September 4, 2025 Board of Education Retreat

001It's 7:02 and I'd like to call the meeting to order. Um, and can we stand to say the pledge? >> Thank you. Um, and I know this is our first meeting of this school year, which is a retreat. Um, so we have a treat ahead uh with a short agenda. Um, and I just really wanted to wish all of our board members and all of our families and and uh members of community uh, you know, wonderful uh, first start of the school year week. Um, I know uh, there were a few little things along the way, but overall I've heard great things um, about uh, you know, all of the schools once they get to school. Correct. Um, so that's not on our agenda tonight, but I'm sure we'll get some sort of update but

002uh soon. But I would like to turn to our first discussion item, which is the capital update. And I would like to hand the microphone over to Mr. Brrian and Mr. Watson, who I believe will take us through that. >> Good evening everyone. And in front of you is in front of you is the same format that has been presented in the past. Uh we sort of create these buckets. I think it just helps sort of frame the conversation. You have that cover sheet that just shows to you the the macro level. I recognize that the same issue you had last year. This is at a high level. Uh and that business meeting in September. the business meeting in September. You'll get the the detailed sheets so I could give more uh in-depth conversation on

003this. But Dan and I and Patrick, we've been over the summer just putting this together. I'm just going to highlight a couple items and certainly take any questions you may have. Just under the information technology, the new addition is we added the smartboard replacement program. But as if you look at that in the year we're building just to level set everyone is the 26 27. So that's that uh what we show here is a three-year total of a program that's been invested in. You really want to just hone in on that 26 27 column. It's zero for smartboard replacement, but as we build the we're building the capital plan, we recognize that needs to be a replacement uh uh program, relatively substantial. However, working with the superintendent, we're going to spend the year making sure

004is that the right investment for technology uh in the classroom. So we've already invested in it, but whether or not that still needs to be reinvested going forward. So we just put it in here just as capital model discipline to make if you know about the expense, put it in there in the model. Uh but it's not as it's not an ask for the year we're building in 2627. So that's that's the big highlight on the information technology. Uh just I'll pause there if anyone has any questions on it before I move on to the next next bucket. >> Just fine. I said for anybody watching at home and thinks to explain the numbers, but we know it's not $76. So So remember to explain the scale there. >> Great great point. It's it's in

005thousands though this it's in it. So that's just that's a great point. It just we were 26 27 that 76 is actually 76,000. Um so that's just great point to remind everyone that it's in thousands. Uh Mike, do you mind go to the next the next slide? there. Just if you're those playing playing uh at home, you can take a look at the the sheet. Uh an educational program. Uh the one ad we had there was stage renovation, but you see that's in year 20 28 2930. Uh we have some existing capital money already set aside for uh sort of the emergent or uh immediate stage renovation issues. Uh last year we did an assessment. uh we had the assessment back. We built in the placeholder. We're giving our new coordinator some opportunity to to

006digest on that report and then whether or not how how we make those adjustments in the three out years. That's just a new item there. And we're still refining some of our pricing on the uh athletic fields working with with Pete. But other than that, nothing significantly major on the specialty programming. Can I jump back one question because I know you just mentioned that I'm sorry for it was you were talking about like smartboard replacement and you were looking to level set at 2627 and that was what the 76k is but under the next you know the more detailed one it has it under district network closets. So, I was just confirming if I misheard >> or took my notes, >> they misspoke, but the 76,000 is for the the the ongoing program for the

007HVAC district closet smartboard replacement. We added the program, but we're not funding it in the year we're building because of the reasons I stated earlier. >> Okay, thank you. I may I think I may have just misheard that, but I wasn't sure. >> I'll take the hit. I misspoke. >> Sorry, quick question. So the big things just for those that can't see at home I assume is 30 million for the pool replacement and 2627 and then Riverside is the big mover in 2728. >> Yeah I didn't mean to bury the lead but yeah that's the next >> okay I just wanted to make sure that everyone could see because I was like where where >> the very next section is the major building renovation and that that is where most of the conversation occurs. Uh

008let me let me jump to the big one. The biggest number is it that GHS pool replacement that is a placeholder. We think it's a it's a realistic placeholder. We're in the process with the the GHS pool feasibility committee. They're refining that. We met this afternoon continuing to go through options, but that is a placeholder uh for the number that was not on the capital plan last year. We recognized the end of um school year last year with the pool issue. this worked over the summer and but that's a placeholder. We'll know more as we continue to go down the the process but absolutely that's the biggest change the capital plan is the 30 million is a placeholder. I just want to make manage everyone's expectation that's it's it's in in all seriousness usually when

009you publish a number they say well that's the number and this is a model that we're we're building a cap it's a placeholder. Uh the other item as it's highlight is uh Riverside renovation. I well aware that the uh the board made the adjustment last year. Uh they moved that 43 to backto back to the uh the two million that we did ask for. I think that was uh the move to show the level of support for that program. Just the way it works and the way it's going to be funded it it's best to show it in 2728. The building committee has yet to be formed. We anticipate it to be formed in the fall of this calendar year. But then you need to go through MI, hire the architect, do the construction design

010drawings, go work with the state. So it's I think realistically even then it's I think still aggressive but it's not appropriately placed from a budget perspective in 26 27. It's best in 2728 >> placeholder. >> It it's still a placeholder. >> Just joking. >> But I just want to respect that the board did move it up but here I'm presenting again moving it moving it out a year. Might I make a tiny suggestion because I know we use the word placeholder here all the time and often people see the word we we talk about placeholder. We know the number is a placeholder but somehow or another it leaves this room and other people see it and hone in on that number. Is there a way to maybe just put like an asterk next to some

011of those numbers that we and then just saying a below placeholder so it's on the document so if people don't hear us talking about this in the meeting >> well just I I just I think it's really just important because you know we've gotten burned from that before even though we're all very aware that a number is a placeholder and then somebody takes it as fact. I just want to make sure it's documented somewhere for anybody that didn't maybe see this meeting or read our minutes or whatever. >> Just in general, anybody from the public that's going to be looking on here for for any reason, >> right? Like to put a finer point on it. So, if the pool comes in and actually $34 million, then we get accused of being 4 million over

012budget. >> Exactly. That's why I just want I know I know the pool committee met today and I heard I'm sure next week we'll hear get a great update from our uh committee rep. So, um, but thank you. That's a good point. >> But just to put a finer finer point on this, those are probably the two biggest placeholders. The other ones are are real numbers. We have refreshed those numbers. So, we're we're relatively confident with those numbers. So, I don't want anyone here or at home to think that we just have placeholders across the board. We we have refreshed the numbers. uh like going back up to it with the 76,000 for the network HVAC we it worked on updated numbers even with the tariffs all the thing what what can what's our purchasing

013power to maintain the program it hasn't has we moved it up a little bit because of that so we have refreshed the numbers where we where where it's prudent but those outer years you're not going to have the good number but the the you is a fair point particularly those two projects are placeholders the other ones I would argue those right now are our best estimate and understanding of this. >> Yeah. No, that's why I said most of the numbers that are in here I would say are probably pretty much, you know, nailed down within a few thousand dollars one way or the other maybe. But when you're putting that in as a I mean, as you even pointed out for Riverside, we don't even have a building committee yet. You know, the pool is

014still, you know, committee is still going through, you know, a ton of information before they can get to an actual guesstimate of a true number. So, I just want to make sure that when we, you know, going into budget season, if somebody goes back and looks at this, it's very clear that those numbers were placeholders. Um the pool was a thing that came up la that was last year was the first time that got on our radar right of like um I think an interesting just in terms of what's actually helpful to advance the discussion decision-m a very like with two huge items in 26 and 27 and then sort of a lull after that for a few years I think a big thing uh would be to identify potential risks so like the pool.

015Um, you know, I I guess maybe I put it this way. If you have 75 million of major building renovations and there's a risk of another hundred popping up out of nowhere, uh, that's a lot different than no risk at all of anything. And obviously, there's never no risk, but I feel like um, identifying things that, hey, this is fine right now, but it could sort of break any moment because that's where we usually get bit from a planning standpoint. I think if you were going to prepare something that helps the decision-making process, that would probably be useful to have, you know, like the pool. We probably knew two years ago that the pool was super old and its days were not forever. Uh, so if there's other things like that, >> so if there

016if if we're aware of it, we put it in here. I think the pool's a really good textbook example of it. Wasn't even mentioned in the facility master plan years ago. It was just one of those assets that was for whatever reason wasn't captured in in the plan. So I think when that came about we talked about at the board it's like we're we we went through all our papers. Was it ever on a plan? It was never on the plan as it as any any asset replacement. So that was an ad. Dan and I we have worked are we missing anything else? Right now we're going to say we we haven't. We have tried to move some of those other programs like the uh North Street North Miamiis ISD. We we did move some

017of those out recognizing they're still in the same order or the priority for the board, but recognizing there's a capacity issue and some of these big these big projects still as as we know we're we're building Central Middle School OG is going to be uh starting back back up. We're in the middle of Julie and Curtis. So there's a capacity issue as well. So we we think it's right now is presented. We're not aware of anything missing, but if somebody wants to tell me something, I'll be happy to take look into it. >> Yeah. I guess the worry would be that if there was no note anywhere, it doesn't lend a lot of confidence to the process, right? It's like we got surprised by a $30 million thing that in retrospect doesn't sound that surprising

018because everyone knew the pool was super old. So like what would be what would make it different this time that over the next 5 years you wouldn't worry that something else would pop up? >> The old adage hindsight is is it's 2020. 100% agree with you. That's it. we would have, should have, could have caught the GHS pool. You know, the classic example is the roofs. We're constantly looking at what's the age of the roof so we don't have this, oh, where' the roof come from? Uh, surprise, surprise. So, we're trying to work on that model. The the pool was just simply it was one of those things that dropped through the the crack. But, as we sit here today and I maybe in the couple weeks someone say, "Oh, we forgot about this one."

019It is a living document, but we we think we capture I always keep saying, "Have we captured the known universe?" And we've we've attempted to do that. So two examples, smartboard replacement wasn't on the program either. So we've captured it, but the nice thing about this is we put it out a year, so we're not asking for immediate funding and we're giving us some planning time. The pool is just one one of those things that absolutely caught us caught us all off guard. >> The pool sounds like a great thing for private fundraising. the new Anhouser Bush GHS pool. >> I think that would require a Cy meeting because I don't think we're allowed to have alcohol in the premises, but you know, Speedo, >> bring them in. Just saying. Laura, >> so we got

020a question via email from one of the neighbors on Hillside asking about the um the second egress for GHS and I don't see it anywhere on our plan which makes me wonder if we are getting a second egress. >> So that's a great segway segue. It's the Cardinal Field improvement uh under the ma major building renovations. >> So that's not the visitor side bleachers. No, no, the 7.5 that we're carrying in uh 2930 is the current placeholder for the the driveway. Uh we are in the process of final with we're going to probably hopefully a couple weeks away of engaging an outside engineer firm to start to pick that program up. But that 7.5 is their carrier number right now. We've already have you look look at that line item 25 26 to 150. we

021have 150,000 set aside last year for the A&E and the design work of that project. So it's it's and this is one of those issues it would it would pop much easier when you had that individual project sheet. Uh but from a macro level we we're still carrying it and unless the board changes its priority, we're still keeping it as as a as an important project to move forward. >> So to make sure I understand >> so we're on the cardinal field improvement. So um not the budget for preparing but the one after that is when we're looking at feasibility for that. All right the 1500 >> the one. So if you see that the 150 and 2526 that's the money that's the year we're sitting in. >> Right. >> So we got that. >>

022Oh that's that that's I was looking at the 1500. >> Yep. And then the 75,000 is actually when you get the individual sheet is for potential HVAC uh addition at the at the stadium. Then I think the 1500 is more is a carpet replacement for the but then it's the well once we have more detail from the 150 with the architect we'll figure out does this where's that 75 is that the right number for the driveway or what year does it make sense to fall into. >> So right now 26 wait I can't even read this. So right now we're not expecting to spend a significant amount of money on that until 2930. Yes. >> As presented. Yes. >> And what about the what about the visitor side bleachers? >> I think because this this

023project has been we said last year as well has been it's there's a lot of time between the last time we spoke about it and the funding that's still I think going to be part of the scope when we look at the money that we have. Is that something we want to to fund? But the the driveway is the is the biggest driver of the of the project and the that's what we're focusing on. But I was just talking with Pete Pete again this this morning on the the bleachers too. There's people everyone goes back and forth on the the value of the of the bleachers. >> The visitors don't have a big political constituency in Greenwich Street. >> I the other sit there for graduation. >> Well, the other piece of it is that

024they were not in in deteriorated condition. Um, when we were looking at redoing the stadium, we were just like, how nice would it be to have a beautiful, brand new everything? But, you know, when push comes to shove and you have to look at budget, we didn't replace the bleacher, the the guest bleachers because they were in fine condition. >> Didn't Joe Kelly actually take a hammer to it to prove that to us? >> I believe he did. >> I remember being on that tour. >> Yeah. I'm sure he'd be happy to again. So, you know, rather spend money where it's needed, uh, instead of, you know, just to make those look pretty. >> Um, one other question because I'm sure it will come up. Um, if we are adding a $30 million unexpected um,

025pool replacement, what the options are to mitigate that for things that are not costly to delay. Obviously, there are things that you delay and it costs a bunch of money and that's a stupid thing to do. But things that's discretionary, like a visitor's bleacher or whatever, I think knowing which of those items to be considered would probably be helpful for the board's decision-m. We did attempt to be very uh conservative in our ask. If you look at the very bottom number, it's 44 million. You take the 30 out, we're only asking for 14 million. If you looked at 2526, we got funded at 18 million. Sands the pool. It's a very low capital request. And I think it's recognizing the capital that we already have funded funded, the large projects we have funded and and

026trying to be uh uh respectful of the the 30 million is a big number. So we purposely didn't uh put stuff up and we move stuff out where we could afford to move stuff out. Well, then maybe maybe it should be a list of things that we should consider add just like where the marginal choices like the mar you could do it both directions like if you were going to remove x million dollars more this is the three things if you were going to add these are the three things just to know kind of uh uh because the decision is going to happen at the margin it's not going to happen you know well outside of that >> I I hear the point we did attempt to factor that in the capacity issue is could

027we even is it worth asking for this if we can't really execute in that time in that time period. So, some of the items we pushed out for HVAC at at at is a $12 million number. If you looked at last year's plan, that was actually uh scheduled to be requested in a year we're sitting in. But taking a look at where we're at and the possibility is even realistic to sign a contract to spend that money. We said no. So, let's let's push it out. But I hear totally hear you on the decision-m on the on the margins. But I think it is important to remember if you take that pool away, it's a very low routine capital request for the >> X X major building renovations. It's even with last year because last

028year had four if you took the five out of last year. >> Yes. >> Guess Dr. Jones, I guess we're looking longterm, at least from a board perspective. The only other thing I could think of that, you know, like toot's pool example, I don't know if um you still think preschool is something we need to be thinking about down the line because that would be a capital expense. >> I haven't figured it out yet, but I can tell you that it was very, very difficult when we had to add the additional class in September, this September, like just now, to find a room for prek because they need a restroom. It needs to be on the lower level. we we have multi-story buildings and that's not helpful. So it it it's difficult. It's something that

029we need to tackle. >> The only other Julian Curtis that we're going to be refreshing that number uh working with the the the chair of the building committee. There's some ADA money if you go down to the interior building. There's some ADA money that's already set aside uh planning for Julian Curtis. We think it makes a lot of sense if we can collapse that. So the building committee is actually be discussing that tomorrow at their meeting if there's a way to consolidate it and they and then we can take we'll move that in the out year. We'll move it up. So that 8 869 that we've been carrying from last year will likely go up but it'll be offset by a decrease in the outer years. Uh and then it'll be nice just to say

030we've from an ADA uh perspective we've completed the building. Uh for right now we're doing a some ADA and if we don't do it now then we're going to come back in a couple years to do it again. It just makes sense if you're there just keep going. >> So not not to labor but I just and I know there's been a lot of uh funding for education reduced from state levels um or will be coming and I assume that's mostly just in the operational. We're not talking we're not you know there hasn't been any discussion about reduction of funding in capital projects right. money that we're supposed to be we're applying for getting back that's included in any of the projects that we've I just want to double check. I haven't heard anything. >>

031I'm not aware of any any uh negative adjustment on school construction uh grant awards. >> I I wasn't either, but I just wanted to make sure you know I was I had my eye on the right stop. Okay. Thank you. >> Very high level. That's that's where that where we're at. uh at the business meeting end of this month you you have the more detailed sheets and then you have another opportunity and then I think later on we'll we'll vote on it I think in October uh the f for the adoption for capital we like to clear capital out before we uh jump into operating >> I purposely skipped over school lunch but it's it is in there uh the last year we had it funded by the the school lunch program the BET moved

032it into the general capital uh the One thing it's it's a big number. People go it's it's over half a million for the equipment at all all of our facilities. One thing that I get excited about uh if you can get excited about food service capital is we we have a robust replacement schedule which we have not had in the past. Uh so it's it's we got we got a healthy funding this year that we're sitting in of just over half a million and uh it's still a relatively uh healthy request but it just that healthy request actually shows that we have not been replacing um the equipment and just case in point is we had over the summer just a couple days before school started an issue at Julie and Curtis the oven. So

033the oven we couldn't even find the date so we didn't know how old it was. So that's that's that's the level of u maintenance that we need to to focus on. But I'll stop there if miss anything. >> Did anybody else have any other questions on capital before we move on to operating budget discussion? >> Obviously more information is coming from I know our budget committee met already uh with Ben and Mike and everything's going to be coming towards us uh in more detail. Mike, did you have a question? Yeah, I I guess Ben Ben, can we assume that um the ADA compliance line that's the funding of the that's the ongoing funding of our um of our ADA plan. Is that is that fair to say? >> Absolutely. And appreciate you pointing that out.

034What we did do is we slowed it down a a tad because when we realized uh we we shouldn't be asking for the full amount. So we we we took the amount that we we thought the program should be and asked and then built in an A&E request. So we need a certain amount of architectural engineering design done before we do the projects. So what we did here that that's what shows that. So that 600 will be we'll be just doing the A&E construction work or the documents then we'll go for the the project itself. We're heavily funded. We have a very healthy uh capital budget already cash on hand and we're focusing on Western Middle School. So, we're continuing to work on it, but here we just recognize we really should we really should

035adjust the way we're presenting it. We have not changed our priority on it. Just the more the funding uh realization >> and then and then I know um I know the ham project is I believe the the parking garage is is underway. Remember last year we accepted the donation for the for the sprinklers. Um um do we have a sense of when that that might happen? We do not it's we we had a very short email exchange with the principal. So that's that has I think with everything else that is just put on on the back burner but we have not forgotten about it but it has not there's no no date for install. >> Thank you for bringing that up. I honestly thought it had already been installed. So, it's good. Good to realize.

036Any other capital questions before we move on to operating? Buler. Buler. No. Okay, let's roll on over to operating. I'll just wait for the slide to show up. So the Do you want me to jump in or does the budget committee want to do any place studying or I just look through the presentation? So >> you go first and then maybe I'll have a comment or two. >> So we we did meet with the budget committee earlier this week. Uh they have they have seen this presentation and I think everyone thought it was nice to move that conversation to the to the full board. Uh Patrick is going to go through a couple slides and I'll I'll I'll jump in on some of the slides as well. Uh but you should have the hard copy

037and we also have the slide deck uh going forward uh up there, but I'll turn over to Patrick. >> Okay. Um Cody, do you want to add anything before I start? >> No, no, all you first then. >> Okay. All right. So um we put together kind of like to take you through where we finished in the last school years on our budget spending and then we have made some projections to kind of like the coming years to kind of like give you an idea what we are looking at and then would like to kind of like get get some comment and feedback regarding the direction of building the uh operating budgets for 22% in the early November. So if you look at the this page this is where we finish. If you look at

038the top table 2025 actual we finished the year at 190.28 million of the spending and then the 190.28 million it is 98.6% of the budget and uh it is kind of like uh the the percentage of the budget is similar kind of like the historical trend. There were some years that we kind of like have the budget balance less but it is kind of like within the range uh of between the 1% to the 2% range of the budget balance uh throughout the history. Uh when we look at the bottom table where you see the available budget that we finished the year with a 2.67 million balance of the budget of the operating the 2.67 million uh that is uh that means that is the 98.6% 6% that we spend and for the 2.6 6

039million um uh budget balance. The we look into it the three main drivers of the budget that it is unspent uh on the right hand side that you see throughout the school years. There are about 15 FTE vacance position throughout the whole school years and uh that kind of like contributes to uh a a savings of the salary where the position was vacant. And then the second thing is about the 350K um of the over uh overestimated on the extra pay in the budget assumptions that has been corrected in the uh um in the current year that we are in now in the 2020 526 budget when we build that we corrected that overestimations. And lastly it is about the special out of district and also the settlement budget where the actual spending is 1.2

0402 million less than the budget that we have set aside uh for that out of districtuation and the settlements. So these three areas gets to the 2.7 million of budget balance and out of the 2.7 million um I mean we have uh agreed us to create the newly non-napsing account which we put the 2.5 million of the budget balance into the non-napsing account that will be used for the transportation purpose in the 2526 um school years. And then the other $176,000 is the fund balance that returns to the town. So, let me stop there to see if there's any or any questions. >> I just wanted to say I in all the years I've sat here, we don't usually see that we have $1.2 million savings uh in budget for special education for out of

041district and settlements. So, I just wanted to point that out. That's actually a really really big deal. I know we're looking at it as numbers, but those of us like I know uh that are very focused on special education, this is a this is huge for us and I think it we shouldn't just overlook it and talk about it and the num the fact that it's a just a random number here. This is a big deal and I just wanted to thank the you know our administration and the staff for being able to to do that that's that's huge. Um so I wanted to point that out as a big thank you. We just we have we have more to go but clearly um you know things things are uh moving forward in a positive

042way. Mike. >> Yeah. Yeah. Please go. >> No, I think this is um I mean the board has wisely um over the last few years invested in new programs in house and um the investment in those programs means we're able to support students more effectively here in the district and as a result we save a lot of money. We not only do we save money on lawsuits, we're able to treat our students uh some of our most needed students with the the programs and services that they need and deserve. So, so this is exactly what we've been saying we, you know, we need to have we need to be doing and now seeing dividends. >> Yeah. Just to final, we had always said that it takes a few years to see the the returns of

043investment and we're seeing that return of investment now and I think that's that's huge for us. So, you know, thank you for pointing out that that's part of the reason that we have uh some money back. to pile on just as >> pile on bring it >> absolutely all the points are 100% valid but as as the I always say I'm the paid pessimist on the from the financial perspective one year doesn't make a trend so we are we are concerned and you'll see in later slides we actually put that in there as as a as a potential risk but I I don't want to take away any of the hard work because I think I think that I I I'm very confident the trend will continue but we we can't plan for that uh

044>> certainly and >> I don't want to take the fun away. I just wanted that >> and every year is different. Every student and every, you know, all the needs and all the other funding coming in is different. And it's true. It's really good to point out that it is not something we can uh count on happening year-over-year. But I still want to point out because I think it it shows positive uh in other ways on how those programs are doing as Mike said. >> Okay. So it goes to the next page. Uh if you look at the spending profile of the 190 million where we spend the money, I mean you you can see that 77% is spent on salaries. So um I mean this is the the big portions the biggest portion of

045the spending in the whole operating budget which is related to the employees to the people to the salary of the employees. So um that is importance to to kind of like remember the the impact when it comes to kind of like the budget constraint. And then on the next page that's where you see we lay out kind of like the uh the budget historical trend in here for the last 10 years. Oh okay. So on the last 10-year budget uh historical trend on this chart where you see the bar graph the blue bar bar graph is the superintendent proposed budget versus the uh orange solid line that is the approved budget by the town by the bet and the LTM where you can see and then uh where you can see kind of like the

046fluctuation on the um approved budget versus the um superintendent proposed the budget the 2018 and 19 is an abnormality where the approved the budget is higher than the superintendent ask that is because of the accounting adjustment where there is a budget transfer for the private school bus the nurse and also the print shop. So otherwise that you can see all the other years where the um bet and the LTM approved the budget versus the uh the bar graph. When we look at the 10 years average, which is the dotted orange line, you see the 10-year average is at 2.9%. And the recent three years average of the approved the budget is at the 3.83%. So that is where we stand kind of like in the historical trend of our um uh budget request versus the

047approved budget. So I I will be honest when I looked at it I was finding it a little difficult to follow along with the bar graph with you know all the different lines. So everything in blue is the superintendent's proposed budget. Correct. >> Yes. >> And then dotted line is just your average and the orange the straight is what was approved. >> Yep. >> Okay. I mean, I just it was very hard for me when I was looking because I it was pointing at the one tall year in 2024. So, I was like, well, that's odd that you only have the one year of the proposed budget versus the rest being approved. So, now I have a better understanding of it. You know, my brain didn't register it in the way it was written. Thank

048you. >> And you can interpret that slide quite a different ways. We like to say if you think about the the SC SEC disclosure where it says past performance is not indicative of of future results that that that is true but the the numbers provide some clues on what the future may hold um for us. So I think it's important just to sort of set in your mind where that where the funding history has occurred and then if you go to the the next slide this is where the we start looking at some of the headwinds. So where where are we going? >> Yes. So the very next slide, what I want to talk about is a we're we're in negotiations uh with the teachers union. There's also another uh uh contract that's up. So

049we want to the negotiations must occur at the table uh not not here and not in the public. So there's a lot of assumptions that we we did not do. I want you to focus on the first column there which shows you the total salary. We just assume the same as last year. So that we see the growth there of the 4.1 million uh from 26. We said well what what's what's going to happen next year? We just said well let's let's just take the same number again from a from a model perspective. We added the 4.1 million again because of just some of the unknowns and because of this where we're at we didn't want to use any other assumption >> asterric placeholder. Then you look at the middle there we have additions right

050now. Again, this is the out of the out of the gate, we have not spent uh administrative time uh do do we need this or not? But as we as we build the list, we're anticipating almost 1.4 million of additions. The very first one, I think, is a classic example. It's positive pathways. That's a program that we all recognize. We just talked about the the ROI on that with some of the the sped sped costs. we're add you need to add that to make sure you keep up with the students uh go meticulating so that we so some of these are known some of these were we have to still talk about at the bottom you see prek I won't go through all of them but again we're saying here's what we know right now

051we think we're going to have to add uh this out of the gate what Patrick and I really struggle with is when you look at the bottom there the we highlight there so we haven't made any decisions yet but as we show show you here is it re is it realistic that every single line item in the district will be held held to zero. We did that just again from a model perspective and we we show the transportation cost. The transportation cost we again it's it's a huge number from that when you look at a percentage standpoint because you're going budget to budget and you here we can't account for the use of the non-lapsing. If you add the non-lapsing number in there the percentage drops but the budget to budget it's it's it's it's

052actually a big number. We'll have to make sure we we communicate that when we actually build the budget. But budget to budget, it's it's a it's a big increase. But the punchline here is just doing this very quick simple model, it's a 4.2% increase. Just to get to a 3% increase, you have to reduce what's in front of you by 2.3 million. >> And that's without having the new teacher contracts. And so, and we know those never go down. Yes. So the there's significant headwinds that that the district is is is facing. And here we just out of the gate we're already seeing that the request again going back to that slide the request right now does doesn't even align with the last 10 years uh or the last uh three years where where are

053those adjustments going to occur? I I I think what ultimately we're going to get to is need direction from the board of ed on uh we ended the year. I think as we all recognize it was a really rough year on the um the budget adjustment. None of us want to relive that. How do we uh get ahead of some of that? That's that's where we're where we're at from 27. And just another way of looking at it and we only have uh two more slides. If you go to the next one, Mike, here we just decided to show you what is the impact to the taxpayer. So, if you look at the the middle there, the approved fiscal year 26, the operating budget is what's approved. That fixed line that says estimated, that's that's

054our estimated uh uh fixed costs that are that are actually budgeted at the town side. Uh so when you add those two up, the board of ed has this is 247 million. We can all debate on the fixed charges. We think it's a relatively uh solid number, but ultimately the town will come up with when they do the guidelines, you see the number, but we we're confident that's pretty close. So again, from a model perspective, you have an expense expense of 247 and 26. There's revenue that's on the town side. If we what we took the the approach if the board of ed did not exist the revenue would not exist. So we just use that as a credit. When you take the revenue of the about this just just under 6 million you get

055the net of the 241 million. Uh you do the simple math of just taking the gross with the grand list come up with the mill rate. You you get the the mill rate associated with board of education operations. So that's the 26 shows you that 6.546 is the mill rate associated with the board of ed operations. And then if uh if you have a million dollar assessed home, you're it's it's 6,546 in taxes. You can do the math uh based on the your property from the million. We just move that forward again. We show just based on that same slide that we showed before what our projected 27 number is. And you you see the impact the mill rate impact is about 2%. As you can see, the revenue only grows about 1%. We're just

056uh factoring in the state revenue is relatively flat. It is it's a known known known uh tuition. Uh we've already made a big leap last year. That's why you can see the 5% growth in revenue in 26 was because of the adjustments the board made. Tuition, I think you're not going to uh there's not a lot of room left there to to sort of get to market rate. So we just have a a a 2% growth, but that gets lost when other ones are flatfunded for the the bigger amounts. So you this again this I think we've never we've never shown this before on just on the taxpayer impact of of of our operations. And the the last slide is just is the is the scary scar this is the scariest one for Patrick and

057I is we have less than two months to present the two months to present the budget. Uh actually I was just looking at my calendar. It's 45 uh business days when the superintendent presents the the budget. So uh this keeps us up up at night because there's there's a lot of numbers we have to roll up. Uh so the very last slide is we'd love to have a conversation with with the board. Uh Mike, if you can go to the last next slide, that's the best that's just opportunity to have a conversation to give the this superintendent and administration just direction of how we're going to how you'd like to see the budget presented. But I know Cody, you wanted to let us go first and then you go. So that's all we have on

058the presentation. I was just going to say before Cody goes first, I was just going to say the big question I was going to ask from to you from you guys because I know that we're tight on time obviously and from our budget committee is what we can do as a board uh to best support all of you guys so we can have you know uh less placeholders I would say I guess and and a more uh you know robust discussion. So I'm now going to turn it over to our budget chair how we can support you. >> Yeah. All I would say is um I said I'll say the same thing I said in the budget committee meeting. My impression is that every year we do this dance where we go forward and we

059say here's our budget. We have done everything we can to make it as low as possible and it cannot possibly be reduced any further. And then the BET says no here's a new number. And then we turn around and say oh well we went and did more work and it turns out there's more things we can do. Not of all of which people agree with but things that weren't even considered at the front end. And that then erodess trust because you get into this cycle again this is just my you could argue slightly cynical take but you get into a cycle where there's less trust so that whenever we whatever we say they say that's not real and we get in and it just goes back and forth and the victims of that are um

060the administration and also it's operationally hyperdisruptive because we are making choices in May that if we had made them in December it would be much easier for Tony and everyone to actually implement. And I think we have a very unique opportunity this year because last year was particularly uh drawn out and painful, but it required it. Last year gave the team time to really dig into a number of these things. So we kind of already have a fresh list of things to consider when we think about where the marginal spending decisions are. And I think what I would implore all of you to do as a lame duck, it will ultimately not be my problem. Um, but is if we take this head-on upfront and we skip all of the dancing and the the and

061and we say as a board to the administration, here's of of you know, we we dust off the list from last year at the end of last year and say these are the specific changes uh that we think should be made and we need you as an administration to go implement them. Um, I think that would lend us a huge amount of credibility with the BET and potentially break uh this cycle that we have where we lead with all the info and all the choices up front. To the extent they disagree with us, they can say, "Well, we cut cut it back a little bit, but everybody kind of knows what that incremental cut is going to versus these abstract paint with a broad brush cuts uh or changes, I should say. Um, and so

062I just I think we have the list. We have a really good sense of it. we know um where some of the changes are which by the way are not a lot of these are changes that we think are either neutral or positive for students uh or at least some people think that. So it's like there's credible cases to be made. This isn't like um you know uh uh some dark draconian thing. So I just want to really push everyone to do that because I think if we give clear instruction uh that that's what's needed, we can do it. But if we don't have the willpower to, then the same miserable dance will happen and we'll end up in the same place, but we'll waste a bunch of people's time and it'll be more operationally

063disruptive. That's my two cents. >> I appreciate your two cents actually. It's, you know, it's a it's a very good perspective to have. I would say I think we're also in a unique position position this year because of the tremendous reductions that we made in different areas and the changes we made to school start time, right? We had to go back to that. We had to reduce a lot of staff, etc. And we also have to take the time to see what those reductions the impact that has in our schools and on our students um you know on their their academic you know and uh and other areas. So I I was going to say, you know, it's certainly a discussion that we can have if there's things that we're looking to make adjustments to

064in programming or whatnot, but I think we also have to be very cognizant that significant changes were made due to that reduction to our budgetary ask. Uh and we don't know the impact of those quite yet other than the fact that yes, we've all heard buzzing uh with our new company is it as it is at the start of every year wonky. Uh and we're hoping to get that adjusted as soon as possible. But um you know I don't know if you have anything to add to that but >> no no I just in g no not about buses um just in general because I was going to say we've made significant changes with the reduction in our budget you know had to cut FTE and other things and you know there's and we also

065know that there may be a reduction in funding from the state this year um which I'd love to be able in our next discussion if we have any knowledge of what that might be um I know there's a lot of discuss discussion at the state um how that might impact us as well. >> Yeah. So I mean I think a couple of things I did say to one of the board members I think it was yesterday or day before this is the first time I've really felt it. We're feeling it as a system all of the reductions that were made because usually you're very thoughtful even if you're going to go in and reduce one area you don't hit five areas all at the same time. And so you know we have adult ed and

066enrichment which is normally up and running. it hasn't started yet. Um, as you know, transportation is like the perfect storm, which none of us anticipated. We knew we were going to have new software. That alone is a big implementation, but then we added a change of start time, plus we have a new bus company, and it has been it's been a challenge um admittedly, and we're trying to communicate with all of our families about that. Um, so I I think we're feeling it. Um it and it has been a challenging start just trying to make sure that you know we we're staying on top of everything. So I think we have to be really thoughtful about this budget and it is going to be you know challenging. I I think what you'll see in and

067on the slide that um it I think it's the second or third one where it had those additions like that co-eing. We're committed to that. We have families that have been now in that building for multiple years. We have to add that position. It's not a choice. we're going to need more speech. Um we know that when we add pre-K classes along with that, one of the biggest areas for our littlest ones is speech and language. Um the outplacement, that could be one that we could monitor through now and um the spring to see how we're actually going. Maybe we won't need a half a million, but keep in mind tuition goes up every year. This is the last year uh where they're going to be setting their own tuition because the legislation that just

068passed uh the state is actually coming in to start regulating that and looking at tuition. So, will they increase tuition while they still have the, you know, the power to do that? We just don't know. So, we're watching that closely. Um the same thing on number four, the prek developmental delay legislation. Uh what we've plugged in here is we think this could end up really being an additional three positions that would normally not be anticipated. And um developmental delay is when students generally qualify in preschool and then they when they start in the K5 area developmentally um you're not using the developmental delay category. What they did through legislation this year is they extended that to the age I believe it's nine. Um, so now your early years in elementary, it's much much easier to

069qualify for services under developmental delay at that age than it is like a learning disability or something of that nature. So, we do think we'll need additional positions. Um, this 6.0 learning facilitator, this is something we actually had to add back in this year from the budget reduction. If you remember, we cut all of the LFS in secondary and what happened is the high school still has their program administrator positions. Um, so they have support. We realized in the elementary or sorry, in the middle school that was the only level, they had nobody left. And so the principal said they don't need them all reinstated if we could just have a team leader for each team that they would make it work. And so, um, we did that this current year because otherwise we were

070leaving them without anything. Um, and then the BOE attorney, uh, we've increased that, um, where we have more money for, um, the board of ed specifically. And then of course we have prek. So, and I don't see that prek is going to, you know, trend slower. I wish it would. Um, and those are just all given that are built in. And the other thing when you look at like all of these zeros on the bottom, well, there's no way electricity is going to be zero. I mean, we know that. So, some of these zeros are we just know that that's not going to be the case. So, it is going to be a challenging budget. >> Sorry, Miss Cen. >> So, I just wondered um because there has been so much talk about reversing our

071start times, if we wanted to go back to what we had previously for next year, um is there any idea what that might cost? It's not only the cost. I I think it would be incredibly difficult to do, but you think we were already $2 million in the hole this year, plus we know we we we're going to have to plug in another two million next year, and I'm not even sure that that would do it. We would need probably additional just to go back. Like, it it's a big number, >> like four million. >> No, I think it's higher than that. But we're not because we're still trying to implement what we're doing right now as of today. Um, we'll be analyzing over the next couple of weeks number of buses that we cut.

072Are we able to actually really efficiently run these routes? Um, are we going to need a couple more buses? You know, are we going to be on time to pick up our special needs children across the district or do we need to add an extra bus there? I mean, we're still it'll take us, which it always does the first couple weeks of the school year, but it's a big number on top of just what they just shared on the budget. It would be on top of that. >> One more question. Um, we've certainly heard feedback from some neighbors that are um unhappy with the buses currently parked at school. Is there a plan for where we will be speaking of buses actually putting the buses? And is that a cost to the district or the

073does the bus company absorb that cost? >> Yes, there's a plan. No, we're we're actively working on the the the concept. It's it's several moving several moving pieces and it's not part of the the bus company's uh responsibility. I think we're the master plan here is is you're we're having some temporary issues of where do we put these buses? But because we never had agency of where we put our buses, we actually were had limited negotiation power with vendors because we had they they they essentially said, "Well, this you can't put them anywhere else, so you have to use us. This we have the we have the space." So I I think temporarily we're going to have some growing pains with that, but once we solve for that, you we're really going to set ourselves

074up for options going forward with with vendors. But uh right now they're at the high school. The superintendent we've communicated and we've talked to the high school administration. We're not moving past that that magic date of of September 15th for the students. So those those will be moved out. But we have we have chased down a lot of options. Uh we we keep hitting some dead ends. We have we have some live live options now, but uh we're we're I can't tell you this is exactly where they're going right now, but we uh that's where we're at right now. Um, I thought we had a place for them originally, but uh, Sophie, >> I just have a question. Is the town helping you like coordinate? I feel like the town would have space maybe available

075to facilitate this. >> I've had several conversations with them. I I do I think helpful with the uh the old Greenwich train station because they they had the capacity there. Uh, but other options we chase down, it just has negative impact to their operations or uh it's they use it during the days we actually need to use it. So, it's uh we but they have been helpful. >> Yeah. I'm sorry. I was going to say because I I thought when we had a discussion on where the buses were going to be parked that it was a space a town space that we had located that they would be sitting. No, >> it was it was never a town never a town space. Mike, >> this is a retreat and we're trying to we're trying to

076um nail down the aspect of um well the concept of of board guidance and and and where we might want to uh support advice. Two thoughts come to mind um both of which have been mentioned earlier. Um on the start time um issue that Miss Casin brought up. I think it would make sense come December when we're having those budget, you know, those budget conversations to by then if we're able to have a breakout, uh, you know, I understand the challenges now, but if come December, if we can have a breakout of what do we think what do we think a return to last year's bus schedule might look like, um, having that kind sense of number as best we can, uh, would undoubtedly help inform that conversation. Um, and then to Cody's point, um,

077as someone who's not a lame duck, um, I think Cody makes a a very good point. We made a couple of, we've talked about this at the budget committee. Um, we made a couple of very strong um, we we had a a couple a lot of a couple ideas that came out. Um, some of which were really the the the had the support of central administration. um that um because of the late date and the late hour and you know the spotlight and all of the the the convers all of the the drama of last spring it really didn't make sense to be able to move forward to in a meaningful way. However, in a more thoughtful manner right now, revisiting some of those aspects, particularly around the reorganization of the high school, which we

078know we talked about and um is, I think, something that that that it sounded like last year um there was a lot of um uh um that um there was a lot of support for centrally. So, if that's the case, talking more about that now before the budget makes a lot of sense. Mike, I >> I was just going to say as an aside, we do I know well part of I think the regulation that we're going to be discussing next came out of that part of that discussion. I know uh we have some members of the board who are also starting to talk about it. But I would just caution and say that is a discussion that we can and should have certainly if that's what members of the board would like to do.

079Um but it shouldn't be born out of budget. It shouldn't the changes should not be based on a need for budget if that's something that we feel is best for the students. I'm I'm just putting it out there. Not I know you know that but I just want to make sure that it's heard by others that it shouldn't be done due to a budgetary reason if it is something that we feel is going to be best beneficial for our students. I think and again I know that there was discussion that we had here as a board and I do think that it is ripe discussion to be had. I know Sophie's nodding her head too. Um, so I I think it can be added as a discussion, but I wouldn't I would caution us not

080to do it based on budget if that's ju just just for others to hear outside of this space. I know you guys know, but Cody was waiting to say something. And then Laura, >> just a few quick things. I'm not sure I agree with Mike that I think there can be things that the central administration is not in favor of. uh which they may have perfectly good reasons to not be in favor of, but we as a governing body may have different reasons that override them. So, I think we should be prepared to push for things and evaluate them uh and then make that call because that's ultimately why there's a governing body. Otherwise, we would just defer on everything. Um the uh uh Oh, I just lost my train of thought on Karen. What

081were you just talking about? Uh oh. Oh, the budget thing. Um, I think we have to be to the point that Ben made, um, there's a certain like range of budget increases that we get and if we do the thing where we say we're not going to bother trying to build a budget in line with those, we just like I can tell you how that movie ends. Uh, and it wastes a ton of time and it's really operationally damaging. So, I it's great. We should consider all the things that save money and are good for students. And then we have to actually not treat resources like they're unlimited either. And make budget choices too, and try to to like to the extent we can come in line with something uh that is reasonable, whatever that

082means. It will save so much time and effort and we'll end up in the same place. That would be the thing that I'm I'll just keep repeating over and over again until I leave in four meetings. Um but uh >> not like you're counting down or anything. >> Yeah. Yeah. >> Laura, >> um just a question. Um is the attorney budget line item is there any science behind that or is that sort of a level spend because I think we've had more than that in our attorney legal line item category. >> That that was the number uh of expenses incurred uh last year. Okay. Um, that's something I'd also like to put a pin in. Obviously, we have some outstanding on, you know, bills that still need to be paid in that area and are

083still waiting to figure that out. But I know that that was a discussion we as a board wanted to have as well uh going forward about uh representation. Am I correct? As you know, because we've had issues in the past year or so um and even before that going forward. So that's something we can certainly as a discuss have a discussion as a board. Sophie, >> I just I wanted to respond Cody to um your suggestion because I do think it's a good idea to talk openly about how we can improve the schools and within kind of what we anticipate the budget might be. But I do feel like looking back, I don't think that last year if we had been thinking our budget would have been much less that we all would have chosen

084to cut the, you know, change the start times and go through all of that and we were really kind of forced into doing that by having the budget cut so late. I mean, so I just and we were given the indication that our budget was maybe going to be okay, you know. So, I just I feel like I want to correct the record a little bit that I don't really see that there would have been a different budget process that we would have gone through last fall where we would have arrived at the number that we were ultimately granted in April. >> The um the choices that we were given in April May were completely different than the choices that we evaluated at the budget committee when we set up the budget. So it was

085only the forcing function of the budget changes that even brought to light some of those discussions. If we had started at that point, I think you actually probably would have ended up with a budget with higher spending uh uh arguably and certainly much less friction involved. uh like we we just when we went through the the choices to make in the the first stage like there were 20 line items that we were talking about in budget committee meetings in March or April or whenever I can't remember exactly when it was that never came up in in you know the September to December period and and to be fair to the administration I think the forcing function like it takes time to go through these they have lots of things on their mind so I don't

086think anyone was hiding the ball but I think that it presents a great opportunity for us because now we already have it kind of we have a much more uh thoughtful list already ready to go and and like by pulling that forward and making it part of the conversation uh as opposed to just doing the things to add but not revisiting those I think that's where we can get a little extra juice. >> I I would just say I would respectfully disagree in one regards like some of those things that came up in March and April that we had as a list were things that we as a board shot down because we didn't want to do it. We didn't want to reduce programming in certain areas. They came about simply because we had to

087look at them. So I I see both sides of the coin here. And so that's why I was saying I think that there's a there should be a happy medium somewhere in there. I think that's something we as a board can certainly have as a discussion. Um you know, if it's something that the budget committee wants to look at and and make some recommendations or discussions, I'm happy to have that. I know Kathleen also as a budget member had her hand up. >> Yeah, I was going to say there's um I think you're right. There's a happy medium. There's an argument both ways. Having done this for way too many years, I do feel like every time we present a budget, it's always cut. So, I I do worry that even if I came up

088with the most brilliant move, they'd still there would still be a but we'd like more. So, I there's a part of me that always worries about that. And then but but there's always options. And I do feel like maybe the just to give the administration a little cover here, they were forced to probably put things on the table that they wouldn't necessarily have done. Um there might be nuggets that came out of that. There are other things. I mean, they could also suggest increasing class size, right? That's not something we'd want to do, but that's obviously going to be like a budget mover. Okay, so you would want to do that. I would not want to do that, but okay. But so these are the things that But but I never knew that, for example,

089and now we just had that discussion. And so that's good to know. I wrote that in an op-ed four years ago. >> I obviously didn't read it. Okay. So, um but which goes to show you how many opeds what they do. But anyway, um I think that it's important that we have this discussion. I I will say that this is a little scary. Let's just go back to the numbers for a second. Okay. So, without bringing politics into it, this analysis looking at the data of the past suggests that um we're going to have to do something, right? And um so I don't think we can go in and be blind about it. I don't think we can set I don't think we can leave and set Tony up for failure to then have six

090months of basically endless budget meetings of and then making people and our students. Let's not forget our students because I feel like that's something that is not mentioned often enough. Not by you guys, by others. And um and I think that they went through a lot like you think about those high school kids and when they came out and they were upset about things. So um to the extent we can get in front of some of these issues, I think we should. To the extent we can be thoughtful about it, I think we should, but only if it enhances student outcomes. And so that analysis, there might be things that do enhance student outcomes and happen to save money. And if those two things do line up, then like go for it, right? Um but

091that's an analysis we have to do and we have to do it quickly. And I think that we could commit to doing that. Um, and in a retreat style might be helpful. And we have a lot more information coming in over the next couple of weeks. That also is a big factor in this, >> right? We're going to get the uh, you know, data on uh, student achievement, right? All those figures coming forward for those listening, Cody. >> So, if Ben's information is correct, in six of the last 10 years, we the approved budget was at the requested amount. So I think there is room for optimism that if we do it in a certain way we can get it approved. I think the key thing Karen to your point about uh that we were

092opposed to things where whether people are opposed to them or in favor of them I think the key thing is to actually consider them and they never were brought up until way later. And so just getting we know there's some material things to consider and I think there are some things that are very ripe for uh uh the board to say well we're going to you know we should do this anyways because you could understand why the administration would be against them. Um and uh I keep losing my train of thought too many things and my computer just went into hibernation. Um uh I had one other one I don't know what I'll come back to it. >> I'm just going to say and I know Tony has something to add to. I mean, I'm

093going to just put forward the discussion that we had on ALP was the discussion. Do we and that's something that the board has stood behind for years and years and years not wanting to reduce and that came forward and this board still didn't want to reduce it and it wouldn't have been suggested except for needing to find, you know, some way to meet that budget number. So, I I like I said, I don't disagree. I'm just using that one as an example, >> but that's not an example because the ALP was ALP was in the original discussion around the budget in in September, October, November, >> and we said no then. >> Yeah. Yeah, exactly. But there were like 20 things that were not that came up later >> because we had no place else

094to look. And but I but I'm saying I'm h I I think that it's good that you're bringing it forward because we as a board can stand behind what we think is important um and where we want to invest our our funds for our students. And I I don't disagree that that's a good discussion to have. And then I wanted to hand it to Tony and then then you can >> Wait, can I I remember the other thing just to be a little nitpicky with what Kathleen said. I'm not sure that it's without consideration to student in outcomes. It's where you have because if we were spending a trillion dollars for a positive but dimminimous student outcome, you would say that's a waste. There's you can dollars not there are some dollars that are spent

095that maybe have a very slight impact that if they weren't spent could be spent somewhere else. So, so I don't think the bar should be can you identify anyone that is negatively impacted. It's can the dollars be spent better in some other way. >> Well, you just said it in a longer term way, which is what I said we need to discuss and look at where we're putting our investment. Right. And I think that that is a very important discussion for any board to have. And I I welcome that as a discussion. And I do want to hand it to Tony. And I know Kathleen looks like she might have No. Okay. >> Yeah. I mean, I I think if I was going to enhance this chart as I'm just sitting here listening because I

096think you all have good points on both sides, but what's not reflected in here 16 17 181 19 I can guarantee you the superintendents who presented that budget did not think 2% was okay because when I started our math books were 20 years old. Some of you remember that. We had no consistency across 11 elementaryaries. We didn't have reading materials and that's because every year we cut literally when I started we had zero for like the curriculum line. We'd cut it all out in order to try to make 2% work because everyone wanted to protect people. And so we were we were to the point and that's why it was hurting us academically. It wasn't the right thing to do. And it's not and that's not reflected in this chart. And the only reason we're

097staying low even when I've been here like in 2021 2122 ARP I mean that that's co money. We had just in one grant we had $9 million. That is what restored our curriculum. That is what really got us to the point that at our next retreat you'll see the results we're getting and if any of you saw the article in the PA paper today for the it's fantastic and I mean just the growth in our title one schools but that's because we have resources again and so I think it's it's balancing both of those thoughts but when you look at this chart those things that are behind there there's there's a lot behind that those numbers and two and 3% will not sustain this district to do what we are doing right now unless there's

098some huge radical something that somebody knows to do that I'm not aware of to get to like a 3% and 2% and get get the results we're getting. >> I mean the discussion that you're having is exactly that and I can pull my notes from the past 10 plus years and it every year around budget it was the same thing which was we can cut these things but this is not sustainable in the long term. We we can't there were years we had to cut not just purchase of school books and and textbooks which you saw this year we we were they were so outdated that we we had no choice because they weren't you know they they weren't being renewed um by the the the publisher. We had areas where you know we pulled

099um professional development and training for teachers and we had teachers training teachers which only goes so far. um they weren't being sent out to conferences to learn what was going on around the country in um other districts that were um you know succeeding in in ways that we weren't in areas that we weren't and it's important to have some of those things and we said every single time this is not sustainable this is not sustainable and this is why I said when I looked at this budget with the the graph or chart it was very frustrating and confusing for me I was trying to and it's true I didn't even think about the fact as you brought up that some of these are are low because we had you know artificially deflated because we had

100funding from ARP. Um and I think that should be noted on here. Another asterric double asterric I don't know however you want to do it. Flashing lights, you know, just because it's a reminder and even I who lived through it forgot that. Yeah, Mike. So, I think what what Tony just described um um sounds like it was a very thoughtful um financial process taken up by um the superintendent and and the board over the last years um in contrary to um decisions in years prior where it sounds like some of the tough decisions weren't made and what Tony just described was how at that moment in time, you know, when she came in and over the last few years making some tough decisions even before this past year. Um that prioritize student achievement, prioritize things

101at the cost of, you know, some decisions that probably would have been more comfortable. Um, and now we're at, um, to Cody's point, now I think we're at the the the moment of time where all those decisions might have been made, but we have the opportunity to look at, you know, given the same financial pressures, we have the look the opportunity to look at, well, um, the way we've been doing things, you know, over the last 20, 30 years, is that necessarily the way we should be doing things? and are there systems and structures in place, you know, in our different buildings and in our different structures that now we have the opportunity to make some tough calls for the benefit of our system. So, I think that's the I think it's the exact it's

102it's a different it's a different question than we had a couple years ago, but I think it's still an opportunity for us um to use the financial pressures for for good governance, >> which brings us all back to the fact that much like Cody started with and and we've all said, I think it's a good time and an opportunity for us to to take a good look and see where we want to put those investments um you know, in programming and and students and other areas. And I I I welcome that discussion. I think it's we haven't had it in a long time. Um you know and and it'll give us an opportunity to to really you know see what's what's necessary and important and where we need to focus investments for future. >> No

103I don't know if Cody one more given that it's a retreat just for the practical application of this conversation. My request is to have a more built out set of marginal choices. What the incremental programs are that you would add with extra spending and what the incremental changes are that you would make with less spending because I think that's what will allow us to drive some of the decision-m. Also, just to say a bleak note, it is totally long-term unsustainable, but that's a Hartford issue because of the Municipal Employee Relations Act, which you guys can comment on later. This would not be a meeting or a retreat without you mentioning Hartford. I'm like I'm like my bingo card is >> they're eat they're going to eat the entire budget this way. >> Um does anybody

104else have a question um or discussion or topic that they want to bring up in regards to but operating? If not, I know we have a regulation and uh to discuss and then that's it. Anyone? No. Nope. All righty. Thank you both for a very robust um preview and discussion and and you know some very think we've got you've got us thinking um so I appreciate that um and now I will we are moving on to uh academicformational item um it's a regulation which as the board and I'm just going to knows about I'll remind people in the public regulations are something that you know certainly uh are shared often times with the board, but it's not something the board approves. Um, and it's, you know, how the schools run, uh, take our take our

105policies and use those to run the actual school. Um, but I think this is a really good one to discuss, uh, as a lot of these things are things that we've all discussed and known are part of the requirements and policies, but we're never really um, memorialized in black and white. I think it's really important. So, I really appreciate that you did that, and I will turn the mic over to you. Sure, Dr. >> Jones. So, I'm actually very excited about this regulation because it does exactly what it's titled and it's about consistency and I think if you remember at the end of last year I had asked each house administrator I think it was 14 questions and they each answered them independently from one another and when you looked at that document there was

106no consistency and we all realized that and so you know to the credit um of of our middle and our high school really are the ones that had to work on this a lot because elementary and I think some of you who've been out in the buildings have recognized that you can walk in 11 different elementary schools and if you see foundations it looks the same in all 11 schools. So we have a lot of consistency there. So I'll just walk you through each level very quickly. Um so elementary again these are things that for the most part we are already doing other than the very last one. We worked on the new report card all last year. um got feedback there from not only PTA but from our teachers. There was a committee um

107that will be rolling out this year and it's going to be so much better because most of our parents as they went through elementary said these really aren't very helpful and don't tell us a whole lot. Now what's on there is very it actually you'll know where your child needs you know more support based on maybe it's doubledigit edition or whatever it is. Um but it's very it's just very easy to read and very familyfriendly. So, we're excited to roll that out. >> Can't wait to see those. >> Yeah, it's going to be great. Um, middle school and high school worked um very hard. Um, we started with one document and it looked different than this and then the middle school principles came together and they started talking about how things are done at all

108three of the schools which of course some things were similar and some things were very different. and then they started to coalesce around okay what is it that um that we really believe is best for kids and that's been a real focus for the whole leadership team this summer is that's every decision we make and we say that all the time but then our practice should also reflect that. So, when you look on um some of these bullets, you'll see like on if you flip over for the middle school to the next page, that top bullet is like per marking period, what is reasonable for how many grades? And some of you have shared with me over the years that you'll have a teacher that would give two grades a quarter. And I actually have

109had a teacher who gave two grades for a semester where somebody had reached out. And so even though some of this was kind of talked about in different guidelines over the years, it wasn't memorialized anywhere. So in middle school, you know, they came up with 10 formative assignments and then they talk about what those are at the end of a marking period. Um it's just very specific. So teachers know the expectations, parents will know the expectations because we'll share this with PTA and obviously push this out for parents as well. The one thing that is um the second bullet is a big one for middle school and um this is where if a student's not satisfied with their performance on an assessment they can request to reassess. Now that gives still a lot of flexibility

110to the teacher because when it says reassess um it they have different ways that they can do it. It could be meeting with the teacher doing test corrections like it's they've really left it fairly open. Western has been doing this already. They already have this practice. Central was a little mixed. Eastern really didn't have this and so it was probably the biggest, you know, discussion at Eastern on the first day back this year, second day back when they talked about it. Um, but it's only if they make less than 80 because the other thing we're very focused on this year is health and wellness of our students. And we have students who would make a 94 on something and then want to go and reassess just because they want a 100 or a 99. And

111with the 80% what they've done is that it it's not an average of both scores, but you can also only earn up to 80. So if a student makes a 60 mastery of learning, so you're also not penalizing the student who made an 84 because you didn't want them to reassess, but it's trying to look at the mental health side and the mastery of learning. Um and then you know prompt feedback and that's again something that people have really shared with us that assignments should be graded and returned within five school days. Um that like major assignments like a research paper may take 10 days if it's a really big project. Um and that again tests and assessment should be returned within 5 days. And the other thing that again came from the discussion at

112the end of last year, if they have not got their assessment or their quiz or their test back, you shouldn't be giving another one. So giving them a major test and then somebody might have taken 15 days to grade it, but they had already been given the next assessment and they didn't have the feedback from the previous. So, and that sounds like, you know, it it does it's very logical and there's nothing that should be radical about that, but we have nine over 900 teachers and everybody, you know, approaches things a little differently. So, >> I was going to say kudos because I Kathleen I can speak on a personal note from that. Kathleen and I had a had our children in a in a summer program for math and they were getting tested on

113things without getting their prior tests back to know what they needed to work on and to learn. And we're like, well, how can they be tested going forward if they don't know where they failed to learn beforehand? And I, you know, while I would think people first looking through this, seeing a student could retest would be, you know, think it may be unfair. But I think the point that we're looking for, like you said, is mental health. It's not about the actual grade. Um, it's about understanding the concepts that they're learning, right? And it's making sure that they they have those concepts before they move on so that they can actually improve because if you you know fail to learn something at the start and you don't master it building upon a false assign you

114knowledge is is does not benefit that student. So this is great. So when you get to the high school again all the house administrators Ralph they all worked on this as a team. I presented what what I thought was a starting point to help them understand what I wanted them to do. Then they went off and worked independently. Then we all came back together and it was really good for them because every house administrator again had a little bit different approach in what their house normally did. Um, a lot of it mirrors the middle school because we really want our kids in middle school to be prepared when they get to high school. For instance, like the number of grades, they're very similar. You'll find the language is slightly different because it's high school, but

115um if they move like from one teacher to another, they should expect the content and pacing is followed. And that sounds very simple, but we're a large high school. There are a number of reasons why students change classes and they're not on the same pace. Um, and so we're really reiterating that. We all believe that's the right thing to do, but we we know that we've had some areas where that hasn't happened. Um, the midterm and finals um need to be similar across this is where we are today. And then just as a reminder, too, this will be a growing document. we'll continue to analyze um but consistent in rigor and format across the same courses to measure the student achievement. So it doesn't mean they have to be necessarily exactly the same. And we

116had a lot of discussion about this. They may have five different essay questions they've all developed and maybe one teacher really wants to give this question, another one may want, you know, a different question, but they're the same content and rigor. So um again, trying to give a little bit of teacher autonomy there, but um making sure we have the consistency. um the way we apply curves, some teachers curve, some teachers don't. Um if they're teaching the exact same course, they should apply the same curve to any midterm or final assess assessments. Now, I know that that's a whole another discussion about finals and midterms that that you've wanted to have. Um so I encourage us to still have that as a board. I think that's a really valuable conversation, but this at least gives

117us again a little bit of consistency. Um let me look up here. Okay, the next one is a big one where it says students enrolled in an AP class. And again, this bubbled up um at the end of last year, we had students who were literally in the middle of taking AP exams and then they were having to take a final in the same class and really like right when they're preparing for other exams. And that just didn't make a lot of sense to us. But again, it was teacher byte teacher. Um and and everybody has their reasons. I didn't mean that in a, you know, disparaging way, but we felt like that's something we needed to really be more consistent with. Um, so if they are in an AP class and they take the

118AP exam, they are not expected to take the final. But we also talked about, well, what about the student that wants to take it? Maybe they are sitting at an 88 and they want to take the final um, and they can work that into their schedule and they're very confident about the content, so they can take it if they want to for those students that want to lift their grade. um using the same reporting across the high school, which we pretty well do that anyway, obviously in Aspen, but not every teacher was always getting their grades in Aspen, so in a timely manner. So again, that kind of dubtales off the uh el the middle school. And then down the down the bottom, you'll see prompt grading is necessary to provide high quality feedback. This

119is kind of the same thing you saw in the middle. It's a little bit more detailed here where it talks about this also applies to students who are IEPs, 504s, um, which is a little more complex than the high school um, and it has the number of days. And again, most of this was not really new, but it just was not applied consistently and having it in a regulation just carries a lot more. It's also posted on the web so our parents can find it and they know what our expectations are. um this has their major assignments uh and how long those take. Again, some of the same things. Um and a different bullet uh just from the very bottom third from the bottom grades cannot be based on subjective participation grades and that they

120could do a discussion socratic seminars with a clear rubric, but that was supposed to have already been in place. And again, I've heard from people that there we're still we were still giving participation grades depending on the teacher. Um, and we really wanted on mastery of what they're learning. Um, and then that the high school needs to be auditing grading consistency. So, if we're going to say you need x amount of grades, we need to make sure that that's what we're doing. Um, and so at the end of the semester, we'll look for those outliers. Also, in just grading consistency, four teachers teach the same course. if this teacher has all um let's say C's and this teacher has all A's and you know what does that look like if we have an outlier and

121do we need to pull that department together really to be discussing are we grading our essays in the same way and that's where you get into those like blind assessments and you take student papers teachers come together and they grade each others and then actually come back together and talk about it we may need to do some of that um or we may find that we're actually very consistent but we need to at least audit it which we've really never done. Now, the things that aren't in the high schools and middle that we talked about, we we had a long discussion about just how things are weighted in general, tests, assessments, and all of that. And in the end, the administrators both um uh middle and high school said, "Can we take time this year

122and we're going to work on it?" Again, like Western already is already consistent. uh the math like in middle school, Mike Reed's already worked with the whole math team, so they're all pretty consistent how they approach it, but it's kind of all over the place. Um and so we're going to take the year to do that. Same way at the high school, it's there is no consistency really in waiting. um and so they want to take the year and whether or not each department is able to be more consistent or consistency across the high school, but we're going to let that bubble up from um all the discussions and work they're going to do with the staff this year. Um the retake and mastery at the high school, we actually think that that's a good

123thing in high school. Um and the house administrators actually were quite supportive of that. Um but they need to talk about it because it is a radical change uh for high school to have that mastery of learning focus for a lot of the teachers. Um so again they're going to work with as a house administrator with their content areas and all come back together to see what that actually looks like. Um, the other thing that I am very interested in and we talked a lot and it was on the original document is looking at how we weight like our AP and honors because over the last couple of years we've even talked, you know, when Joe was on the board, he would talk about ranking and I would always say, well, it kind of hurts

124us because some students will just choose to take honors because it's weighted the same as AP. Um, and we only get like on the rankings aspect of it and not that that's what's important, but you you only get the value if they're an AP or IB, which we don't offer IB, but it's also this has come up a little bit from some of the teachers. I don't know how many Ralph said there was a committee last year of teachers that actually talked about this and right now they get a 1.0 bump. So, just to give an example, if you um make a B in a course and you get that 1.0 bump in honors or AP, you would have a 4.0 for your B. So, what we have talked about is that if a student

125in fact takes the AP test, then they get a value of like another 0.25. And there are some districts that do that across the country. But if they don't take the test, it's weighted the same as honors. But it's also to encourage the students if you're going to be in an AP test, you know, be courageous enough to actually take the assessment. Um, because it is great preparation number one for kids that are going to college. Um, and it actually recognizes the the rigor of an advanced placement. Even just the test itself, they're very rigorous. So, that's kind of where we are as of today. But, I feel like we made a ton of progress um in trying to get more consistency. And so we welcome feedback and again we'll we'll be talking about it

126throughout the year. >> Um I was going to say I have two questions. Um and then I know Sophie and and um Jen have some. But first of before I do anything if I wasn't speaking right now I'd be standing up and like you know clapping and whatever. I this is fantastic. This is something I think that we've all been in discussions that we as a board have had been asking for because you know it's it's really important even though we know these things are there but to have them memorialized because some some teachers don't don't know or they're newer or parents don't know. Um, the only question I have that I didn't see memorialized in here, um, and you may not have an answer to is, you know, there we did have discussions in

127the past. I know there's a there was maybe not a regulation, but it was known that there were certain number of tests or long-term projects a student could be given at once, right? So, students were only supposed to have like two exams, you know, midterms or whatever, you know, two exams on on any given day. So, or something like that. I don't remember exact I can go back and look, but I didn't know if that was brought up at all. No, not not as part of this and I don't really know what we have in place uh right now, but I can certainly follow that up. >> I mean, just not like a pop quiz or a small quiz, but for students who were given major, you know, whatever it is, formative tests, you know,

128or major tests, they were stressing out if they had three in one day or there there was something I can go back and look. Um, and then the other question I had was and you know, and I know this is somewhere else. I think it's memorialized how long teachers have to respond to student emails with questions or vice versa. I I I don't know if that's memorialized anywhere or it might be in here only in the fact that again students sometimes get docked if they're trying to if they have a question on a project or homework and the teacher doesn't have the opportunity to see that in time or get back to them in time for whatever the reason is and so they're delayed in the in turning in that that work. Those are the

129only questions I I had to bring up Sophie and then Jen and then Cody. >> I just want to say also about the encouraging students to do it. Two other great reasons to take an AP is um it can help you place out of requirements in college. And I just I really appreciate that having two kids that are in college and seeing there so many of their um classmates at GR High School were placed out of basic coursework their freshman year which is a really big advantage academically but then also can save you a lot of money. If you take a whole bunch of APs and do well you can graduate college early. So, you know, it's a it's also another good reason to take an AP class and take and take the exam. Sorry.

130>> Ryan almost had the opportunity to graduate over a year in advance and I said no. I said you will stay >> okay. So, Jen um this is fantastic. So, thank you and to thank you to all the administrators that that worked on it and came together. Um just a very quick question. What is the plan um for the administration to review to make sure that these are being followed? Is it kind of like a monthly check-in? Is it a you know quarterly check-in? How do we how are how are we looking at it to make sure that that we are keeping to the consistency. >> Yeah, it really is the house administrator that's over the content area. it's it's up to them to monitor it and that's why we put the bullet in here

131about auditing it and you hope that somebody wouldn't wait until the very end of the semester to then go, "Oh, let me go check and see how people are doing." So, you know, we're leaving it up to the administrators that they're actually going to audit, if that makes sense. Note, it's also incumbent upon the student to be checking their Aspen to see if things are being put in in a timely fashion as well. And they'll make reminders, I'm sure, but it shouldn't just be on the I'm just saying it shouldn't just be on the teacher. students have to be you know on top of it too. >> Oh no absolutely. Um but in just in terms for the board to also understand the feedback getting a report perhaps in 3 months or so you know

132just couple of things of saying yes we're instituting this consistency policy and uh or regulation rather consistency in programming it's going really well the teachers like it the students like it you know any feedback might be appreciative >> Cody and then I then I think Mike Sand with that. Okay, >> I would strongly encourage you to just wait, give the AP grades an overall boost. If you want to do an extra boost for taking the test, fine. But I think you get some weird incentives like uh the if the idea is AP class is harder, then give the grade more weight. But if the idea is you want to incentivize kids to take AP test, there might be better ways. But what might end up happening is kids that don't care about the AP test

133will just take it like you know you know your college you're going to doesn't accept it. You walk in the room you get a one. Our scores go down and these kids and kids grades go up. Like that's not a good incentive. Yeah. You would you' be like, "Oh, I pay $80 and my GPA goes up 0.25 and I don't I just walk in and sit there for an hour and leave." Like just I would I would like the point is the AP classes are harder so the grade should reflect that. So just do the weight directly on it. >> Mike. Yeah. >> And APs are the great the single highest ROI thing for any high school student to do. It's amazing. Like it's $80. I don't know what it costs but it saves you

134>> a lot less than a credit costs in college. >> I was I was going to say the same thing. Um I I I um tied to that um I worry about the um great um the grade scale and and and the grading policy and leaving that out of this. I worry about leaving that over the course of the year because um I know that that could take a lot of teeth and a lot of the consistency out of it. you have one um one math class where assessments are worth 60% and you have the same math class across the hall where assessments are worth 30% um and you have a very different grading policy. Um, so if there's a way to get to some kind of at least departmental consistency sooner rather than later,

135uh, you know, mid-semester or end of semester instead of the whole year, uh, I think I think that would, uh, guarantee that a lot of the transparency, a lot of the consistency isn't lost in the in the grading policy bubble. >> Very good point, Kathleen. >> Yeah, I mean, you get a lot of credit for this because it's I mean, I think you've heard from all of us parents as well as board members that would like to see some consistency and this lays it out clearly. Um, I completely agree on the AP thing and I actually do appreciate your point because you're right if it's just to encourage you to take the test or but in fact the I mean the the course is harder, right? They they accomplish a lot more curriculum by May.

136Um, and there are classes that go beyond AP, right? And so those classes like multivariable calculus, right, of course needs to get a bump as well. It would be unfair for those kids not to. Um >> you do. Okay. All right. So there, so there are things like that that um >> and the college level courses like which is what AP is. Yeah. >> Right. Exactly. Um but I think this is great and I think you should help we should help you accomplish this because I think that's wonderful that the high school's working on it, but from a board perspective, we should be looking at comparables. And so if the high school wants to keep working on it, that's great. But I think that we should be looking at, you know, what is Darianne doing?

137What's New Zealand doing? What's Wilton doing because that's who we're competing against and especially in the rankings, but also when our kids apply to college, right? And so our GPA are at a disadvantage versus those kids. And frankly, I think they go through the course of study guide and obviously most of our kids do fine and so colleges have figured it out. However, it's why not help them get to and and if it's going to help us in the ranking, but also just in our comps and for some of our students, it it can make a difference. And maybe a college is looking at them and they have, you know, the right number in front. Um, >> happy to divvy up different districts amongst everybody take a district and do that. >> Well, I bet

138you have it. So, let let the professionals do it and then bring it to us and then um have us comps and let the board take a vote on it. I mean, let's take this off your plate, frankly. Anyone else? No. Well, this is impressive. It's 8:41. Very happy to um wrap this up. Um and again, I think obviously you could hear reflection from all of us that we're really happy to have seen this last regulation. And you know, again, much like Kathleen said and others, if there's whatever there is that we can do as a board to help support this, I think that would be fantastic. I think that this really helps the students um have a better understanding of what is expected and you know and the teachers being becoming more consistent as

139well. So I really appreciate that uh you know even though I don't have kids there at the moment. So um does anybody else have anything? If not I know we will see you guys next week and I know somebody has a motion to make. Cody, do you want to make it? >> A motion to adjurnn. >> Who wants to second it? Lada. Okay. All in favor? Awesome. Thank you. And thank you guys to the members of the board for uh your thoughtful discussion points this evening.