different factors that go into that and I think that that I don't know I think too coming down to making sure that we have our staff appropriately trained and not that not that we don't I mean I think the work that you've done has
038been great and like three programs to six and progress and all of that but also just thinking about that future of what do we need to really keep our kids >> and addition to that of the ones that are outplaced, some went out at a time that we didn't have programming. >> As we build the programming and they get the clinical support that they needed at that time, sometimes the audit districts will say that they're a good candidate to come back in. Um, and I think that I'm sure you guys are looking at that as a that capacity as well, not to overwhelm what we have because it's a it's a balance to keep. you want to not put out anymore, but always looking to see is a student ready? Could they potentially come back
039because whenever they can come back is a huge win all the way around. >> Absolutely. >> Yeah. So, it's just >> Yeah. Hopefully we can >> get there. So, if there are no more questions about that Caroline, >> so the seed grant um is new this year. So it's a grant that's being provided by the state for special education programming in district and the expansion of programming within district. So this is money that has was kind of came up suddenly at the beginning of the year and they gave us some parameters on how we could use it, but it's really to expand what our capabilities are within the district um and to provide our special education students that are on a public school campus with equal accessibility um to make sure it's as inclusive as
040possible and that they also have rigor. So that's really what when I saw the grant and I talked to my team across the district, talked to Dr. Galloway, that was the focus of how we wanted to use the grant. So what they put in, the state put in uh for parameters for the seed grant allowable expenses, they had to be brand new. It could not be something that we already had in district. So it had to be it had to be a new purchase. It had to support direct special education and related services, tier 2 interventions, academic behavioral interventions, salaries for special education staff, equipment, uh, including the purchase and maintenance of equipment and curriculum materials. What was not allowable was administrative overhead, third party contracts for services, and again, anything that we already have
041in existence within the district. So Stephanie and I met and we really talked about not wanting to use this grant because we don't know the longevity of this grant. We don't know the capabilities, how much we'll have yeartoear. So we wanted to do one-time expenses that can expand our programming and our capabilities for our students um but with not tying into a staff contract where we don't know if we can support that um outside of a general operating budget in the years to come. So the focus um of the seed grant, the primary goal and what we're spending a bulk of the money on is the creation of an adaptive playground at Summers Elementary School. We have a number of students um with wheelchair access, stroller access, um a lot of mobility concerns, um and
042a lot of health concerns that are not able to fully utilize the playground at all. It's mulch. it's not safe for the students. They go out there and it's just it's not a learning environment where they're able to be with typical age peers. Um, and it's just really it's a deficit to them. And one of the things that we talk about when we're in a PBT and if the parent brings up, you know, just more appropriate programming outside of the district is are do they have better access to appropriate equipment, um, even playground equipment, things like that that most public schools just don't have on campus. So, in talking with my team, um, talking with my physical therapists, our PE teachers, principles, we came up with, uh, installing an adaptive playground for our students with,
043uh, developmental disabilities at SCES. Um, and it will be a rubberized surface so that wheelchairs, strollers will be accessible to that. We're building in sensory stations in the new playground so that all students, no matter the height requirement, will be able to access that. Um, I'll show you pictures of it in a couple of slides. There's a kind of like a big wheel that has a really deepseated um it's kind of like you place the pair educator or case manager will place a student. There'll be a harness. It's really deepseated so students with brittle bone disease and things like that will be able to, you know, have fair play um while on the playground. So, we're really excited about that. Um without this money, it's not something that we would really be able to see
044to full fruition. So um it's taken a lot of planning from Stephanie and I. We're working with the state contractor, but that will be part of what we're using the C grant for. The other parts is we're procuring uh devices, electronic devices to increase our ability for digital assessment and evaluation. We have students with very complex, very unique profiles. And in order to appropriately program for them, we need a wide range of tools and evaluation tools at our disposal. And when you have pen and paper, which is what we currently have, you buy your kit, we have what we have, and it's really very expensive to kind of go out and purchase anything else. Um, so sometimes we'll borrow from other districts. It's not ideal. Um, and everything is moving over to the digital platform
045anyway. So, we really want to um buy the technology um and the licensing to be able to really expand our evaluation uh capabilities throughout the entire district. We're also looking at academic rigor of our programs and we're purchasing curricular materials for the behavior and life skills program um primarily in the area of reading. Teachers have been trained in those areas. We just need the the materials. It's not something we currently have. Um but in order to really firm up and make the IEP goals and objectives rigorous and appropriate for the student, that will be a great addition. We're looking at transition materials. We do have the RISE program at the middle school now. Next year we'll have the RISE program uh more in effect at the high school and they need transition materials to be
046able to support the core transition skills that the state identifies. Um it's it's just a wide range. So they work on their activities of daily living. Um and it's really to increase a student's independence as they age through whether it's through high school or a student moves on into the 18 through 22 category. We're really making um purchasing transition materials really for the first time um in district and I think that the case managers will put great use to those. >> Question Caroline, do we have a transition um representative like designated like a coordinator or >> Yes. school. >> Okay. >> Um but we do not have a transition program on site. >> Right. what I meant. >> But there is a Yes, we have >> I know we have to have >> Yeah. >>
047Um and the other thing that we are going to purchase is adaptive PE equipment. We do have adaptive PE classes for our life skills programs throughout the district. I talked to those PE teachers. They gave me some great ideas and tools and materials that they need to really make it um to implement a scope and sequence that is standards aligned, but also gives the students a lot more choice um and a lot more mobility um considerations when they're doing their adaptive PE. So, we'll be purchasing that. And we'll also be getting um standards and uh specialized chairs for our life skills programs because our students will come in at like the prek age with those materials uh or those that equipment usually from their insurance or the private insurance, but it is a school district's
048responsibility to make sure that we have appropriate um adaptive equipment for them within their classroom setting. So those are all the things that we're using the C grant for. Um, this is an infographic. We're receiving approximately 61,181,000. >> What was it? >> 61,181. It's on the slide. >> Okay. >> Yeah. >> You'll see. >> Is this what you're applying for? >> We We It's a um It's already g It's an entitlement, so they're already giving it to us. There's a slide that talks about it. What's nice about the adaptive playground >> is kids >> with high needs can get their physical therapy services out there. >> Um, which then enhances their ability to use it, which is a nice it's a nice option to have. >> And same with the the adaptive PE just it's
049going to create a lot of choice for those students. Um, and I, you know, I can't honestly can't wait to see. I think we'll be able to have it done by the end of this. We're hoping spring. >> Um, so can't wait to go. >> But they'd have access to with like, so all of this would be including engagement with typical peers as well. Correct. Okay. >> Y, >> so you already have this. >> They're working on it. >> Yeah, we're working on it. It's in process. >> Okay. But I mean, so you're applying for it, but you should be. >> No, the funds are already >> The funds are already being given to us. >> We're already getting the funds. Now we have to spend those funds. So they >> they gave us the
050funds and then said create grant >> these parameters and they went a little they went a little backwards. >> So you're kind of just telling us how you're going to use it. We're not approving this. This is FYI. So >> So this is even better. >> You don't have to make any decision. Yes. Dr. Galloway and I have already made these decisions. >> It was like why were extra special >> we will be with this. >> It all comes together. >> Yeah. It was this unexpected gift that came in and then we were following the parameters and then to your point >> how could we expend it without a recurring cost, right? And what population could we most uh definitely impact? So, that was a really good dialogue going back and forth with what's the
051best way to use the funds. >> We ruined your surprise for >> all. So, it's difficult designing a playground when there's a lot of snow covering the ground. So, now that it's melting, um Stephanie and I will be going out with Melissa and we're going to have the person that we're working with the contract com and just look at just different placement options installing. >> Uh I have the name of the company. I can >> I only asked because we did it last year. So >> yeah, I can get you the name of the company. Forget >> the first spot. Yeah, >> we have we have ideas. We just have to see what will work best. Yeah, >> we need to we need to see it and kind of where it will flow and with
052the students being able to get we need to make sure it's accessible. students be able to get out there. >> Yeah. >> Um and then also make sure that they have access to their peers. >> Yes. So proximity to like both. >> Um and we're working with DPW. They're going to excavate for us. Uh so there will not be we took out we were able to take that cost out of the quote that the playground people gave us. >> Yeah, that's huge. >> They will come over and help us with that. >> Great. >> Oh, I see it in the top America. It's the same company we use. They're really good. >> Okay. We really like the guy that we and what I say by that brand of equipment. >> Yes. But that's why I
053I remembered it as I remembered that little thing that >> creative play thing. >> But you should know that if there's any problems with installation, >> he will literally come out >> and he will replace it. He will look at it. He will fix it till it's right. Um >> they've been so responsive. >> So I'm work with me everybody. I'm having a vision. Oh jeez. >> Our board of ed photo. >> Oh, on the new playground. >> Throw it out there. >> Sorry. >> Yeah, but I am looking forward to the first the first photo op out there for our kids. And so this again is just the over the overall amount that we're receiving around 61,000 um instructional supplies line will be around 75,000. The equipment, the playground is almost 45,000 in total
054and the tech related hardware is around 8,800. Um, so that's the breakdown and I have to say like my teams have been in each building have been great. They've been sending me supplies, things that they want to consider. PE has been sending me things. um you know looking at the core transition skills and matching that with what we can do for activities of daily living looking at space at the high school to be able to put these things in. We already have arrive space at the middle school. Um so you know we added I got everything we added it up and so we really set on the amounts that we needed um after we figured out what the playground will cost. >> It's important to note that this money has to be spent by June
05530th or we lose it. >> Yeah. Um, so we were not >> there were there was talk about this grant starting back last summer. Uh, but we were all like, "Well, what's going on? What's going on? What's going on?" They had to put it through the bonding process at the state. Um, that took a while. Uh, and they were OPM, the Office of Policy Management, did not finalize it until March 1st. So, this is a week old. We did get our two deposits in October and January. The the town, they go to the town. They're on the town side right now. Um, so they gave us the money for it, but >> no criteria. >> No, no criteria, no application yet. And, uh, they had not actually released the money at the some official state
056level even though they had already started giving us the money. >> Um, so now we have guidelines and and we were able to submit our grant and we'll start spending it. So, >> how did they come up with the figure of 61,00 I mean they had some kind of formula >> it was some formula through the ECS the um education >> cost district >> for every district just a formula that they use I can't figure out the state formulas I don't know if anybody can when we call to say how did you come up with this calculation they say we'll go call this person or go call this person >> but that person doesn't work here anymore so call that person >> and they work for Never mind. Um, yes. >> So now you're just
057waiting that you've applied saying this is how we're going to spend it. >> The money is already showing up so we're going to spend it. >> So they don't you don't have to prove >> we have to submit a report over the summer what we spent the money on um and that they're they have basically said um it's up to your discretion. >> Um >> but it has to be measured within right there are certain parameters >> how how I would how using it and the students that will be utilizing what we're purchasing and I had to go through all of that. >> Great. Thank you. Any other questions? >> No, I appreciate the foresight into how to utilize the funds. I mean, that was a very wise move on your behalf. So, I appreciate
058that. We don't see foresight very often these days. The I did have a question around our in district service gaps. Are those service gaps because of a lack of health care professional requirement for that particular student that needs to be outplaced? >> Do they need to see for example >> a pathologist or something like that that we just don't have in district that we have to outsour? Is it always healthcare driven? I'm trying to understand what are the main >> No, it's it's not >> um outplacement is a very complicated process. It's a very legal process. Um some of the things that we'll be looking at is a student making progress are we able to implement the IEP within district? Um legal considerations that the parent may be bringing to the PPT into the district.
059Um mental health concerns, safety concerns, um and is our academic program, you know, developmentally are we able to really meet the needs of the whole child is is what we're looking at. >> Sure. >> And sometimes it's not a yes or no answer. Um, sometimes it's a very in-depth where somebody wants something over here, right? We're saying one thing and then my job is to like find that middle ground. Um, and it's very challenging. >> Maybe the better question is what's driving the tuition cost? Clearly the tuition cost is the problem. >> The daily the daily rates the daily transportation. >> You mean for the out of district places? Why are they raising them so much? >> I mean that's that's the biggest issue. >> They're not regulated and it's supply and demand. So if
060you need it, >> what are they paying for? Okay, sure. They might be cleaning up on >> So they have their own staff. They have everything. >> But are those is the staff predominantly healthcare professionals? >> No specialized certified private >> because they're state approved special. So there's criteria that they have to meet to be state approved >> and special education would not fall within parameters that could say be covered by health insurance. >> Correct. >> Educational educational instructional respons. educational responsibility. >> So recategorizing that would probably be the first step to getting a health insurance involved in >> to cover >> participating in those expenses. I've brought this up before, Stephanie. I always thought it was bizarre that we have an industry that cleans up billions every year that can't dip into their pockets
061and assist local school districts with this type of cost. That's to no fault of the family nor the school district nor the taxpayer. >> Well, look and then look at the the designation. So, like if you take autism, right? Like if you have an educationally based um diagnosis or criteria met for autism, the insurance won't recognize that it has to be medically given in order for parents to access like wraparound services outside of school. >> Educational eligibility, medically medical eligibility. It's like >> it's like hoop after hoop after hoop after hoop. >> That's fascinating. >> We're the insurance capital of the the world technically. So, I'm having conversations outside of this room. >> That's great. >> About that. And I just wanted to clarify some of those >> service gaps. So, thank this is awesome.
062>> Anybody else? >> So, just one add on kind of listening to what you were saying. So, if we were saying when you said what else could we do to help? It doesn't sound like adding extra staff is necessarily going to like if you had another social worker, another psychologist wouldn't necessarily mean we don't have as many kids outplaced. It's it's not as simple as that. >> It's not black and white. >> No, >> special ed is not black, >> right? >> And the needs of kids are more and more complex every year. >> It's not like just a it used to be it was a little more comp concrete in what was there, but I'm sure you were seeing the same thing. the level of need. It's like layer. It's like peeling an onion.
063And those are the kiddos that are just hard to program for. >> Very, very challenging. >> Some of our you talked about going from three programs to six now, right? >> Uh are those at max capacity these programs or is it that we can take students from other I know take if we do that? Okay. Yeah. No, I'm at we're at a comfortable number in order to actually truly implement the IEP um and provide appropriate programming. >> Once you start kind of going on the tail the higher end of a case load for those programs when you run into a space issue just because I we don't have unlimited space. So that would be a concern and then I would definitely need more staff. I mean case managers and support staff especially for our behavioral
064side of things. >> Right. Right. Thank you. >> Y >> Okay. Thank you both. That was very informative. Great. >> I also appreciate the questions and comments from >> people in the field who understand special ed. That was uh very helpful as well. >> Okay. >> All right. Hey, Stephanie. >> Don't go anywhere. >> Never do. >> A monthly budget report. >> Monthly budget report. Um not actually too much change. Um two things I did want to point out. um salaries. The LTS, which is the other that line is housed under the other instructional um salaries, that did increase. We had a long-term substart in February, so that salary has now been encumbered through the remainder of the year. Um and then just a slight adjustment on health insurance. We have um two um staff
065members coming onto our insurance in the next month or so. One aged out of their parents and the other one their spouse lost their job. So they that's a life-changing event. they'll come on to our insurance. Um, so I just made a slight adjustment there. Other than that, there isn't much change from February from January to February, but if you have any questions, happy to answer them. >> Any questions on the budget report? >> Okay, you know where to find. >> That's it. >> Thank you. >> Okay. Opportunity to add or delete agenda items. We have none. On to the consent agenda. So, we'll need a motion to approve the consent agenda. So, move >> and a second. Gina, any discussion on the consent agenda? No. All those in favor? That is unanimous. Okay. No
066old business. New business. So, we have discussed the budget in the past and um that we are going to propose to the board of finance, but just because it was a special meeting and everyone wasn't here, we want to give everyone an opportunity to vote on it again. So, um we will need a motion to approve the 2026 2027 budget and move it to the board of finance. JT second, you already had your hand up. Okay. Okay. Second, Kim. All those in favor. Okay. Great. That is unanimous as well. Okay. Committee reports, curriculum. Okay. Curriculum met this evening. Uh and we discussed uh or approved the course for the board of ed. We'll see at our next meeting. Um the course is explorations in algebra 1. Essentially the course combines a two-year um student experience
067through algebra 1 down to one year. Um it's standards aligned and will help prepare students for SAT and other allow them access to other high level math courses. Um so a great great improvement in our math curriculum here with this course going forward. Uh subcommittee 100% behind it. So, we have no plans for our next meeting. We'll come up with a date and share that out. >> Great. Thank you. Policy. >> Policy. Our next meeting is going to be March 23rd at 6:00. Um, one of our responsibilities as a policy committee is we're supposed to periodically review all of the policies um to make sure that we're following current policy. So, we're going to start that at our next meeting and we're going to start with actually all the policies that the board of ed
068has. And so, I'll send the attachment. We have 12 policies for the board of ed bylaws and whatnot that are more than 20 years old. So, we're going to start with that. And it may be a five minute review that we're still doing exactly what we said, but we thought that's a good place to start. >> Thank you. Great. Uh, planning and finance. >> Uh, we are on hold for now. >> Okay. Salary negotiations. We will meet on Monday the 16th at 5:00 with the custodians to start negotiations on that contract. Uh, building committee. Last time we met, um, we talked about sending out an RFP for the commissioning agent, which is required by the state. Um, hazmat testing was done and it went smoothly. We should expect a report pretty soon. Um, we were
069told that CES will be reducing their contracted services. Um, and uh, oh, I almost forgot. Um, our, uh, grant was approved today. We got word. >> Yeah. >> Why don't you lead with that one? >> So, we will be getting >> rising action, right? So, we will be getting $7.87 million, which will go towards our HBAC project. So, we should be able to start bidding it out once the state approves the plans and we should be on track to start this summer. >> Great. >> Yeah. So, that's great news. That's been >> a lot of work by Stephanie and Sam. So, thank them. They've done an incredible job. And without them, I don't know where we would be. So, >> a lot warmer is where we would be. What what did the total cost end
070up being or is that still in >> I think it's still >> well there's still just an estimate >> they can't go up to bid yet we can't get a final bid pricing >> I want to say it was 13 yeah 12ish but then yeah >> okay >> somewhere in the 12elves >> okay but that's just it was so long ago that we the town approved this right >> yes >> I think we're 15 years ago. >> Two years ago. >> Well, a year a year December 24 is when we asked for the additional money. >> Okay. >> I think that total of 15 million. So, >> so we're going to be under that. >> Yes. >> Hope. >> Yeah. We haven't gone out to >> Mike. What does it mean they reduce CEX reduce
071their contract services? >> I don't think we have any clarification. Do we an exact >> I don't remember exactly what they're having done, but so CES was the design firm that did the the project. Um, and I'm going to assume that they based on the fees that they were originally charging the town for those services, they reducing some of those potentially >> reducing their fees and services. >> Yeah. >> Nice. >> Yeah. Especially for them. Wish they eliminate those people those services but um all right CIP >> uh CIP I did not attend the meeting because they changed the date. So do you want to give an update? >> I sure I can give you an update. The CIP committee um the only change to the board uh recommen uh requested items um the $120,000
072phase 2 boiler project. They are going to because of this HVAC um our referendum was for 15 million. We don't think that we're going to spend 15 million. They consider the boilers as part of the HVAC of the SCES building. Um and they think that they can move that project into any remaining funds from that referendum. Um so that is potentially going to be the funding source for all of the boilers over at the elementary school. So it won't go through um CIP funding the operating budget funding that the the board will send to or that the committee sent to board of finance and it will be funded somewhere else. Um MBA's gymnasium uh curtain is still on uh the agenda to be paid through CIP funds. Um, the field mower is still on the
073agenda to be paid through CIP funds and the $3,500 asphalt project here at MBA the town is going to wrap into their roads and sidewalk project uh that they'll do for the district. So that came off of the CIP. >> Beautiful. >> Nice. >> And I think >> and uh the library the high school library second phase of the project is already been approved. So that doesn't need to get any additional approval. Um, but that is also going to be on the summer docket. >> And do you remember how many was it? 25 boilers at the elementary school >> in total. >> 30. There's three banks of boilers. So, it's the boilers and then a heat exchange that needs to be replaced. >> It's not what we're thinking of a home boiler. >> No, no,
074no, it's not. >> It's a lot. >> There's Yeah. If anybody wants to go, >> I'll take one of those huge me and I'll bring you down there. All right, that's done. Great. Thank you. Uh Craig, >> um yeah, I don't I had an update three weeks ago. Um so what I'm going to do is the next meeting is March 18th, so I will make sure that I have a better update for the March 23rd meeting. So >> okay, thank you. >> Y >> SCF, I was not able to make it to the last meeting, but I did get a really awesome email that SCF now has over $1.3 million in endowment. Um which is very impressive. And um at one of the last meetings I was at, I had recommended that SCF take advantage
075uh or really take credit for all of the great equipment that they've donated to the school district by labeling it, putting donated by Summer's Education Foundation. That'll be on the agenda for next meeting on Wednesday, March 18th, along with the spring fundraiser, which is very popular. And uh I intend on attending unless anyone else has any other SCF updates. Did you want to add what the fundraiser is this year? >> I don't have the details on that >> about the Iron Fox. >> Iron Fox and the menu. Yeah, I wasn't at the last meeting so I can't speak to the details, but I'll be at the March 18th. >> Let's wait and have it. >> I'll drop it back. So, I don't >> We've been doing that all night. >> Stealing. Stealing the punch line.
076>> I mean, I would the inside scoop. >> All right. Kim's not gonna be able to wait till the next meeting. >> She can't handle it. >> All right. Uh advanced calendar. So, tomorrow night we have the budget meeting at the board of finance at 7 o'clock. Um if anybody can make it to that, I think the more support for that the better. Um I will be there. Dr. Galloway will be there. I don't know if anyone else is going to show. >> I will be there. will be there. Kim will be there. So, if you can make it, it's great. Um, like I said, the more support the better. Um, and hopefully get that across the finish line and keep funding everything that that we're doing here. So, um, and then Wednesday night there's
077a PTO meeting at 5:30. Uh, we have the trade fair at the high school on the 2nd of April. That is at 7:30 in the morning in the gym at the high school. Um, and then on the 27th of April, there's the districtwide art show. Uh, that's at the Summer's Public Library at 6 PM. And lastly, in June, on June 2nd, we have the spring capstone, which will be in the gym at the high school, and that runs from 7:30 a.m. to 2:00 p.m. Um, so with that, we will now do comment from audience to citizen, staff, students I I um my kids are out of college now and um even when they were in so much public schools I had no visibility into the provision of special ed services. Um and this presentation tonight
078was and questions from board members especially Gina and Sharon who have this wealth of knowledge were it was so moving to me um my idea of religion is a philosophical principle called the veil of ignorance it's a thought experiment in which a group of people design a society the rules the laws the organization of society without knowing what your position in that society will be, what your needs might be. So it tends to it's sort of an design an ideal society because you don't know where you will be in that and seeing the people here who the way you spoke Caroline about that playground I felt it coming from your heart and when you were talking I was trying not Now I'm not succeeding, but it's very very moving and powerful to care for the
079people in our society, our community who have more needs than I or my children. And I deeply appreciate you and your work. Thank you very much. Great. Thank you, Lisa. >> Thank you. Thank you. >> Okay. Anyone else? All right. So, we'll take a motion to adjourn. Make a motion to adjourn. Shane second. >> Oh, Kim, that was you. You win. >> All right. All those in favor? I >> That is unanimous. We will adjourn at 8:05. Thank you.