6-10-26 Groton Board of Education Meeting

001All right, good evening. It's um June 10th, 2026, and I will call the special meeting of the Graten Board of Education to order. Um in person tonight, so far we have uh Mike Whitney, Mitch Shimbra, and myself, Adrienne Johnson. Um, online we have Ian Thomas, Jay Whiteoff, Andrea Afri, Sean, and I think that's it, Sean Corkran. Sorry, I didn't say your last name. Um, so, uh, the first order of business is, um, discussion and possible action. Are you the physical year 27 office of early childhood smart start funds for Mary Morrison Elementary Mary Morrison early childhood center. So I don't know you want to talk >> we were very pleased that we had asked for additional funds to support the Mary Morrison project and I had mentioned to you early on we ended up getting

002the construction part of the grant which was 600,000. We were expecting to get 600,000 for operations and the operations had not come in but now they're verified and they will be coming. Um and now the to the operation funds for 10 classrooms is in the amount of $975,000 to take care of the needs of um Mary Morrison and the new upstart for um the early childhood center. In addition, um, Shannon put in for capital improvement funds for the two additional classrooms in the amount of 150,000. So, I'm going to let her take this on and talk to you. She's been a wonderful project manager as well as Grant's writer, making sure we're all in sync and keeping on task and helping us manage the Mary Morrison. I can't say enough to thank her and Sam

003and his team, Tom, and the whole crew. Lauren. So much appreciated. And it's it's it's getting along pretty well. And and Sam says he'll even clean it up a little bit if people want to take a visit so that you won't be waxing the floors when we take you there or be painting the walls. So, we'll have to find a time when that that can happen. And John Bird has asked also that we um have counselors who might be interested come on that walk. So, we'll have to find a time when we've got it in shape enough so that we're not going into a construction zone getting in the way of things. So, we will work on that. But anyway, Shannon, you can take it away. We thank you. >> Uh, thank you, Susan. Um,

004I say it's really been a labor of love this project over at Mary Morrison and I think there's been multiple project managers, people who have gone above and beyond their u their usually responsibilities in bringing this project into fruition. Um, so, uh, like Susan said, um, we were awarded the companion, um, grant to the capital improvement grant that we received back in January. Um, so we now have the operational funds for the initial eight classrooms that we had applied for. And over the past um, six months, uh, the office of early childhood had gone back to their original funding amount, which was um, a higher amount. Uh, so we ended up receiving 780,000 for those eight classrooms and then we had put in the application like I had mentioned at the grants update back on

005May 11th um for the two additional classrooms because we had such a um interest in the program from the community um and that was awarded also and that came along with additional capital improvement funds. So, um, fortunately, um, these funds have arrived much sooner than the original grant, which did not arrive until January, which made for an incredibly tight timeline. And it's just been really amazing to see everybody in the district come together to make this project happen because um, it was very tight timeline. So, it's great that these funds have arrived sooner. Um, so we got an official notification by email last week and hopefully it won't be too long before they're in DNS. Um, the OEC is requesting that the um the chair of the board sent a letter for the chair to

006sign the boards to accept these funds. Um, and we will also have to have the um the mayor uh sign to just acknowledgement that we're going to be accepting stuff. Um, so are there any questions regarding the grant or >> Yeah. So if you can kind of go back I'm I'm kind of confused as the total number. So we originally going to get 6600. Correct. >> Right. Yeah. And then we voted to so so it was 600 for capital improvement. Yeah. And then it was going to be 600 for staff >> operate. >> Yeah. Um so then the capital improvement was increased to 780. Is that correct? >> No, the operational grant was increased to 780. >> Yep. And then the second grant that we had submitted um back in May which board was aware

007of um that was approved also >> for just the two classes. >> Yeah. Yeah. Yeah. >> Um >> so the 600 became 975 and the 600 construction became >> 750. >> Right. So what is 780 divided by the 97,580 for classroom or so? So that's what it increased to um where I think it was 75,000 maybe even in the past. >> So the new grant for operations um is that 97.5 for classroom for operations also. So those two combined get the 780 brings it up to the 975 I believe. And then but the um the amount for classroom for capital improvements we need 75k. So that's why that's all for 50,000 >> but we were we were really concerned would we be able to with that tight timeline be able to spend 600,000 and I

008want you to know that my team knows how to do that in a short timeline >> and we really stretch those funds too and we were able to address all the um kind of emergency issues. Um and then also able to buy, you know, some nice new equipment for the teachers and some to enhance the playground. Um so it being painted at the moment. Um a lot of the you know uh sand the facilities have been using it as a storage facility for many years. So that equipment was um those items were removed and the rings are being cleaned up and prepped for um for the fall. So really we tried to recycle as much as we could. We had partners, neighbors, and um other schools and principles come in to see. Um and then

009if it was obsolete, I think there's a few drums over there from Cutler and Westside. So I'm not sure how obsolete, but everything else that was obsolete was taken out. >> Yep. Yep. The Navy subface came by their early childhood center and um we donated some items to them. Uh we also donated to Habitat for Humanity. um state library is interested at one time but they changed semi and so we donated where we could and then the rest of the guys just advertised. >> All right. So um so it's 10 total classrooms. How many um additional staff are are we hiring to to what we're have this year? Because I know some of the teachers are just moving but then we're hiring a few additional positions. So how many additional positions is it to be

010in total? >> Yeah. So um requiring three individual speakers or support also. Social worker 1.0 second 1.0 nurse 1.0 help aid and stud and teacher bever at 26. I know there's going to be another presentation on Mary Morrison Monday night as well and so we can kind of chart this out for you. Um, people will often ask about what the sustainability plan is. And for now, all expenses are covered with this OEC grant. Into the future, because it is um an endowment fund, we will continue to go for these grants and be part of this partnership. If something happens that we don't get a second year or a third year, then we might have to do what Learn does and all other preschools do, which is to charge parents on a sliding scale to be

011able to attend and that will cover these costs. So, um, and then the other hope is that we have less kids crossing the bridge to get to the other side for these early childhood programs and that we are able to be able to service our own kids. Not all of them. I mean there'll always be kids who want to go to the interd district madness and learn but um you know there is some efficiency in doing this and keeping our kids over here from um social they're such a valuable part of the community um the lights on for Monday which position you refer to >> it said social worker >> um what was the point6 leader >> and a speech pathologist >> oh speech pathologist okay and um because there was a speech pologist at

012Harold Barner who was at one who worked with the wine I understand so It's like um let me explain why that >> so has 1.6 FTV speech stats and Mary Morrison will have 1.6 FT. >> So one will be coming from the school that they had been at and she'll just transfer over. So they had been at at um Mystic River and she'll be coming over in addition to the 6.6. >> And what's going to be left out Mary? um Mystic River, you'll have 7.6 left >> and that's sufficient for the population that's there with all of >> Yes. And the 1.0 that just described that's moving from the river to Mary Morrison probably won't be full time at Morrison to start the year because the special ed students we identified throughout the year and

013so she'll have some time to pull over and still serve as students at Mr. River. Okay. >> Oh, yeah. It's phased in kind. Yeah. >> Yeah. No, I understand. It's just a diffult difficult for um teachers um whatever position it is to um go from school to school like they're living off of a little bag. So, um I know it's constitution for the school district, but it's been something that we need to look at for the um you know people. So we we try not to travel in the day. We try to have them do like two, you know, two days at one school one week, three days the next week. >> So they kind of have, you know, two days at Morrison, three days at Mystic, and then the following week the opposite. Three

014days at Mystic, two days at >> Okay. And we're right now um going through a real rigorous process working with principal and Denise and the staff looking at case loads, hours, number of staff, number of para educators. Those meetings are usually a couple hours long even though they come with their homework done. And we're really keeping an eagle eye on just what you're talking about, Jen, because it is important at the start of the year to make sure we've got sufficient staff >> and we know boats come in and out, people move in and out. So, it's juggling a little bit, but we do keep track of it even through the year. >> Mitch, um, so I was trying to catch the numbers as you were reading them off. Sounds to me like you got

015more money than me expect. So, for all position, is that going to cover all the position that you need as well as just the physical work in the building? Yes, it will. It will actually help us with extra furniture because you have not been able to bring all of the furniture of um the sick river over to Morrison because some of those classrooms will be used for kindergarten and first grade and same with our TK classrooms. There's one at BS and one at PA. Those classrooms will become kindergarten classrooms. So, what we were able to use the funds to purchase a discount classroom We're also using the funds to, as Shannon said, enhance the playground. Um, we're adding a really nice ramp that will help some of our students with disabilities access the playground because

016it's it's there's kind of a student in trying to get down to the playground. And we're having to purchase furniture for the nurs's office, um, the teacher desk, the secretary. Um, so it's really helping us make sure we have everything we need. to out all of the rooms, all of the staff members having an adequate work space. >> I have to say the preschool teachers are so excited and from the very beginning they've been helping with this project, giving us information. We've been working side by side with them and they actually came into the building early on and put pink hot pink tags on furniture that's perfectly good furniture. Sometimes the way they made it in the day, you know, hold up even stronger than today. So they had already gone through and found puppies

017and different things that you know with a little touch of paint will look like new and will hold up. So they did a great job. So a lot has some has been recycled but it will look lovely when it goes in. So the original 600,000 capital improvement grant I mean that went towards Windows technology with security cameras Wi-Fi access crew has been working super hard to you know do a lot of repairs like all the supplies for that um they all have air conditioning units they did a lot of work on through um with the sort of general state. >> Okay. So, so the bottom line is we originally asked the amount of money a we got a plus delta a. >> Yeah. >> Okay. >> That's it. >> Engineering. >> Yeah. It talk my

018language. >> Okay. It's enough to cover everything for for one school year as it stands. That's all we have. >> Thank you. Go ahead. Um and and I'll just chime in that um that these are the the actual dollars savings, but um there is a huge potential for savings down the line because we're doing a better job with early childhood education that we're going to need um less services and we're going to have better student outcome. So um so in addition to this being kind of a wash uh as far as you know that the town's budget is not going to cost the taxpayer any more money. um it's going to have huge impact on our students in time. So, so which is the whole reason >> and our families couldn't be more excited. I

019tell you when we looked at the numbers, we were afraid we wouldn't have enough students and the way it's turning out there might even be a small wait list, but we're going to look for every opportunity to get every student somewhere. So, um very exciting and there's just a buzz and we're going to be doing a video and getting information out. I think Rebecca talked about a communication plan and um and then bring families together hopefully over the summer for a little, you know, get to know you. >> And just a second. Can you click this here to get rid of that problem? >> Oh, all right. I just because I might not be able to see. Yeah, Jen. Oh, this is um it's just a compliment to Karen for always being able to identify

020grants, but it's veryational. >> Yeah, I'll second that. Thank you, Shannon. I think this whole thing would not we wouldn't be anywhere near this. That would say that's great. >> I agree. >> Any other questions or comments? >> All right. So, does anyone want to read that first motion? >> Whoever reads it, do we just combine it? Is that >> Are they two separate? >> It's two separate funds. >> Oh, I know. But like just one motion. Well, if it's if it was an issue to you. >> Not an issue to me. If we can do it, you're better at this than me. Do you want to read it? >> Mikey, try it. >> Sure. >> Let Mikey do it. I make a motion to approve the OEC grant for operational funds in the amount

021of 975,000 and to approve the OEC grant for capital improvement funds in the amount of $150,000. Mitch second. >> All right. Um, is there so there's maybe we should have read that first actually. But um, is there is there any more discussion? I guess I'll say since we just made the motion. Andrea, did did you want to say something? >> No, I I voted uh inadvertently. >> All right. >> So, I'll just put it up there and vote. >> All right. So, we will we will take the vote. So, um, if we can just run down, um, everybody online put their hands up. But all in favor of, um, of this motion. >> All right. And I'm in favor. So, um, so it's unanimous. We have all in favor. So, one, two, three, four, five,

022six, seven, eight people in the meeting right now and all eight are in favor. Um, so I guess we have no oppos, no extensions. >> I'm truly grateful because I know through the challenge card, my next step is to bring it to council and then move on to. So, thank you very much. >> All right. Um, and then Joan, I don't know if it matters for the minutes, but Jen um arrived in person at 6:12. Sean arrived in person at 6:14. So, I think we have everybody in the meeting except for Brad. >> Oh, yeah. Sorry. And Ian arrived at 6:25. So, All right. Um, >> thank you, Shannon. >> Yeah, thank you, Shannon. >> All right. So, um, next item on the agenda is discussion and possible action on the FY27 budget. Um, so

023this item is, um, we had passed a board of ed budget in February. um that budget was reduced by um by the you know the town elected bodies by $800,000. Um and this meeting is um is essentially to um figure out um where we're going to, you know, reduce our budget by that $800,000. Um I will also say right now that there was um after the well right at the end of the budget process the um the state um gave our the town got a million dollars to go towards education. Um 500,000 of that the town uh thankfully gave us for this year and and I believe they used the other $500,000 to offset taxes. Um but it it was roughly a million dollars. Um, so we are not going to discuss tonight. We're not

024going to discuss how to use that $500,000 unless we're going to be using all or parts of it towards this $800,000. So that'll so so if if we were to say use 100,000 of it towards the budget, we're not going to talk about the other 400 tonight. We'll talk about that in a separate meeting. Um so so we'll just talk about that as it relates to tonight's you understand >> I understand what you're saying >> oh because I think that if there is additional things to talk about um it like that can be outside that's not we're talking about last year's budget but that money is really meant to talk about um stuff for next year. >> Well I shouldn't say last year's budget the budget that we've already approved. So, and I think that

025that could that really and the reason it's not on the agenda is because I think that could be a whole sidetrack of conversation of how the best way to spend that money was. >> Okay. >> So, if we spend it to to offset things in the budget, then that's on that's fine for tonight. But if we have an extra $100,000, we'll just talk about that. >> Oh, and I think that goes into the >> goes it goes into non-lapsing. So, it's not necessarily part of the budget. So um >> and I'll keep us in good standing with the regulations. >> Yeah. Yeah. So, um, so do you w to this? >> Luckily, we had a good conversation with Adrian just to kind of get a sense of what would be the best way to proceed

026and, um, he talked about giving some examples that come from our budget that, um, you know, we could look at and, um, for FY27. And so, we really used an Excel spreadsheet. And I think um, Rita has a way of showcasing this. We actually played in the sandbox a little bit today ourselves to say, how many ways can we get to 800,000? Let's test it out and see how this works. And it worked out pretty nicely. We actually had kind of a sample one that we we looked at um and we can kind of share with you um you know after you discuss this and look at these items. I don't know. Can we make it any bigger? Rita, is that just me? >> You have a copy of this? >> Yes. >> All right.

027It's in the packet. There you go. That's too big. >> No, now we really So you got the by function page account number the title of what what it is that we're talking about and then green is for go which means when increase or up and decrease is in red. So these are all things that we were thinking about these three things. So you want to kind of guide us and some notes that we took about what they were. Would you want to um orient people in further about how we could proceed or we have another scenario scenario one is over the 100,000. So you have choices of what you'd like to keep in or move. And in our scenario, we looked at opportunities where you could take partial. So we talked about the tutors

028for instance and said sometimes to have a tutor that comes in after the beginning of the day. So they're there all through the instructional time. You can pay them part-time salary and um but yet you get really some efficiencies because they're there for the the bulk of the instruction. And um so do you have that model? >> Yeah. Um while you move on so you said you have two scenarios. The scenario one is fire and scenario two is the same items and we're just filling fines because we could just stay up so back. >> So scenario two is that on the computer because it's you can play around with it. Scenario two is making the tutors halftime instead of full time. So, and kind of reducing taking some of these cuts out because we're going

029to need to take some outcome 957,000. But this is what we were playing with. It comes to be exactly 100,000. >> You want to just go through and kind of highlight and explain what you think we're because I got confused a little bit too. >> A lot of these are the additions. to the budget. The budget >> are are all the additions that we made based on the kind of race on the schools. >> All of them are not here. I think you put >> the social worker social worker >> doesn't mean that that has to be the final end. That's just our thinking. So maybe not the the larger number, right? >> And then tell me just go through the larger number because you can use only 150 on the loan if you want

030to. >> Right. Yeah. >> Rather than going through the 100 and then trying to understand what the other 160 or 150 is. We we played around because we wanted to see how it worked in lifetime, but also to say give you an example of some a way that could get to 800,000. And I don't know, you might just want to just explain that briefly so you got a sense of what brought us down to the conquer. >> Basically bringing down and restoring some of the supplies and site that we scenario one taking out,000 supplies from site budget. that yes and it is the scenario one and two moving that window into 500,000. So when we're talking about the addition of the budget, we're talking about the principles of requests. We think we consider them as

031>> we don't add now >> and we consider them rather late in the game. Um and some of them were adding some of the requests were were added on. Could you just I I think I see some of them get just mind like with programs activities that's not one but >> Mr. So which ones are are the style building >> river building math tutor CK math tutor CV math tutor >> okay so it it really just goes >> except for the social work >> and then I think at the top you remember that we got the request for um supporting a food assistance program or getting that started. And then there was an enrichment for additional sports. Um and then explain the group insurance. >> Well, the group insurance is these positions. >> Oh, yeah.

032Reduced, >> you know. >> Yeah. >> We're reducing the insurance. If we take the positions out, we're reducing the insurance and benefits by 25%. 34,000. >> Can you explain it to 311 >> that was for negotiations that that was the point for that >> negotiation >> and the word contingency can be for all kinds of contingencies that the board means. wishes like boilers breaking of the school year and all that jazz. >> I would also like to say that um we we looked at other positions down at the bottom. >> Did we move the IT position? >> We did. Y >> we had two retirements after the board budget. So that 30,000 retirements take 2,000 away when you have retirement. >> So what um where are those >> under the group insurance? >> We talked

033to Clint first and I've offered him support. Not that I can be his admin assistant, but I've offered him some support. >> All right. So, that's the IT admin. >> So, where I'm sorry, we're so from function 23.99, it's titled group insurance. >> Yes, that's deduction of all the positions above it. >> Okay. But it's not just group insurance. >> No, it's the benefit. Okay, that's what's selling me off insurance. Yeah, I just put it to one line because I you know I have to split up >> if we and then if we move the p the victims the part time like in similar too then we don't the benefits >> well in scenario one the benefits is 54 and scenario foods 34 goes down >> and then in scenario one I'm not sure you

034said this but the scenario one like tutor and the subs those decreases is like not eliminating them but putting up the halftime scenario two. Oh, what's is scenario one? >> It's eliminating. Yes. >> So, but then we have another $157,550 >> on top of the >> But I'm just trying to So, so that M like the CPMS math tutor if that drops by $39,50 >> that that's getting rid of. >> Yeah. Okay. Now, is that is a tutor? I guess it is a full-time physical benefit. So, and then can you hire a halftime person or is that person? >> Yeah, we have a lot at two different places. >> No, we can have a lot of retirees, >> but functionally like we will actually thank you. >> And then we looked at the site budget

035and what was it a 10%? Yeah, that's the 10% the 58,000 >> but then we looked at it less amount >> scenario two we reduced it >> looked at from scenario two >> just reduced it I think to come to 8,000 >> oh okay make it work and then we looked at the end of the year this is interesting because um a couple people said let's look at endear costs a couple of you had mentioned and see you know where we are. So there was um some room with Grant Middle School leftover funds and at Fitch High School Sports that we thought that that you know with our current spending we knew that that could be doable for next year if you chose to do that reduce it but it's not losing any teams or

036anything in particular but it is reducing but they didn't spend >> so that's why I said they stop spending that was too long >> and that's sports, but my guess is that's like sports and student activities. That's that big like it it funds many things. But >> yeah, that's why I didn't put age numbers, I guess, but in between 300,000 >> not exactly sure. And then the next scenario um the second scenario did we use the same money? >> Second scenario we gave back. >> We gave it back. We kept it. >> Yeah. I can print this out if you want. >> Yeah, we can print it out. Yeah, we'll just do it on the slide. But I do have a the um you know how it's like school works and it's like based on

037blah blah blah blah. If we do do this, we give out say I don't want it to be like whatever sports didn't spend gets penalized because it's getting to the point like oh I spend everything so I get my budget and here I was playing good steward not spending and then now they're going to take my budget away. So whatever budget we land on for sports Mark needs to distribute and to get where appropriate. I don't want people who are um playing by the rules to get penalized. And so if we're going to do anything whether it's the sports or um any the um activities or social um other student activities I just always want to make that clear that just because one area followed the rules and there was a challenge let's say by

038principal to not spend to reduce whatever it may be and another area went up it it needs to be equitably or like whatever administration that building administration thinks is equitable. >> Jen, I just like to say that in preparing budgets, you know how early we get started and it's really a projection. So some, you know, many times um we've seen where we've had to do transfers because there wasn't enough that we had predicted and in some cases I guess we you know we had overreach. So sometimes I think it's a matter of not even just not spending it but just accounting for it ahead of time and not you know having having it just perfect you know so it kind of is a give and take. So question um scenario one exceeds the mark 557,000.

039>> Exactly. >> Um >> we wanted to give you more choices. Both scenarios include um not funding the curriculum to >> well to cover it with >> three of the one test. >> Correct. >> And how long do we estimate that purchase would be good? Well, it's a curriculum and PD. The last curriculum that we had in both math and ELA, it lasted us a decade. And so, I'm not saying it's going to be a whole decade, but you know, we certainly know that um we kind of really make sure our teachers understand their lessons and curriculum. So, that's a constant that we continue to get PD, but a lot of our PD comes in the way of um our grants, our Gilda grants and other grants. And that's one of the reasons on the

040conference travel we were able to reduce um about 108 because we do get grants. We do still have several DODIA grants where if they're going to travel for a particular cause we try to have it to go through grants. So we were able to reduce that piece too. I feel pretty confident in that. with the ether scenario as it stands now $3,000 $500,000. So that $1,000 balance of what state we don't have that money to come towards Richmond. Um >> if we um so there could be another scenario where if we kept all the reductions in scenario one but reversed the 157,000 balance back in we covered half the cost of the curriculum rates that would reduce the draw on the 500,000 down to 150,000. technology. >> Yeah, that's an idea. >> So that that

041could be a scenario three and then you have more and then one. >> So all right, Mike. Um so so the other uh document we included was uh you can ask about that but is around electricity gas and fuel oil and it shows you know what we have in the the budget document that's that was approved to this point and then also what we're up to is projected final for this current year and um what we're up to for the current year was more than what we have in our budget. Of course, when that budget was made, it was B b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b b

042b b b b based on January February numbers at best and and a lot of things happened uh internationally since then and um and so should we be so the difference is like in our budget FY27 budget document um we have combined I think it's like $137,000 less for those things electricity, gas and fuel combined than we are spending currently this here. And um my concern is is it basically we're going to we're underfunding those things because like sitting where we are right now, it doesn't seem like those things are going down this year. >> I'd like to say they already are going down. I mean I he say 907 gas and and and I saw that my oil went down to 419. So they're already govern. It's fairly hard to say what next year

043we're going to bring whether we're going to have a hard winter, easy winter. So I prefer to start looking at the budget early and and do budget transfers than start adding and increasing. I mean it's right now we have to decrease, >> right? But I guess my concern is and I mean this is somewhat like an argument to keep a contingency for instance, but >> um is >> like that that we um either one have money like like liquid money to be able to account for if the the fuel, electricity, and everything goes up more than what we have. Um or that we're not like kind of locking ourselves in by far people. um you know because it's it would be really hard maybe can't even do this to get rid of a a position

044during the school year to then pay for fuel. I I just it it seems it seems like and this happened in several years that we're always under and combined like it it was we had two transfers this year already, right? And we did the year before as well. Well, and certainly having those non-lapsing funds this year was so beneficial to us because we did see those upticks, you know, and we were able that was really a a saving grace. So, I would say that if there are areas that we can either have whether we call it um contingency or non-oping funds to have that little bit of wiggle with and we are expecting to sort of like spend out our current non-mounting funds just to support this currently. We're starting more less for zero except

045for the 500. Honestly, I think it's be worth considering the scenario only that reason that um we're not sure exactly what's going to happen this coming year call back. um great for us in front. So yeah, scenario three where we put the 7550 back forward purchases. Therefore, that would increase You make a good point. Really hoping we could get disclosed. >> Yeah, but this makes no sense. I mean, getting harder and more expensive to educate schools like Mr. River who have the highest, you know, population, the highest special ed population. um really needs additional support. I'm not as familiar with the residency oper,000. >> Yeah. Well, if I could, you know, find that. >> Yeah. I mean, I think honestly like, you know, this happens year after year. the board budget is put at odd

046to the town budget taxpayer and you know there there is some finally some conversation that's level about reconsidering how it was a funded period statewide getting away from the property tax model getting individual municipality model looking at a collective type um way to fun schools more and um I would encourage Dr. board members of those things and advocate um to to get away from this dichotomy that we constantly get stuck in. It's not it's not great frankly. People would rather fun the schools, you know, but everyone's very concerned, rightfully so, about their economic situation. So, it's a feel for me like, you know, we're we're kind of stuck in a rock and robots game and in fact like the problem the solution problem a sustainable solution problem is larger than just town by town. And

047we have to All right. Um so um my thought is is to go through this kind of line by line and get the board's um you know feeling because um some of these like you know we we've talked about um that 235 for negotiations in this scenario. we'd lose getting rid of that, you know, to get to that 957. And um we should also talk about it looks like like what Mike was going to say, which is right when I was going to say it. um or something similar much better stated from Mike but um that 137,000 um should we just change that now so that and plan on an a level budget for next year with you know so basically using the same amount of that we're spending that we think we're going to

048spend anyway this year um and and which would mean we'd have to come up with 937,000 in reductions versus 800 if we wanted to just make our estimated spend for 26 on 631, 632, and 633 the same for 27 as it is for 26, which I know makes things much more complicated for Rita. So, >> can I ask you a question about the negotiations? >> Um, yeah. Uh, so could that be I know we're we're trying to put in the budget for this year be ready to have a a contract that could be negotiated settled activated this coming year. Is that correct? >> This this is >> they have a fourth year. So they have one more year. >> So FY FY27. >> Correct. And this this like I see that amount as kind of

049a ramp up to get where we're going to need to be. So I see I see that as as a slight budget I mean slight it's a huge number obviously. Um but it's going to be a slight budget adjustment into where you're going to end up next year anyway. Right. So this is I see that amount as just a ramp up um partially to you know to relieve some of the stresses um in in contracts and um and also like put it in our budget so it's not quite as big of a hit next year. >> I mean I I feel for that I would definitely rather keep it if I possible but I don't see that. So, >> so >> not sure what to do with that. >> Yeah. So, the other thing, um,

050you know, um, and I don't know what the board's feeling on this, but, um, maybe we should talk about the health insurance the balances now because the last time we had those numbers were from January or December, right? >> Yeah. So, um, so if you can explain what's going on with the the health insurance and this is, um, if you, if you can just do a quick like summary of OPED versus the regular health insurance, >> the active fun, the active employees. >> Yeah. Right. Top top balance which has surplus right >> and then the oped is the retirees contributions that we have to their claims and their activity their fund is separate and they currently as this is as of April 30th so it doesn't have all deposits for the year as we deposit

051monthly um and their balance is negative $32,000. >> All right. >> I can tell you that the claims I have this year. So, >> but we've always said that we try to take care of that responsibility >> and sometimes you can offset it with the, you know, the when we have those strong funds. >> Um, and and really at 4.8, we usually take 15% of the overage and then we add 1 million to make sure we have that corridor that we used to talk about. >> So, that would be $3 million that we would need in there. We're talking about we have 4.8. So we've had a pretty good >> the town but they to be the living reserve is 15%. 15% for us would be about $2,000 two millions and then we keep an

052extra million. >> Yeah. >> Just in case. So that's $3 million that Lisa doesn't deserve. >> So we're expected to spend all of that 4.7. Yeah. And it's it's of the total rejected claims which is that 12. >> So just boil it down. Are you saying that there's a possible 1.8 room that we could leave. >> We wouldn't >> We're just telling you how healthy >> that corridor, >> right? >> So, how much do we have to move um responsibly? How much of that 4.86 do we have to move into OPED likely? like where should that I mean obviously that number shouldn't be negative and it is so we need to fix that but >> not done so >> but there also could be more claims though correct >> so it might >> have to

053see where we end up retired staff sends >> but I guess what would we ideally like to see I'm I'm assuming we would like see a reserve in that a little bit of a reserve, right? >> So, how much is the reserve? >> Just a second. >> Sorry, I'd have to look into what the reserve would be for retirees because I don't have the number in front of me that gives us for the retirees. I have >> So, there is a number that there is a number that they say that we should have just like we should have at least 15% on the healthcare for access. Yeah. Go ahead. I I don't and then so it would be 20% of the roughly 1.6 million or um no that's not right. We would have to pull

054back and I think we finished last year around >> I think right now we know >> I'm thinking the average So, so we Yeah, just I'll get you up with Jen, Mitch. Um, but so I'm just trying to So, if if the board and I'm not saying that the board should do this, but if the board were to um take money from the health the health um balance, I'm just trying to understand how much we could take from that balance in being responsible with the reserve. We had been nominal at first and I'm sorry. >> All right. >> There's a third. So, um um I am totally against this, right? We shouldn't borrow just because something looked positive. We got into this mess two to three years ago because we borrowed and if you so

055since um had to pay back impacting operations it's easy to say we want to fund something and we can take it from here. It is not financially prudent to do that. It should not even be an option because if we're at 4.8 8 right now and we're going to say we need to keep 3 million. That gives us 1.8. We're in the red like 900,000. So if you do take that, you have 1.8 left to take out. That's 900,000. And then if you're going to do 20% on that, that's another two, which will only give you.8 left. And that is not enough or a balance to like so if you're thinking about like potentially taking something you can probably take anywhere between five max to point8 and that is just not enough. We had a

056low claims year for medical just like a year or two years ago our claims are higher. We can easily get like a high like a high risk medical thing that just kills us. So whatever the board decides, I just want you to know that you really it's an easy out and it's just not financially >> Mitch and then Jay after Mitch >> um just as a follow on that you're saying that what would be your proposal to make up that business? We're going to have to step in a consulture and look a little deeper in operations and maybe you can't make all the investments you want. We've been asking for social workers and we've had to fund them one year at a time and if that's what we do, that's what we do all these

057other positions and unfortunately that's awful and it's not the most ideal. But um you know we do have time for the administration is requesting you know there's some sports ones there. Let's talk about those things that you know we need to make sure that we're first of all we'll be in complant right right now we're not in complant with gold. Um so we need to get in compliance. So, we definitely need to take on that health care to find that. But, um, yes, we just need to dig a little deeper. And I'm sorry, it's like hard because we want to do all the things, but if you can't afford it, we can't afford it. And we just need to do a better job next year again to make our things getting better and easier every

058year. Um, you know, we didn't face as much this year. we faced a lot um with RTM and console but you know with VA you know they're building the trust in you and um getting the transparency with all the other stuff that's going on you know if I I personally believe that if sound council and RTM fully understand like what we're spending right now there's a negative perception there from the past two three years right? Um that they think that we have like this stock aisle somewhere especially in the salaries and benefits line because um they don't see um how plan by position but Rita has a budget system coming in place for next budget season. So I think this makes a better place. Keep going, Mitch. >> But I I think we need to

059draw a line in the sand and we can't just CS checks every day every day. Okay. Generally, it seems to me people who are ret usually have more health issues than they're older. Okay. Although, so I can say that and I'm retired. Um but uh can you as of 43026 how much money do we need to bring this to zero >> $760,000 >> if we want this just has to that's myction comment if we had to do it on Thursday. >> Yes, >> that's so I don't I don't have a problem taking I'm done. Thank you. >> Yeah. All right, Jay. Uh yes, thank you. Um first of all, Jen's uh exactly right. We don't want to uh borrow so much from the insurance reserve that puts the uh um the whole system in jeopardy.

060Um as Ray pointed out, about every 10 years there's a cycle um uh that creates uh deficits. However, a couple things have changed and that is that um we um have reduced the lasering of claims uh which caused us to have a larger um exposure and am I correct Rita um that they're still not lasering uh claims? >> Right. Right. >> Yeah. So that that put us in a lot of jeopardy a couple years ago because when the insurance company lasers a claim, it basically uh throws off the normal um you know reinsurance protections uh on one or two claims and I don't know how high they got whether it was two or three and so the lasering is off. So the that that makes the the policy more stable from the get-go. Second of

061all, the policy is designed to to grow a reserve. Uh we pay in enough every year um that we we pay at the rate that as though we were an insurance company um so that the reserve stays healthy. However, it's not fair um to the taxpayer uh to build up such an excess in that account and not use it um and then tax them for it. Um which is why I've always argued that we need to to prudently use excess reserve. Um and you know, but of course oped has to be taken care of first. Um, and so even the town has guidelines for how high their reserve accounts can get. And um, Cindy Landry used to, she was not in a position to dictate to the board, but she would tell us what their

062guidelines were for how large a reserve account could get. Um, you just can't be sitting on a pot of money and then turn around and tax the taxpayer. So, um, I'm all for a prudent use of excess reserve once OPED is fully funded. >> Yeah. >> No, I want to thank Jay for putting it so succinctly. I I would agree with that approach. Um as far as I think there is I was just asking for clarity of the number like I was advocating for the using of the 1.8 um we definitely but I think there is some strategic reserve some strategic amount that could be pulled from that mainly to satisfy OP but maybe some other things too but we have to take a close look at the numbers that we look at the numbers

063for the Because you know that way we had to really know what the real numbers do because that's why you kind of need to get into the year things are going and those transfers have been >> awesome at letting us see exactly what our spend is >> and so using that information at the end of the year >> to predict has really been good. >> I have to make some land about time. >> Yeah, I mean my own opinion on the transfers is that I think we saw a lot of them this year. We're hopefully not going to have that many next year and if there are there's going to be like a lot of detail into them. Is that the plan for transfers? I believe there's going to be I don't think they're going

064to drop significantly because the budget was entered from the principles, you know, to to maybe like December and January. We did a lot of these transfers towards the end of the year. So, I I'm skeptical to say that they're going to drop significantly. You know what I'm saying? because their budgets are kind of similar. So the budget for next year are similar to this. So if we're doing all these transfers and their budgets similar, I think we're going to need some transfers. But I think in July and August is when I'm going to talk to them to project and hopefully get those budget transfers out of the way in July and August so that they're, you know, planning for the whole year. >> That makes sense, >> right? They're not making 10 transfers and only

065making maybe one or two. They're making transfers at things happen instead of seeing the whole year. like just within that my kind of overall sense is that a lot of there were a lot of transfers that were kind of like to get things in the right spot like those budget was like right >> but um the other one it seemed like a lot of the flow was broadly speaking from salaries and benefits to like for instance utilities things like that is is that a fair characterization >> are just suing up and you're going to have those every day because it it's really hard to be exact on every single salary. Um, but I think a lot of the other transfers were alloc reallocations of where the principal um decided towards the end of the year

066where he wanted to spend the month. Um, we we have a lot of fluctuating in special ed fluctuates. So those transfers are going to happen, but I feel like next year on um based on the trans have a better handle on how many transes we have to make, you know, I do think it's going to decrease because we can combine trans right now. A lot of departments aren't thinking about combining transf because we're going to and we're getting to it. Brand new. >> Yeah. All right. Um, so, um, my thought is, unless anybody has a different idea, is to just go through these lines. Um, I don't know how we're going to deal with scenario one and scenario two, especially since I don't have scenario two. My vision is not um, >> we could print

067it out and then we have to write up quotes. You wanted to >> ask one final question. Yeah. >> Uh, Rita, you you said something about um >> something from utilities. >> Yeah. or >> I was you were talking about >> talking about the reserve >> we wait talk about the reserve utilities >> because we're not going to be near you don't know where it's >> so just focus on the scenarios as >> I just Right. So you can have a high >> I don't know. >> Or you could have a low, >> right? It could just take some. >> You mean make another column after scenario too? on this question. I was just suggesting like as we as we go forward this next part that we're going to need to see like what we

068kind of consensus think is a good idea with tracker for that. It's one just like I mean you can do it any way you want but seem like be pretty easy slate slides over out of new and then make that like a track view something >> I would say yes or no take it out say no yes keep it in >> see where the bottom line is right >> right at the bottom >> some things were the same Just as long as you remember what scenario one is because I guess it's >> Yeah, you have another copy. >> It's a copy. >> We have we have >> this was made so we could do play around in the >> sandbox. >> Yeah. Well, it's just like what do we all want to say, you know?

069So, for the first line item, >> it's not confusing. That's why I hit it earlier. We can make scenario one in fact. >> Yeah, let's do that. And then we can we can choose to reduce or mean. >> Um, >> all right. And then we're just going to go yes. No, >> we don't really need to do abstain, I guess. So, um, so, um, all right, let's start on 2311, the food assistance program. Um this is something that um Monica White had brought um because I think the No Baptist Church had been donating food and it may not have been getting out as efficiently as um as it could have been. So this was added um as a kind of a stipen to have somebody in the building side help with that. Um, I will

070say that, um, shortly after that meeting, she had told me, and I wish I remembered the number, but it was about seven or 8,000 that had been donated towards um, food assistance, which isn't going to offset this, but it's straight money and donations that she has taken in to support, you know, that this program would be supporting getting two kids. So, and that that was in March. I don't know what what's happened since then if they've taken more money. Um that's the last time I talked to her about it. Um so that there is community support for this. Um and it will have an effect on you know it will have an effect on children. Um so um but with that little bit being said um you know if the board has any questions on

071that feel free to ask me but um otherwise we'll just vote on it. see um if we want to keep that in or not. So >> I think I sort of said that this was an investment in >> So what did happen was right Yeah. >> Yeah. It wasn't like direct >> person to to coordinate. And then >> um we have a liaison meeting tomorrow, right? Maybe we could just say like, "Hey, town, step it up." Right. >> Well, I don't think that's the cander. >> I appreciate the cand um help us, right? You have >> I have Can I say this one thing though that our counselors both at the high school and the middle school have kind of taken this on? We do have a a food locker at the middle school with

072United Way and it's our counselors who really stepped up to help support that. And with the high school with the generosity of the church, we they did have some kind of a system to find out very privately which kids needed the bags and which didn't. And I think it's through the counseling center that both were able to be given out. So >> yeah, >> we do have people already in place who are watching after kids and know our kids. Um yeah, I think from my understanding of it, it was um a in inefficient system and wasn't nearly as effective, which is why I had proposed that in the in the first place that um that having it where where it was somebody's actual job. It it it was hard to bridge the gap between um

073you know, the church and and I don't want to say this is the church's money. They're just because I know that there's some private individuals and businesses that have given money to the church to give to the account, you know, to give to the schools or provide food directly. Um, so I think that um that the 4,000 was just so that there was so so that it was somebody's responsibility to make sure that that that process happened a lot better. So I believe that there's going to be more money as they, you know, as we go on. Um but um but that being said, that was the that was the point is because there was kind of a breakdown um you know with getting the the food into the school and to the kids or

074wasn't happening as well as it go >> ahead Mitch. >> I'm in favor of taking it out. >> That's fair. We're going to vote on it in a minute. So I'm just I just wanted to explain it um and then um and and it you know and we can certainly talk about these things as as we go through but um so the way we'll do these is um a yes will be to remove the amount as proposed you know in parentheses in the red um and then a no you know and I guess if we have if we want to cut it down we can just have that discussion as as we go. So, um >> majority. >> Yeah. Just Well, we have eight people. So, >> yeah. >> So, actually to take >> to

075take the to take so we need to have to to to take this we need to have five in support of the removal. >> Yeah. Yeah. >> Out of eight. >> Just clarify. Yeah. >> All right. So um so for um that first line 2311 um everybody in support of removing that raise your hands. So, we have one, two, three. Sean, are you in support of removing it? >> Four. Um, Jay or Andrea, are you in support of removing that 400,000? >> $4,000,000. >> People will be giving us food. >> We're done. >> That's it. That's the >> tell you that it's so difficult for me to hear. I'm not even sure what I'm voting on or uh not on. So I'm I'm either going to abstain or I'm going to go with a majority.

076So I don't know which is parliamentarily. >> So I'll explain it if you can hear me. We're on the top line that says 2311. We are um voting should we um reduce the budget by that amount and eliminate that line item essentially out of the budget. So it would be reducing 400,000 or 4,000 >> from the uh from the budget in reducing that um that stipen basically. >> I I I hear you and I'm I'm still unclear on what I'm doing. So, is it is it prudent to remove it or you know I'm I'm thinking that Lori and her I mean Rita and her staff proposed this. So, that makes sense if they proposed it to keep it, but I'll go with the majority of the board. >> This is this was a this was

077a board edition. So, this wasn't in the original superintendent budget. >> I see. >> And they are proposing in this to remove it. >> I don't know. I I'm abstaining because I still don't get it. What do my brain really absorbs this? >> And then J. >> Uh, no. >> All right. So, we have four to know. >> I'm >> so four to three to zero. >> Yeah. Andrea abstained. Well, no. >> 431. Yeah. >> So, that that's >> so it stays in or it gets removed now? >> All right. If it's >> approved the >> So, the extension just gets keep it out of kept out of the vote. All right. >> All right. All right. So, this is >> I mean Adrian. >> Yeah. This is Joan. I'm trying to follow you, but

078I'm not. >> All right. So, on line one, we just voted four in favor of that $4,000 reduction, three three against that $4,000 reduction, and then one abstension from that vote. >> Three. >> Yeah. Four. Four in favor of the reduction, three not in favor of the reduction, and then an abstension. So, that would Yeah. pass. >> Okay. Okay, I followed that. I just asked who was the nose. I have Jay and yourself. >> Yeah, Ian. >> And Ian. >> Ian. Thank you. >> All right. Um, so that will stay in as proposed. Other student activities. So this is um starts with 1260. Um, other student activities. This was uh basically a board addition to run um a couple of um afterchool sports activities. How are we going to run those? >> Stipens three stipens.

079>> Three stipens to run um inter mural sports. >> Yeah. >> To basically increase um >> increase middle school um sports offerings. >> Right. So, um, is there any questions on that? All right. So, let's go ahead. So, um, everyone that's in favor of that reduction, which should be a yes. Um, raise your hand. So, we have Ian, Jen, Mike, Mitch. So, it's four. And Andrea or Jay, are you in favor of that reduction? No, I am not. >> All right. There was four and then J. >> Yeah. No. >> All right. So, that one is four to four. Um, so that will get zeroed out. We won't be taking that production. Um, all right. So, now we're on to my slide this closer to me. >> Yeah. I I don't have uh good vision

080near or far these days. So, um >> there's no way we can make it bigger though, right? >> All right. So, this is um >> this is line six in the spreadsheet. Starts with 1119. This is a board addition of $30,000 um where we added a building sub. Um the um one thing I'll I'll make a note of on this is because when we add a building sub, if we reduce a building sub, yes, it's a $30,000 reduction from the budget, but um in theory, that building sub is has to be covered many of the days by a daily sub. So that's not actually going to be a $30,000 reduction. it will kind of in the in the budget the way it looks, but um we're going to have to presumably that building sub is

081substituting when you know a teacher is absent. Um we'll otherwise have to hire a substitute daily substitute. >> They're not but but it's more than half. I mean it's I forget. Yeah, it's like whatever $20,000. It's 1,200 days times 50, you know, >> dealing with so that there's communities so kids are you know it's the people whatever be there. So >> um correct. So it was continuity. I think that principles feel that a building sub is much more valuable than having a day sub and it's better for the students because there's there's continuity because they get used to seeing the same face. And my guess is is that the people that get building subs are probably the most effective substitutes. >> Question though, sorry I was going to go back to the first line. I

082think we may have made mistakes. The vote was 431. Four was in favor of >> of the reduction. So that 4,000 pulled out. >> Oh, wait. Sorry. >> Not to worry. I was going crazy earlier. >> All right. So, so my next question is is >> so is the building sub one of the positions that in scenario two was the least by a half? >> No. That's all enough. >> Okay. >> All right. Yeah. Yeah. Go ahead. >> Is there a building sub in that building now? >> Okay. So, there is a building. So, this would be an additional building. So, that's a little bit different than what I had thought >> and they have a the most professional. >> Yeah, there's like 550 students or something like that. Yeah, it's a great >> Is

083that building sub spend most of his time? >> I think it's kind of related to a certain extent. I be careful how I word this the contingency. that's in here. If you took that person out, it's not only would you save the 30,000, but you also save some of the money in the group insurance. Okay? And you'll still have that sub. And if we increase the um certain group of people um we may have no coverage in a much lower rate >> tomorrow and I just coming into this meeting that is preparing for learning this interview reflection. because I think your reflection was talking about his hopes and his goals this year were to work to increase the um obviously the performance of the students with US intervention specifically English learners and then also some

084students that needed extra assistance and he spoke specifically about the struggle he had this year in terms of having to is inventiveness those tutors that have worked with students that those needs specifically because of the number of absences that we had to cover. So when he has absences like you know tutors or teachers we had to pull the those people that are working with those two populations of students. So I just want you to um try to advocate really one way or another but give you that information just because it's fresh my mind before I which is going to have more of a positive impact on test scores people to help rich people. I think I know the answer to that question. >> I'm saying that you won't have to pull from working with those

085people from working with those students. kind of focus on >> all that and those interventionists are really critical and food. Yeah. >> Yeah. And and I think I think all of these cuts are going to have a negative effect on test scores. Um so to varying varying um degrees if we're worried about test scores cutting support services it's going to have a negative effect. >> Um so Michael and then Jen and then >> thanks I I do see the value of building subs and then I certainly see that the value in tutors as well. Um, I personally think that tutors keeping them at least in some u fraction of what we asked for is is going to have be more impactful. Um, so I'll just speak to all these next few lines and say uh

086I'm in favor of um the reductions for for the building sub at Miss River and James River and then I'm also in favor of um reducing bypass the the lines um in in um and knowing that like this isn't going to be budget where the school system is going to get a lot better. Um, and that's kind of heartbreaking, but I think that's where we are financing >> during the process, right? like um it was in and like when we specifically invested in so subs one like I said originally for continuity but two it cost us less even it was stated otherwise earlier it cost us less because the person's going to be here the and um the um it's whatever ever it was. I don't remember how but when we were when we put

087this 30,000 in it was going to cost us less and we ended up this is this amount was we ended up reducing the line for the regular substitute. So this is already like sort of like partially offset when we created the budget. Um, so, um, you could see that I'm in favor of keeping the buildings up. Whether you keep one in Mystic River and then we don't have one in, um, Gaines River, so we could do like a full commitment to one school and then next year maybe we do the other. So, we figure out which school has the more need rather than just say half, you know what I mean? But sometimes half half doesn't work. It needs to be full investment. Full investment. We saw that with the social worker trampling through town.

088You know, it's not fair to them. So, um, whatever we decide, but this number during the budget season was already offset somewhere along the line. I don't know if you guys remember that, but so >> yeah, I was going to say did we because theoretically if we're reducing this, we should be increasing the substitute line, >> okay, >> by 20,000 or something like that. >> Other by reducing this, we're going to be pushing that substitute number higher >> without increasing the budget or >> the PDM substitute line. Lori, >> just to give the board a little bit of context right now. >> Oh, so so Mystic River may have six right now and we're adding one. And it would be Miss was adding one more. So just >> yes and obviously much larger. >> I

089have to say though with the Mary Morrison move it allows us to take all the preschool classrooms out of their prek and that's about five classrooms of teachers pared educators. So that will remove like a subsection of that school that requires probably some of that um you know that substitute line. >> Which school is that? >> That's um Mystic River. >> So there is there is that little there is that piece that may spell the leap next year because he's not having to cover you know and and preschools like some of the programs have more PAR educators because of the need of those girls. Just another quick follow-up question is um on any given day, do we have more than six people absent where a substitute would have to fill in? >> Yes. >> So,

090the substitutes are used every single day, all of those building sites, >> and if they weren't there, we would have to have a daily sub to make that spot up. I don't get the if the building sub is out. Does that person get paid? That's question number one. >> Depends on the circumstance, but they do state to that is the only benefit they're getting. >> Okay. So you have to pay that person and you have to pay a sub to sub for the sub. >> Yeah. >> Well, yeah. So someone that they already have currently, right? >> So there's there's a dozen days or something like that they get for sick days a year or or how many days do they get a year? Um, >> so there's so there might be five out of

091181 days that there that we might have to base on >> per sub. And based on the number of subs I just heard here, it sounds to me like there's maybe um 20 or so, maybe even more from the whole system. I'll just be real quick about if we were to keep in all the building subs and the other two,600 there's no way unfortunately we can keep all of them in his budget. So they move choices of what would be >> I was personally I was hoping they came to 57 157 that would have been my recommendation but unfortunately it's higher than that. Okay. All right. Um, so, um, so the building subs are they were going to be a full reduction and then the tutors, I'm thinking there was full and then half. So,

092the way we're going to do the tutors, um, we'll just do the full vote on eliminating the full position. If that doesn't win, we'll do a full vote again on eliminating half the position. That's the next line. I'm just saying that how how we'll do it with all of those ters, please. >> Um All right. So, let's let's start our vote. Jay, >> you have a question? >> Yeah, I I I do. Um I I foresee this going on forever. I think we just need to take the cuts that we've been handed and vote and then if we can find money in the insurance reserve to fund the things that we um truly believe in that we can do that at the at the meeting where we talk about the the non-lapsing funds. I think

093this going line by line. Um, you know, so far we've we've saved what, 4,000 out of the 957,000. >> Yeah, some of these lines are big. Um, you know, like when we get to the contingency and we probably need to make a decision on the contingency. >> Um, >> so so I I feel Jay with the pace of this. Um, But maybe maybe the in between would be to to bundle a a vote on the two building subs and then that seems like simpler and then maybe or maybe not do that with the tutor. >> Is there just two building? >> All right. So let's um vote on reducing uh the 1119 lines both building subs. So all in favor of reducing those two raise your hands. So, got one, two. All right. So, two

094in favor. Jay is three. Um, Andrea, are you in favor of reducing the building subs? >> Have enough information. So, I'll say I'll say yes. Although I really am not. >> All right. So, >> I am not I am not in favor of that. >> All right. >> So, I'm gonna say no. All right. So, this is um so that's three in favor of removing um opposed to removing building subs. One, two, three, four. All right. And then Andrew was five. So, that's three to five. So, we're not going to be removing the building subs. >> Can we do that in between like we're doing for the tutor? Um and vote for because eventually we could remove one of the building subs and not two. That's a path. Um, am I reasoning? Am I my

095reason? >> Huh? We need more money at the end because we consider >> Yeah, we better. We just voted on it. So, >> well, but you said if one did you said the approach for the tutors is we >> Yeah, because you can't have half a building. So, we can have half a tutor. >> We built one building. >> So, let's go back on that one later on if we need to. But because we did state the rules and you were the one that wanted to put it together. >> That's true. >> Excuse me. didn't >> correct. >> So, yeah, they're getting zeroed out. >> Yeah. >> All right. So, now all right. Um, >> so we're gonna go to um the Mr. Ger Middle School ELA tutor. Um, so all in favor of that

096reduction, >> this is the full reduction. >> This is be the full reduction we'll vote on and then if it if we don't reduce it, then we'll vote on the half of a reduction. So, the first one is a poll and the second one's >> Jay. >> Oh, I was just voting. Oh, >> sorry. Jay's in favor of the reduction. Who else is in favor of that reduction? The full reduction of the bill of the um Mystic River ELA tutoring >> my 12 point just to make sure correct. Y all the 12 points or are we bundling those as well? >> No, no, we're just going to do it one by one hopefully quickly. All right. So, we have two in favor. Jay, you were in favor. So, that's three. Andrea, are you in favor?

097>> No. >> All right. So, that one and then opposed. >> Two, three, four, five. So, that one that reduction fails three to five. So, we're going to zero that out. the half. >> Adrian, >> it's Joan again. >> Yeah, >> I have this little window with little people in it, >> so I can't see who's raising their hand and I can't follow the vote. >> All right. So, in FA, so this is the full reduction of 39150. Um Mike Mike Whitney, Mitch Shinra, Jay Whitoff were in favor of that reduction and everyone else was opposed. Not to single you guys out, but um >> All right. So now we're gonna now we're going to vote for um a 50% reduction on that number. So it would be >> 195. >> Yeah. All right. 19575.

098All right. So, we're going to change that to reducing half of the position at that school. Um, all right. So, all in favor of reducing half. All right. So, in favor of a half reduction is Ian, Jen, Mike, myself, Mitch, Jay. All right. So, we have six in favor of a half reduction. And then are you in favor of just reducing half >> me? >> Yes. >> Yeah. >> All right. Then Jay, so um and then Sean's opposed. So that's um so that we're going to leave it. Yeah. Half of that number. Um >> we do that for all of the >> Well, yeah. Um so all right. So, that one passes as what you put 18575 reduction. All right. Um, >> Adrian. >> Yeah. >> Uh, may I just make a quick statement? I

099I am opposed to all of these reductions, but I'm trying to be a pragmatist. We do not have the money and so we have to cut them all. We can come back and refund them if we find the money at a later time. I just don't want it to be interpreted that I'm actually against any of these things, but we've been handed a cut. We need to make the cut at this point. If we can find money to to support some of these things in the future, um that would be my hope. But, um at this point, you know, we we need to adjust the the budget. it needs to be done so that uh Rita can enter it into the system um before her deadline. >> All right. I I totally agree with that

100statement, Jay, and and you probably better than um certainly most of the board members understands the need of needs of the district and that this is, you know, detrimental to our needs. So, I appreciate that statement. Uh, is there any way Clint can get a scroll of that off the bottom of the screen that disclaimer that these are that these are all very difficult decisions. Um, >> and but but you're you're right, we do need to reduce the number. Um, so um let's So from now with the building subs, we're just going to switch it up and vote the half first >> if that sounds better. >> Not the subs. >> I mean the tutors. I'm sorry. I got to put my glasses on. Um All right. So, now we're down to place to sit.

101>> Um >> line number eight. >> Nope, not that one. >> Line number nine, 1220 Thames River Math Tutor. >> Let's vote. Um yes, would be to reduce that by a half of FTE, which would be that. >> We can't bundle these three since they're all math tutors. That's hard for me, right? Let's just do them individually really quick. Hopefully. >> So, all in favor of a reduction of half of that FTE half personal. >> Yeah. I feel like it's just more likely to quickly. >> No, just >> seems more. >> Yeah. All right. So, half. So, in favor of that um of half of a reduction, we have Jay, Andrea, Ian, >> Mike, myself, Mitch vote on the full. >> No, >> we do reject the half. >> We're just going to vote on

102the half because it seems like it's not gonna >> Yeah, it doesn't matter. >> We can vote on it next, but we'll just vote on the half. Um it sounds like we're going to pass that half now. So myself and Sean. Um so that is what one two three four >> six to two >> four five six to two. So that one >> we're going to do that one as a reduction of of um that half number. river. >> This is the 1220 Thes River. >> Yeah. >> Good. >> Um, all right. Same thing with the um Katherine Kov, Katherine Clinowski math tutor. Um all in favor of reducing that number by half of half of that which would be 19575. >> All right. So all in favor of that reduction. So in favor it

103is Ian, Mike, myself, John, Jay, and Andrea. and opposed Jan and Mitch. So that one same. Um let's just skip down to the last tutor. Um which is the Charles Barnum math tutor. Um so we'll vote again on half of that reduction. All in favor of half that reduction. Ian, Mike, myself, John. >> It's a smaller school, but they have many fewer viewers, you know. >> All right. >> Fewer hands to serve. >> So, we're on that. >> Um Jay or Andrea, are you in favor of a half reduction on that one? >> Yeah, I am. >> All right. So, >> I don't know if I put my hand I'm pressing my hand, but there it is. Okay. We got you. So all of those tutors um they're all the same. Did we have all

104the same votes on all of them? >> Yes. >> All right. All right. So we reducing them all by half. Um then what can we legitimately do with that group insurance number? Now >> automatically >> it automatically adjusted as we did that. >> Yes. >> Oh wow. this exact number. >> That is that is great. >> See why you like the spreadsheets. >> Yes. >> All right. Um >> All right. So um >> do you want to um >> Well, we had that though in the in the model that we did. >> All right. So let's let's just do the personnel first and then we'll get up to contingency if that's all right with everybody because I feel like that's a different discussion. Um so clerical admin this is 2540 this is a half of

105an FTE um in the IT department there any discussion on that one you want to weigh in getting close to mic uh the IT department had a full-time FTE uh up until three years ago position was cut. I've requested it half put back in over the last three years and it hasn't made it so this year. And this person will provide triage support, inventory support and so forth, getting more timely responses to to staff professionals uh so that they get their jobs done if and when issues arise. >> Can I ask one quick question? Yeah, for Rita, can you show us our current tally? Where do we stand? How much more we have to cut? >> 16,000. >> Wait, said it wasn't here. >> But now, how does that mix up? I don't get that

106>> because we >> we've got all the ones that haven't voted. >> I know, but we're below the >> that's remove that's factory and take out. >> Yeah, we kept the building in the budget. that 60,000. >> But that that number that you just showed, I think I was asking about like a separate number that's that's what we approved thus far. >> Oh, what? >> Yeah. >> Well, we can let's just keep running through it. I don't think we need to get bogged down with that. Let's just >> Mitch HR question relative to the to people here like the um the extra tutors and the building subs and all of that to to hire those people. What time frame are you looking at realistically? >> Okay. So you Okay. So depending upon what happens here,

107you then would I don't know how you do it. You just you advertise anywhere. >> Yeah. >> Okay. And how successful are we on getting people to fill those spots? >> All of our building. >> What about teaching? They're almost >> um All right, let's keep rolling. >> Um All right, so let's talk about um All right. Yeah, so we're going to vote on that clerical admit if if um so I think Clint um really needs this, but he's been surviving without it. Just painfully um without that admit. Is that is that fair, Clint? Um all right. So, all in favor of taking that reduction of 32,500, um, raise your hands. All right. So, um, Ian, Jen, Mike, myself, John, Mitch, um, are in favor of that reduction. Andrea, and Jay, >> no. >> You're

108not in favor of that reduction? >> No. >> All right. And Jay, >> uh, no. All right. So that um it's six to two to to take that reduction. Did you get all that, Joan? >> No. >> All right. Are you keeping a record, Adrian? >> I'm not with names, but um >> I was just about Andrea. >> Jay and Andrea are opposed. Everyone else was for that reduction. >> Okay. Thank you. >> All right. Um All right. And then um so that's the two and then certified teacher. This is a retirement or something. Can you explain this one? Sus after the budget reduction the normal reduction I would have taken in the budget book they come. >> All right. So this is like an easy take it. It's already there. >> All right. So,

109all right. So, we'll vote on this one quickly. >> All in favor of taking a a retirement that we don't need to fill. >> Yeah. >> In favor. So, Jay's in favor. Andrea, are you in favor of this one? >> I am. Let me I'm trying to raise my hand. There we >> All right. Yeah. No, that's fine. That's fine. All right. So, um >> So, this is eight to zero. Everyone's in favor. Um, and now we're down to some supplies, sports. Let's go back up to the contingency line. >> I I have one more personnel idea that may or may not be workable. >> Do you want to save um that for the end or do you want to talk about that? >> Well, I think >> I'll leave it on you. >> Yeah,

110I'll just ask because it it it may not be workable, but that's all I'm asking. Um I I believe you have one retirement of a at least one retirement of an uh elementary school principal. Um I know that uh Mr. River Mag School is going to have about 100 less students next year. I know it has um two assistant principles just like uh Thes River has two assistant principles. I was wondering if and this is where it may not work. um if one of the assistant principles in our elementary system could shift to acting or actual principal of um one of the elementary schools and then we reduce um an elementary school assistant position without um having to uh lay off anyone. Um, so basically we're filling we're filling a an open slot at principal

111from our assistant assistant principal pool and then reducing an assistant principal position which is probably I don't know like at least probably around 100,000 I'd say way more than that. So, so, so is it possible to do it like that? It's my first question. And if if you guys say no, uh, then then that's that's a quick >> so I get hang on. Let's just get the answer this. Um, Lori, is it can we can we do that? >> I don't >> hire from within without >> including without a process. the teachers have all weighed in on what their expectation is from the principal and I don't none of the assistants really raised their hand to even apply for the job. So I don't think that's the best answer for running our schools elementary schools

112is really important. We want >> someone who matches with the staff and who is ready to be, you know, >> is the position. It's advertised, right? >> No, we've already started interviews. I mean, we're already going through the process. We've got interview teams. They've already started interviews. So, pull the rug out on that. It would devastate the staff. >> Well, we still have to hire the principal things for the assistant princip. And the option would is there an option for a half FTE as an assistant principal? >> You know, they may have fewer um preschools, but they have the ABA program. And one of those assistant principles and is an expert here at running that ABA and she spends most of her time taking care of the needs of those kids. So it it it's

113not really like having she does an amazing job with special ed. You know, I can't see that that would rock their boat and that is a school that has high need for some belt and we need those administrators. They were working full throttle before school late after school. I just don't think that's where I ever want to go. >> I heard a comment that 100 west students at Mr. River Mountain School next to you. Is that correct? >> But they're really they're half and half class. So they're Yeah, they're not there yet. They're going to go to this place. >> It's nice moving additional people more. But are there any other changes to the school population that we weren't told about that just came out? First time I heard that request Mike said I wasn't

114aware of that. that one that that is in the I got those those budget we had um presentation about Mary Morrison plan and it's is actually in the budget book and that that's where I got the numbers. So the current uh for mayor for Mr. River it's 526 current that's in our budget book and the projected to go down to 435 and and most of that is because of moving those classrooms over to Mary Morrison. So, but there were four three or four classrooms, right? >> I think it's five. Yeah, that's the ABA class. >> So, the plan was at least four year olds schools programs to move to Mary Morrison and we chose the classrooms to move first because um it's a very busy building classrooms next year. So, so next year James will

115host three classrooms for preschool and if everything goes according to plan they'll move over potentially you know. So although will will lose those fiscal classrooms they really um spend a lot of time working with um parents, families in PBT meetings and 504 meetings because all of those students in those autistic classrooms have an we have to meet at least once per year but often it's more than that. So Mrs. SO really coordinates that as well as the coverage um program really focuses on a curriculum discipline and then Mr. Wheeler obviously does everything. So if we were to say though it would probably obey from curriculum supervision and coordination and disciplines. So what there's not a a change in the um in the overall population of students but any significant change in this in the system

116overall. You would just Okay. I thought we were losing kids. They're just >> they're just going and we are >> are we losing any kids? >> So, yeah, but that school is losing 96 children um to a different school to going to Mary Morrison. So, I guess going back to what we just talked about with Mary Morrison as far as admin in that building. So, that would be something new. Are we I see we have a 6 on a teacher leader. Is is that right? is that teacher can't read my own writing. >> She's a specialized supervisor for early childhood and she's going to do us for any of the presentations. She will go over to Morrison and be the building you know administrator but she but she does have some other duties in terms

117of special education supervisor. So we have a teacher leader who will not assume any valuatory duties in terms of teachers. Um the teacher leader will be there when this is not to you know deal with crisis and prevention deal parents help with sub coverage. Um things of that nature. It'll be a teacher who's an O92. It's a way that we can grow our teacher leadership because and give them opportunities to do some of the work of the administration so that when an when a opening comes up they might be able to do that and that position is under >> Okay. >> So what you said so what did you say the teacher's name? Well I won't use the name. >> Yeah. So what building is she in right now? She's here >> and time. She

118works, you know, like we all do out school. >> All right. So, we're just shifting her in the district, >> so we're not really losing anything with her shift. >> No. >> All right. All right. That That's kind of where I was going with this whole thing. Um so um yeah >> Monday um we have 10 rooms. This is just maybe I heard it wrong. So we have 10 rooms right now, right? And we're going to fill those 10 rooms. would just stated that next 31 rooms in there the class do we have enough classroom space to the additional room assuming we don't so how many women are there in that building right >> so um Jen so we're talking about she's talking about FY28 and I don't really want to get too far off

119the we're talking about building principle right now No, I know. But it needs that's why I said for Monday it needs to answer like >> but that's Monday's meeting. We're talking about the budget for FY. So I understand what you're saying. It's just not what we're talking about. >> But I hear your message. We can answer that on Monday. >> Right. Yeah. It's okay. Yes, we'll talk. >> I want to talk about where we can reduce and like talked about can we reduce a assistant principal. So Mike, do you want to propose that to vote on it or do you want to I'll leave it to you? >> No, I I think that that firmly says it's too late in the game if the positions have advertised in the meeting. >> All right. >> Sharers

120and is it is that really the case? >> Yes, you've gone far along. Okay. I I you know company I used to work for wouldn't think twice about doing something like that. Okay. Is that a law? >> I have to put the best person in a position as principal to run a to run that school. And Captain Pnowski um has been a district that a school that has really made a lot of progress but they have been they've had significant needs too. They will our first title one school. So, it I'm not just going to pluck someone from in-house to do that job, then they might not be prepared. I want to get the most reliable, the best, highest quality because those leaders, if we've got a high quality leader in our district, which I

121feel like we do in every building, then they help support and help our kids make things. They are the ones who really actualize that student performance with the teach. to go. >> So, I did not get an answer to my question. >> So, if you want to reduce an assistant principal, we can vote on that, >> but we will be letting somebody go to do that. I think that's what you're saying, right? >> Yeah. >> So, if you want to propose that, we can vote on it. >> But then where would you pick? >> Yeah. >> I I think what we're also talking about is taking someone who's in the principles but it's a completely different job expectations different so if we do that I would that it will have an impact on >> well

122certainly we need we need the strongest candidates whether they're in district or not to fill those that especially that position >> so you understand where I'm going where like we have to either eliminate a position or not and then we can do it if the agrees with that. >> I'm the only person I think on this panel who would say yes to that. I don't think anyone else here would do it. >> I have a feeling it would be a tough vote. >> Yeah. So, I'm not even going to bother our time. >> All right. Discussion. >> All right. So, um All right. So, we'll leave that one alone. Let's talk about contingency. Um, as I see it, maybe we can do I didn't see the the B option, but we can vote on the

123full and then maybe a half of that and then So, we can vote on taking the full contingency out and then maybe vote on because it's such a big number, I think it's fair to vote on half of the contingency. So removing one what is that 1175 or something rather than 235 and then take um or then yeah so either eliminate the whole thing eliminate half or not eliminate it all and leave it as it is. Does that sound fair to everybody? >> So we'll vote on the full reduction of 235,000 on the contingency. Um you you know where we are. Andrea, >> I hear what you're saying. I have no idea what you're talking about. >> All right. So, this we're specifically talking about. We had a we had an executive session talking about

124um negotiations >> and in a certain group and we had added some money for that >> that negotiation. Um, so the way I was going to do this vote is we can totally zero out that number and not not do anything on that negotiation. Um, then we can vote on a 50% really do half of what we wanted to do. Um, so those are the two votes that that was the way I was going to um talk about that. >> Yeah, I don't know where I am with that. >> I'm thinking about it. I don't know where I am with that. Um, I I like Jay's idea of just not doing anything until we find other monies, but we didn't do that. >> Do you Do you want Should we wait on this one, Jay?

125What's your thought? I have an idea. >> I have an idea on where we can actually get this money, but um I think um uh Beverly would have to consult with uh Floyd. I think we need to make these big cuts to get our budget in in compliance with what the town is going to fund us. and then we go back and determine if we can afford it uh using other funds. And there there is one that's kind of up in the air and I' I'd like to have uh Bev address it with Floyd. >> All right. All right. So, for tonight's purposes. All right. So, all in favor of accepting the superintendent's proposed $235,000 reduction on this line item. Everyone's that's in favor of that. Um, raise your hand. >> And that zeros it

126out, right? >> And this would zero this would zero it out. >> Um, so in favor we have um Jen, Ian, Mike, Sean, Jay, and Andrea. Um, so is that six? Should I >> all right? >> As of to take the full reduction. >> All right. So that's five in favor of opposed to that reduction. So one, two opposed to that reduction. So that's Mitch and myself. Joan are opposed to that reduction. Um Andrea, do you want to abstain or do you want to >> No, I I voted I think I voted yes. >> You voted for the reduction. >> I believe I did. >> All right. So All right. So we're going to take that full reduction. It's a 6. Um, well, we just voted to take the full thing. We can come back.

127>> And I think J come back. >> There might be another popup. >> I was going to All right. when we're running and we're trying to vote, we need to do it as neutral as possible, not try and >> am I trying this way? >> No, it's just the way it's being conducted, but it's not very similar to it's it's it's it's very Well, I I think we said we were going to do the full thing. If that didn't pass, we're going to do half of it. >> I'm just saying. So, like um mine was it's it's okay, but I just want to make sure that it says neutral. >> All right. All right. Um so, the next item is um supplies from site budgets. So 11:01, that's elementary school, correct? >> I just put

128a function there, but it's it's gonna be awesome. >> So >> yeah, 10%. >> It's a 10% reduction. >> Um I'll I'll I'll um Is there any discussion on this one? Yeah, go ahead. >> I think it's I think it's a fair approach. 10% across the board in favor of >> All right. >> Let's just All right. So, voting in favor of that $58,000 reduction evenly more or less across the site budgets. So, all in favor? Okay, Andrea. All right. So, that's eight in favor of that. We see Did you get which one that is, Sean? That was >> supplies. >> Item 16. Yeah, eight in favor of that reduction on line item 16. >> Thank you. >> All right. Um, next one is uh $5,000 reduction on GRT middle school sports. Um, all in

129favor of that reduction. >> And that's not just sports, that's sports and activities, right? Like that's the same like it's even clubs too, right? sport scores in separate sport inside that 1500. Oh, so these would be taken from these forms >> even supplies through the 800s which is like other services supplies. Um All right. So all in favor of um reduction. So, Andrea, Jay, um Ian, Jen, Mike, and Mitch are in favor of that reduction of $5,000. Opposed to that reduction. I'm opposed to that reduction. And Sean's opposed to that reduction. So, that one that reduction passes uh 6 to2 with a $5,000 reduction. All right. Now, um $10,000 from um sports at Fitch. Um all in favor of that reduction, raise your hands. Um so Ian, Jen, Mike, myself, Mitch, Andrea, and Jay are

130um in favor of that reduction. Post the reduction. Sean is opposed. So that one's 71. Um, uh, conference travel $10,800 reduction. This is, I assume, admin and teachers traveling to conferences. All right. So, all in favor of that reduction, raise your hand. Um, so, all right. So, everyone's in favor of that reduction. We to zero. um general classroom supplies and instructional improvement services. All right. So, this one, these two lines, we can talk about them separate. Maybe we should vote on I don't know if we should vote on separately, but um what the superintendent's proposing here is to use $300,000 of that 500,000 additional to pay for these programs. And these are new math and ELA programs. Um just like we put 300,000 to get Wit and Wisdom started a couple of years ago. Um

131this would be to, you know, this would be to take 300 of that $500,000, you know, bonus that we got, we'll call it, um to kind of fill the budget. But since these are kind of one-time purchases where we they won't be coming up again in five years, but I think it's more like 10 or something that we change programs on a major scale. >> What why are they separate? I don't get that. >> I don't know why either. >> I think it's different in line. >> Oh, in the budget because one was math, right? One was ELA. >> PD >> or >> Oh, was professional development for the new programs? >> All right. Is is that one is the PD just for the math or is it for the reading? Because I thought I

132read what is >> I thought was built in. >> Yes. So, um, so with this, if if no one has an objection, I think we should just vote on both of these together and maybe we should vote vote on a 50% option. Is that what do people think about that? >> Could we vote on a 50% option first? proving that >> I just want to let everybody know that if these two get approved, we still have to find 16,000. >> Yeah. Let's go back to >> go back to >> And if they're only half, then we have to find much more, >> right? right now. grade seven. >> There is we could talk about pulling a little bit out of um because we don't have a line in here for doing anything with employee benefits

133and I'm not proposing necessarily do but we >> we could put a line item and just take a little bit out of benefits to find their balance in the end if we wanted >> Mike. Yeah. sort of have a kind of a procedural key in point here. Uh as listed, you know, you see the explanation do not math curriculum moves to state non-lapsing. Everyone says the state non-lapsing. Um at this point, you special need only vote to uh approve a reduction, right? We can't approve to move it to the non-lapsing fund at this point because it's we're not talking about the nonaping fund right now. And um yeah, and so if we approve these deductions, in my view, we're putting the new math curriculum and the the new ELA curriculum at risk because because this

134is more than half of what we get to use and there are other needs like that we could consider when we then talk about the 500k which is not on the table. So, um I hope when we vote we're just voting for reduction and please recognize that that puts them potential at risk. >> Yeah, that's a fair sign. >> Okay. So, we we need to find a way to fund it. Wait, have we? I didn't hear that. >> I don't know. about teachers making progress. >> Yeah, I think >> I didn't ask because I >> everyone agrees these are these are vitally necessary. Um and then um Jay question or comment. >> Yeah, I agree with Mike. Um, we obviously can't vote on on using the non-lapsing, but you know, we do need to make

135this reduction to uh to match what the town has given us. And I think it is perfect to use this one-time grant from the state for a one-time uh curriculum upgrade. And even though we're not voting on that, I think we can agree in principle um that that that's where the money is going to come from and therefore it's not going to slip through the cracks. No one's going to forget when it comes to the 500. If we don't take this, then we're going to have to decide where are we going to get that money tonight. Um, we can't drag this on until the last minute because Rita does need to implement a budget. Then >> I'm like once again we are going to take the easy way out and say take it like let's

136reduce it from here and use it for the state 500,000 that we're receiving. If we never receive that 500,000 forget it even exists right now in this discussion, right? Like what would we have reduced? Yeah. >> Well, thanks Jen for that great question. That's good way to analyze the situation. >> Well, we can reduce more positions or we can pull something out of health insurance or we can ask Susan if she's got any other ideas that aren't if you she's got any other ideas for um efficiencies. >> We have really worked very hard this whole team sitting on the table trying to find things that would that will continue our mission the board's first goal and our strategic goal of accelerating money and increasing student performance and I want the budget. I know we have

137that funds, right? That's important. We made a commitment to that during the budget season. We made a commitment to a lot of things, but this was first and foremost because it hadn't been looked back for over 20 years for the movement. It's setting up the foundations. Well, children moving from elementary to middle school on them. So if we take it out, you know, we can be average on the other side. That's an easy route. If we don't have that money, like how would we have thought about this? Because we know as a for that money and we also have the ability to do some of the health savings. So, we have a couple different scenarios that could take care of it if we remove it from the operation. So, um essentially the vote is going

138to be the reasoning is going to be the supplies, the classroom supplies, but the vote is going to be to use 300,000 from that to build a budget from that laping to to make up the budget. If I'm I'm saying correctly, the answer to question would be then if the 500,000 did not exist, we'd be looking at areas such as the health support, >> but we're fortunate that we do have money and if it's a one time thing, one of the top things on the list, I need to mix it. Yeah. One way or the other that's put us up against wall. We are I'm confused because I told these aren't talking about they have million but yet when I see the state nonlapsing we are talking about that >> my my discussion with Bev

139was that we were only going to talk about that as it refers to using some of that for this budget tonight. We're not going to talk about like we met with the teachers and the teachers gave us some ideas of where they would like to have the money spent. So, I think there's going to be lots of ideas when we've had time to think about it on where to spend that money. Um, what I didn't want to do is have that discussion right now >> because it's going to confuse this. The discussion right now is if we're just going to reduce that amount for future discussion by 300,000 by 150,000 by whatever. >> So, we're just talking about reducing >> but it says here state nonlaps. So, that would >> correct. So, we're going to

140use the state non-lapsing to plug the budget. plug the hole in the >> but we can't vote on that part tonight. >> I know >> it's not it's a special meeting that's not working. >> We can't vote to >> we can reduce 300 but we can't like restore it yet. >> It's a discussion and possible actions regarding the FY270. >> So >> that's pretty broad. >> It is broke. >> I I think that at least this is I don't I don't see that. Um I mean we can do we have it in our non-lapsing now. When does that money come to a non-lapsing of 500,000? >> I believe >> correct. So but this is for the next year's budget. >> Yeah. Well, I mean, I don't want So, let's talk about the whole 500,000. I

141mean, we're talking about 300,000 of it. >> Yeah. >> The investments. >> So, as it as it can pertain to the adjustment for the budget, >> it's artificial. But I I guess what I'm suggest I'll suggest something different. We take 300,000 from the health insurance. What would that be? I know we talked about it, but can like would we take it from the active fun? The OPAD sounds like no for the OPAD, but like what happens if we take the 300K specifically from the BOE active fun? I know we talked about again, but from the fund is not fun 300,000. >> So we reduce 300,000 reduce that line item by paying,000. And so what happens to that fund that he did that? >> It doesn't go up another $300,000. It might go up. Yeah. >>

142Instead of contributing what we said we were going to contribute from. >> Can I just expand on this? What would happen is the budget is built on the healthcare spending. We reduce that spend uh contribution by 300,000. If claims come in as anticipated, the fund health insurance concerns fund would have to supplement that 300,000. >> Yeah. >> And and these numbers though now are better than what we were looking at uh back in February, right? >> Yeah. It was four >> and so it's like kind of like 300. or plus two more months to go. Yes. >> All right. Jay J got a question comment. >> Uh yeah. Um Rita, how how many more payments are still due in the current year? >> We made all our payments, but it's not reflected on the town's

143report. The town's only through April 30th. So, we've already put in another I believe million and a half on our side. And I can't say for the employee side because I don't know what number is off the top of my head because we every time we have a payroll, we put a check to the tent, you know, when when we take out health insurance and that's once a month. But you >> but you haven't made I'm sorry >> the May and June did not get anything done but the contribution that we've sent out >> and so you've made the June >> Yeah board contribution already. >> Okay. All right. Thank you. >> One thing to think about if we reduce if we if we leave this in We can't use the 500,000 insurance or anything

144like that. That's a stipulation. So that's something just to get rid of. >> No, there still >> there's no there's no stipulation. >> They got to relax. >> They got rid of we can do whatever it goes into the non-lapsing fund. We can use it. >> We could put it into the We could put into the insurance >> if we decided. If we decided that later >> now cover the cover the curriculum in the curriculum view we could essentially push some for all of that back with mapping fund to do it. So okay I'm good with that >> because I think Jen made a great point that this is this was a priority of the school district and the budget that we aligned on >> and we agreed the need. >> Jay, do you have

145anything else? Yeah, I'm sorry. I I would recommend that we just make the cut tonight and then when we have better numbers on the insurance reserve and any other sources of funding, uh we can we can decide how that'll get paid for. I think tonight the priority is to align the budget. >> So you're so we could you scroll down a little bit, Rita? My my thought here is to put in a a vote on 300,000 316,825 reduction from the health insurance reserve. Is that is that kind of what you're saying? And then um >> well my idea was just to to make the cuts we need to make to balance the budget and then once we get a better analysis that includes the transfers that are apparently in transit along with the true up

146of OPED to know what we have to contribute to that trust. then we we can make an intelligent decision on how much um of the insurance reserve can be used. I just don't think we have that information tonight. And so I would just say we let's let's uh balance the budget and then once we have firm numbers uh we can decide what we're going to fund and how we're going to fund it. So, so you're saying vote on what we've got on the board right now, the these last two items. >> Yeah, just vote on the reduction so that the the budget is balanced and uh uh Rita can can enter it into the the system and then once we have all the true-ups, we can go in and say this is where, you know,

147the money can come from. We all agree that this is a priority. Nobody is saying that by cutting this that we're not going to have a curriculum. However, I just don't feel we have uh complete enough information about the uh OPE and the insurance reserve. In theory, I say we use it, but we can't just blindly use it. We have to have, you know, the numbers and we can get that from the town and from the consultant. >> All right. So, but um effectively if we vote on these reductions um without voting that we're going to use the non-lapsing then um then Anmarie is not going to be able to order these programs and we are not going to be ready for next year. Is that correct memory was >> first obviously until you know

148a little bit of time I don't know once we get the orders in how long I'm not everything right now is obviously All right, Mitch and then Mike. >> Okay, I happen to agree with what Jay said. Um, I did notice something here. There were 18 line items on this list. Only the last two are the only ones that offered a move to another place to take the money from. Wasn't anything put in for any of the others. And it almost seems as though that's not fair. Okay. I don't I don't even know why we're talking about it. So I I agree uh with with Jay. Um take the words new Talson out. Um we what he what he said we all do agree it's important. I'm on a coming of the curriculum committee and

149I voted for this and um uh we'll find a way to do it, but we can't we can't address where it's going to come from right now unless we're going to open up all the other items to do the same thing. I would believe that everybody was committed to this and not that I have to understand what you're saying. Thanks. So, I was wondering um in the budget as as we went through um what was what were our contributions going to be to the the health insurance? What like what is that number? Well, is it is it must be millions. >> Millions like 12 million over 10 million. >> Yeah. So, I mean the if we reduce that by $316,825 um that's um what I mean what percent is that? Is it 12 million? Do

150do you know is it is it is it >> don't know the exact number because the benefits line includes a lot of things. So, >> so that's a that's a say I'll just rough it out at uh you know somewhere between a two to 3% reduction in our contribution and um and and I I hear what Jay's saying. I I love certainty. Uh but I also know that at times when decisions need to be made, we make the information possible. Just like when we went for the budget the first time, we had not as much information as we do now and we went forward, right? And so here we are with the best information available, but plus right now when we have to make decision and for me I'm willing to um you know say

151like I take a two or 3% reduction. We took a 10% reduction with certainty from um uh site budgets. I mean so >> yeah, I'm I'm willing to to do that. So I I rather than uh put them in a little peril um the uh the math curriculum and the the ELA curriculum, the 200K and the 100K. So I don't I'm fine with the P whatever order you want. So if you want to I can move a number now for that or just wait until see what's the fate of these other till I find it. in the book our contribution to the active is very important to a million I was including the employee side too >> okay >> so in the body book we budgeted 92 >> so reducing by 16 >> 825 by

152>> so of um yeah so um all right the end and I'm going to go I'm done analysis better way set up with having that attached lang so we're going to take Jay's approach to take the the language out and just focus on >> and then at a later date you go back and see >> but however my concern with that is that does that make the the line items appear from the question together and so for that and I I I share Mike's uh interest and assigning if we could if this was legitimate enough to make it into a meeting as it stands now we could make a motion to reassign where that would come Which which are you talking about? >> So we could we could vote to not take the 200,000 and

153not take the 100,000 deductions and then introduce a new item to the line and say we want to take a reduction in our contribution to the health. So, >> and we still have I was going to say the same thing. And we still have the $500,000 protected, right, >> which we could use to backs stop health insurance if we need to because we can use that for anything. >> Correct. And then so this way we can move forward with the curriculums. We can reduce and then we can add back if we need to. Um Jay >> 316. >> Yeah. Just >> and then we might as well make it the 316 whatever 25. >> I think that's logical. >> Jay, did you have another comment on that? >> Yeah, I'm sorry to beat a dead

154horse, but you know, I I think we can have an analysis pretty quick. Um correct me if I'm wrong. Um, Rita or Lori, do we have the actuarial uh report uh that directs us uh how much is due into OPED? That that should have been issued by now. >> Yeah. Can I can I respond to I just want to mention we won't have a two analysis until almost September because we don't have May and Zoom claims. Um because of the lag time, we won't have a a report from the town with our plant here expenses fully realized until late August, >> right? >> I mean, I think I think the claim is just not having enough in the July budget prevents us from moving, >> right? So, saying now >> plus we have the non-ling

155funds that we that we can decide once >> yeah that gives us some >> so to that end I'd like to make a motion >> let's just let's have Jen's had her hand up for a long time and I kind of bypassed her when I asked Jay's opinion so Um another option is right like we always have staff turnover right like I don't know how much you considered um redundancy right so there's an option there so if we don't want to take it out of um OP and health benefits we could put in a line item on the salary line itself to say that we're committing that salary so I'm going to come in X Y and Z under so we're not touching ing both tech or health. We're actually um going to put on

156the salary line with the assumption that our attrition rate is going to be higher than the amount that we had originally planned. It's awful, but it's the only way to like put a line in there and hold us to keeping salary at a certain point and then that salary and the benefits associated with that. That's another option. I don't know how much you put in for redundancy. Like does that mean I have to put a negative >> right away? >> Yeah. I feel like >> I I I feel like with the openings I feel like you have considered petitions any of the positions you put in. >> Yeah. They already took a rejection of figuring attic and the old retirement that's bigger and attrition. Yeah. >> Because we're thinking hire less >> I have less

157sales. >> So it's almost like right when building redundancy it comes in at a rate like you could easily say I built in a 10% redundancy. I built in a 12% redundancy. So I'm not say I'm just saying that's another option so that we don't touch health and benefits. But when I was talking about the health and benefits earlier, right? Like based on your example, we had 4.8 million. You said that we at least need 300 or the OPED line there was a shortfall of like 800,000 or 900,000. And if you put 20% on that, the max I remember saying is like 0.8. But if we do 3 to 08 there, you can do that. important thing is is what's the experience going to be in the next couple of days. So um like if

158we vote this way and our experience in the next two months come in higher we need to reevaluate but we should never put our core priorities in jeopardy. So I'm okay with Mike's 316 because we do have flexibility in the >> attic and taking from kind of the same thing because if we have attrition or claims are >> right we never want you know what I mean >> Lori let's keep this rolling Lori >> no I just want to mention a couple things in um I would not recommend the order There's no way you can um justify that. And the other thing is is that we've already taken those system that certified staff. We know that taken we suppose the additional ones here. When you talk about all the non-certified staff, we hire a lot

159of that staff at the same rate. The staff that send over so there really won't be any savings at this time and our staffing level has improved significantly this current year. So we staffed all of our areas at literally 100% or close to it and our professionals who were down to about% before >> yeah we haven't seen the staff. >> So I just would not feel comfortable saying oh we're going to have all these vacancies. They may see a lot of vacancies because of the person, but we immediately fill those jobs. And then the other thing is is when we talk about certified staff, a fair number of those are educators and I would not want to reduce what we allocate to them because we have the responsibility and we talked about that during the

160budget process, but we really make we have to make sure we budget for all of those jobs. Um, so I just wanted to give a little context. Um I I I want to get this but so the when this got started with a different governmental body um it was almost all paraprofessionals. There was a few certified staff and principles in there um because I went and looked at the at the listings. They were all positions for September which we are going to fill. So this was all like a hollow whatever. um it wasn't real savings because and I don't think that the other bodies understood that when we don't fill paraprofessional positions, we just have to fill them with substitutes which cost more. >> Um so all of that talk that there's somehow $2 million

161in the budget, there's nothing behind that. There wasn't understanding behind that and it's unfortunate that it just kept getting perpetuated. But um my feeling is that that we have salaries figured out. We've been paying them every year since the school system started. Um I just don't think it's there. >> So now Mike, >> thanks. I move that we take a 316,825 deduction uh to our health insurance contribution. >> Second. >> All right. So we're going to vote on that next. Um what was it? uh 316,825 from healthcare. >> You repeat that number again, please. >> $316,825. >> It's on the screen now. >> Okay. And who was the one who seconded it? I didn't catch the voice. >> Thomas. Ian Thomas. >> Thank you. >> Um and my rationale is that would get us to

162the 800,000. that that will Yeah. So, all right. So, um any more discussion on that motion? >> I'm in support of it and this was pre to take >> correct. It would would allow >> it would allow us to >> and preey to go forward. >> This is the best plan. Thank you. Appreciate that. >> All right. Any more discussion? All right. So, all in favor of taking that 316,825 reduction from um health savings healthcare. So, in favor of this, Joan is Ian, Jen, Mike, myself, John, Mitch, Jay, and Andrea. So, um all in favor. >> Thank you. >> I was just All right. >> Yeah. Yeah. I was >> All right. So, um >> So, can we bundle those the 200,000? >> Yeah, let's b So, vote to remove the >> the classroom supplies

163and instructional movement. All right. So, all in favor of of another $300,000 reduction for that those two line items, supplies and instructional improvement. All in favor of that reduction. >> Wait, wait. Reduction. Reduction. >> Running it the same way as we've been running all the other ones. >> So, this would be taking 300,000 more than we need to take. >> So, yes. So, in favor of an additional $300,000 reduction from the budget, um, >> so just to be clear, >> if you vote yes on this, you're voting to to eliminate the curriculum from the budget. >> Yes. >> And reduce our budget to below what was been approved by the town, >> right? >> By 300,000. So So >> we've been voting whether like >> effectively what we just voted on was to not do

164that. to reduce. >> Yeah. >> To remove it from this sheet. >> no. We had your notes here even say >> yes is to remove it. >> Yes. Is to remove to remove >> remove it to the budget. Leave it as it is on the >> remove it as to no. The yes is to remove to reduce the budget by 300k. >> No. No. >> Yes. That's the way every other vote tonight is. >> Okay. Okay. All right. So, you want to be done. >> Don't say remove from the budget. >> Yes, it would. Right now, our budget is balanced. It's zeroed out. >> Yeah, but she removed it. >> She removed it from the spreadsheet. It's >> She's assuming. >> She's She's assuming a no vote. >> But we're going to vote it. We're

165going to vote it as as removing an additional 300,000 from the budget for these two programs. So, is there anyone in favor of removing more money >> than we need to from the budget? >> No. >> So, Andrea, do you know what we're voting on here? >> I think so. Yes. Yes. So this would um we already voted on the health savings which basically made it so we don't need to do this anymore. So that's why everyone else is voting for no. All right. So is there anyone in favor of this reduction? All right. And anyone opposed to this reduction? So we have everyone in the room and then um Jay is opposed to it and then Andrea are you opposed to the reduction? So basically keeping those two programs >> keeping the curriculum. >>

166Yes. >> All right. So it's >> zero to eight on those that we are going to keep those and line item out those. All right. Um >> Adrian, >> yes. >> Just so I'm clear, that vote was for the general classroom supplies and the instructional improvement services. >> Correct. Yes. >> Thank you. >> All right. So now I think what we should do is one vote on the full um adjusted on all the adjustments that have been made tonight. A screenshot of this which Rita will send to everyone >> that would take that stuff off. >> So um >> yeah, it's all zeroed out. So um Yeah. So, this is what we're all right. So, all in all in favor of accepting the budget reductions >> as detailed in the FY27 BOE budget cuts spreadsheet

167at as at 8:58 p.m. as it appears on the screen. So, all in favor of this these adjustments made tonight, raise your hand. All right. So, all right. We have All right. Seven. Mitch, are you not in favor? >> All right. So, we have seven in favor. Are you against or are you abstaining? >> All right. So, we have seven to one on this. Um, with Mitch abstaining, >> Mitch Mitch Mitch Mitch being a no. >> All right. Um I think with that we've reached the end of the Andrea. What's that? >> Andrea. Andrea. >> Andrea. >> We have something. >> Yes. Is it time? >> It's time. >> Motion to adjourn. >> All right. So second by Mitch. All right. We're journed.