1-11-21 Groton Board of Education Meeting

001Miss Joan, do I have a quorum? >> Yes, you do. >> All right. Being at the quorum, I would like to call the meeting to order at 603 January 11th, and this is a committee of the whole meeting. Um, this is 2021. Um and um the first order of business is um to approve um the minutes of December 7th, the committee, the whole um special meeting minutes um uh December 7th um 2020. Do I have a motion for that? Rosemary have a motion. >> I make a motion to approve that meeting. >> Okay. Thank you. The Did I see that you seconded? >> Okay. I you're on mute but I'm I'm taking that as a yes. Is there any discussion um on those meeting minutes? Okay. Hearing none. All those in favor of approving the

002committee of the whole special meeting minutes of December 7th um please say I or raise your hand. >> All those opposed abstain. That motion has carried. All right. um we are trying to have most of these um meetings up until February 28th to be Hi Rita um to have it mostly work on the budget but there are some items that we are trying to sort of fit in um specifically this one that's coming up um and so Susan in your absence I've already welcome Amy and Jessica I don't know where she went on my >> there on the Hollywood Squares um you just moved around on me Um and um so and the and the reason just for those of you who weren't here, the reason why I wanted to bring this up, we had

003talked about this about a year ago, probably even longer. >> Yeah. Two or three. Yeah. And um but we are we are wanting it back. But I we wanted to have um Amy and Jessica to kind of come in um and kind of talk about that along with Susan to kind of give a background um because I believe that um we're going to bring this to a full vote at the at our next board meeting. And so we wanted to kind of have it the discussion so you guys knew about it and that also if you had any questions or what have you um it could go back to Susan um so that we can get the we can get answers to those questions. So, did I did I did I >> Yeah, great segue.

004And I can just say we had this sense of urgency because this proposal for one card, one community will give our students greater access to books both in print and digitally by being able to use their student ID for access to the the school li the public libraries. Um, we also, um, have brought it to the board of ed curriculum committee several times and really weighed this out because we had some concerns around student privacy act. So Dennis has been very involved in this and has really done some leg work in making sure and ensuring that student privacy um will be will be handled and that we still will ask parents permission to give authorized position permission for this to happen just as if they were going to the library to get the library card.

005And it doesn't mean that kids won't have a library card but often like Jessa says they forget it. So if they have their student ID number, which most of them have memorized, they'll just be able to give that. And if they're online, they'll always have that. So um I just it's really for access. And right now with remote learning as it is, um we've been working on this all year. So we really feel it's time that we move this forward. So that's just my introduction. And Amy and Jessa, you can speak a little bit to this initiative. Um, and then the Overdrive Initiative in its fullness. >> Sure. Thank you, Susan. I'm gonna start Jessica and I off um just by doing a quick little screen share. The two of us did prepare a very

006short slideshow. I promise it's only four slides including the title. And I want you to think about the following question. What makes a lifelong learner? What makes a lifelong reader? Well, in the digital age, it's all about access, just as Miss Austin said. So, I just want to share our goals for one card, one community. First, we want to increase our partnership and collaboration between Graten Public Schools and all three Graten Libraries. A lot of you know that every spring we meet about our summer learning initiative. We kind of see this as a great extension of that and the more we can increase our partnership with the library, the better. A lot of you know that we already work with them quite a bit on one book, one region. So, one card, one community is

007just another way we can continue to work with our library partners to make really, you know, reading much more a part of our students lives. We also want to increase student access to public library materials and digital resources. As you know, students have this sort of inundation of what they can get online. We want to make sure that they're getting quality stuff and one of the ways to do that is to work through the library. And lastly, uh this will allow students to use their ID numbers as their public library cards. Most of you know that the student ID number is used for various reasons including their lunch uh you know their cafeteria lunch number. It's used for power school. It's used for other loginins. So really this is a number that is near and

008dear to the students. It's one that they'll never forget. So, another thing for access is to give the students a number that they're very familiar with so that they can always use it for the public library. Jessa is going to share our next two slides with you. Um, so I'm going to turn it over to her. All right. Hi, everyone. Uh, so we're currently working on a three-phase plan. The first being um giving the students access to our digital materials. Uh, we pay for a service called Overdrive and the school has recently adopted Sora. They're actually the same company and we're working on a public library connect where we merge cataloges. So students regardless of their ID number or library card access will be able to access both. Transitioning out of phase one, we're wanting

009to move into phase two of this project, which is to establish a system to give every student a public library card. Now, we've tried it the traditional way where they apply for the physical card. Um, we put it out for all of the middle school and high school to do and we have maybe a 10% student return on that. Um, we think it'd be far more effective to turn those student ID numbers into library cards. It's a program that has already been implemented in the state of Connecticut um as well as nationwide. So, we do have um different people we can talk to for implementation uh procedures as well as um best practices. and we want to pilot the program at Fitch and then trickle down to the middle and then eventually the elementary schools

010once we've completed phase two. Phase three is limitless. Uh we can have a loan um inter library loan between the schools and the public library uh facilitate delivery so that students don't have to come to us to get their books. They'll be able to pick them up right at the school. and we can expand our partnerships on collection development and summer reading and other major events in the students and the school's SK um calendar year. Um the only information we're going to need from the students or from the school ultimately is their first and last name, their student ID number, their home address, their phone, and their email. And so this information would be valid for one year, September to September. We want to make sure they have that access during the summer to uh

011prevent the summer slide. And then in the next school year, there would be a new upload of information. That way we can weed out anybody who's graduated and then welcome any new students to the district. Uh so >> this would only be given out with permission from the parents. >> Absolutely. Yes. So this is this is all that we would need. It's very directory based information. Um very simple basic stuff. We did talk about how libraries have a history of great trust in a community with that private information. It's the same information that you go to um the library with when they give you a library card, but they give you a number that they have instead of you giving them your student ID number. So, that's really the biggest difference. And it's really a

012way to get kids their own library card and their access to the library. And it does connect with this software that we had purchased through the CARES Act called Sora that really does it. Amy was very excited about it because all of the classics come for free and there's multiple copies so kids can be in reading groups and you can have multiple copies which usually we go out out and we have to buy them and this way it's kind of on loan and they get recycled through different groups so that um we can have those multiple copies at once you know or or you know copies for their um individual independent reading too. So >> Jim, >> yes, please. I was just taking notes. >> I'm very happy to hear about the parental permission. I

013just wonder about the the mechanism for obtaining the the parental permission. How how will that be done? So, we probably will have to through powers school generate some kind of a sign off and then put it on powers school so that when we upload the powers school information um or download the powers school information just in those categories we can get it safely to the library. >> Great. Okay. Thank you, >> Lee. I just want to say that I was at the first meeting when this was brought up um when we were actually not on Zoom and I was excited then and I'm excited now. Thank you. >> Me, too. So, we can bring this up for a vote then, Kim, at the end of this month. >> Yeah, I I I mean I I

014think that that's great. I also think that in our conversations that we have coming up with our town council and RTM, it's going to be great to be able to mention that this is a partnership and that ultimately it actually impacts um our budget nicely because we'll have access to books that we might have had to buy but now can um use through the public library system. Um and the fact that we are encouraging our students to be um members of our community and members of our public library, I think it's great. Do we have other questions that we need to have answered or um sought after so that when we make when we do this vote um that we actually are doing that with um that we that we have all the information that

015we need? Liz, >> this isn't a question, it's just a comment. I want to also um emphasize that this gives our our kids uh greater access for research materials. Yes. And that is extremely important um because uh you know any of our students that are doing any type of research whether they're college prep their IB people who are involved in Connecticut history day you know these are the types of things um any type that we will give them uh equal footing with kids around the nation and it's really important that we encourage these these skills. So I just wanted to add those two cents. Thank you, Liz. >> Kim, I have a question. >> Yes. >> Is for the librarians. Um will will this give us access to statewide libraries? >> So, the public library

016card um will give you access to our collection and then our sister libraries collection. Um we can do inter library loan from any library in the state, but the actual Connecticut State Library has a separate card and separate resources. So they would be gaining access to anything through the three Grten libraries, Graten Public Library, Bill Memorial Library, and Miss Noank Connecticut. Um, Michigan Noank Library. Um, through that, we do have some partnership with the state. There's an app called Simply E where the state's ebooks and the public library ebooks are combined into one uh database. And so with your library card, you'll be able to access state materials that way. Um but to actually use state of Connecticut library um state state of Connecticut's library um resources, you do need to mail in and request

017a library card specific to them. But you with their connection with our sister libraries here in town, if the students had that need or maybe that could even be something that we help them understand, especially at the high school level, they may opt to do that where before if they hadn't had that connection at all, they would have never known. >> I I think I may have used the the wrong terminology. I I was looking at interd district loan. Did you say that? Yes, you do that. >> Yes. Yes, we do. >> That was that was my real plan. Okay. Thank you. >> Yeah, we should do inter library law. >> Okay, thank you. >> Any other questions? Liz, you are mute muted. >> Um, I just want to ask a question. Do we still

018have um at uh the Fitch Library, like if you go on to the their library site, do we still have like icon and those types of things where you go on to different databases and are able to access different articles and some stuff of that nature? Is that still there, Amy? Yes, it's still there. >> Okay, thank you. Any other questions? A >> I think Jane >> Jane or were you just waving and you get if if you would like to talk, please unmute. What's exciting to me is is the fact that when we have kids do this, we're helping them to become independent and curious learners themselves. That's huge as they move towards college and, you know, later on in life. It's very, very important. >> All right. If I'm not hearing any more

019questions or statements, um I'm going to move us on to our budget um part of our committee of the whole because we certainly know how to have fun. Um Steph, it was good to see your face. Amy, thank you again for coming. >> Um, uh, Dennis, thank you for being here. Um, uh, and and to help with the possibility of having any questions about privacy. I know that you were part of that process. I wanted to make sure that I recognized you. >> He was a big part of it. We thank him. >> Oh, I'm glad that you gave me the thumbs up. That's good. All right. So, um, I am now going to, um, take a deep breath and go. Wow. This will this is this is our first this is our first time

020that we're going to be really going through the budget um because we were able to pass our budget on the 28th of February before we all went into lockdown. So this is going to be a process in itself. I'm assuming everyone received the budget book. Is that correct? Okay. And did everyone receive the supplemental information that Susan sent and Dennis and Susan sent to us? >> What is that? >> So, there was an email this um sent out this morning. >> I didn't see it this morning. Let me go check. >> It's called the reconciliation payroll. >> Hang on. >> But we're gonna we're going to review it, but it was in your email. >> All right. I did not see it this morning, but I will go back and check. Well, we're going to

021review it today, but it came up um Lori and Ken and I met. Um we've met a several times, but this morning again just to review the process, and we really felt like it was important to orient you again to the budget book itself and kind of review the table of contents and what we hope to accomplish. Um, and then we really wanted to then take you to what we call a supplemental object code, which on the left hand side, and Ken's going to orient us even further on this, but on the left hand side of the budget book in the pocket, there is some information about our dates that we're getting together. And there's this supplemental form that has the yellow highlights and has comments that we've that you all had gone we had

022done that last year together and you really liked the comments because it helped orient us why things went up or why things went down. So um we're going to do that again. And then as we were discussing it um I kind of said well what are what does the staffing look like? Do we have we you know I know we've been keeping track of the contracts and and the um the payroll from last year to this year and with the closing of the two of the three schools to two. So of course Ken pops up with oh I have this document called reconciliation of payroll and it's all here. So that's why I said wonderful. I wish I had had that last week, but we'll send it out to the board today. And if you

023didn't get a copy, Liz, or anybody, I can resend it to you and you'll have it. So, you can just put it in that little pocket. So, with that being said, I'm going to let um Ken take over. But those are kind of the three objectives. Um and as part of going through this, we're going to really focus in on the function codes behind the pink tab. >> Pink tab. Yeah. Very last one. >> So before can orient us, orientates us. Um that's the word. Um do people have questions or comments or thoughts before we we go in? I just wanted to make sure. >> I had a quick question. Um can on the the budget calendar it was all very nice and and chronological except for one part is this was a mistake. Is

024it December 1 to 18 is dece the superintendent and administrator's review in discuss or is it supposed to be November? >> Um I believe that is December one. You're right. That is out of order. >> Okay. I just wanted to make sure it was December. Thank you. >> You're right. There should be switch. >> Good catch. >> Yep. >> Thanks. >> All right. Um, shall I move ahead, Kim, or >> Yeah, I can. And I'm also very sad that I have to provide my own ruler. >> Ruler. >> I wish I could provide you the rulers. >> Send them in your next board packet. Just let us know. >> You should have done that. >> I know. Uh, okay. So, I'm gonna I'm going to share some screens and I know that it um it

025uh it it puts everyone to one side, but um between sharing between talking about each section, we'll come back to this u so that we can um we can see each other and and you can do what you need to do. Um but I'm going to share first. Um let's see. Why is this not easy? Oh, do do I need Who needs >> Nope. I I've got it. >> Okay. >> All right. So, here is um the budget book. It's barely blown up. Here we go. Uh so, that's the first page. And so, I just wanted to start with the table of contents. Uh so, this is set up in a in the exact same format uh as prior past prior years, the past two or three years. Um the first section, the yellow section

026is a very high level. Um that information you don't have at this point. I'm still waiting for a couple of numbers. So when that uh uh when that comes to me, I will uh this will get out to you and we can put them into the books. Uh but this is a highlevel look at uh at the budget. Uh some highlights, there's some graphs. Uh there's a look at revenue and grants and some history. Uh so uh once those are completed uh those will go out to you. Um I would hope that that's relatively soon. Uh the next section, the red tab which is filled in. This is the budget summary. Um and this is this is just a uh it it it starts at a high level once again and and it continues to

027uh uh to go down to deeper and deeper level. Um the first page being a very very high level. um this year versus last year budget. Um the next pages is the object code. Uh that's pages uh 2-2 to to 2-5 or six I believe and it's the one that we look at uh on a on a monthly basis. And then the final page is our is our school site budgets. Um and uh it I don't know if you looked at it yet and we can look at it in a second. Um uh but it is does look a little different because um the number of schools changed and so uh we had to reformat it a little bit differently. Um but just just to stay on the um on the table of contents for

028a second. Um the white tab is the enrollment. Uh so currently that's the enrollment that calculated. We still have um uh M Mc Malone and Mc Broom who are doing um a a more indepth u view of enrollment and going street by street and and putting uh putting kids into the right schools. So once we have that information, we'll update this section. But uh what's in there right now was our was our first attempt at it. Um uh the green tab, this is uh uh goes over our FTEEs. uh just a number of uh of full-time uh employees in the district. Uh there was a problem with that one. So uh that one did not get included in the book. Uh that problem will be corrected and that'll go out to you shortly. And then

029the pink tab is the one that we're going to go over uh in detail. And this highlights all the same information that we've talked about in uh the the white and the red tabs. Uh but it just breaks it down into uh function levels such as uh elementary and art and and it goes from there. Uh and that's the big section and that's the one that's the one that takes uh the most time. Um, and then as Stu uh Susan mentioned, um, there are a couple of uh uh items that were placed in the uh in the front pocket uh and it's uh it's the calendar uh the full calendar from when we started this process back in October to when it ends uh this coming May. Uh and then there is uh another one

030which we call a budget development schedule which is kind of just uh how we're going to uh go through uh all the different sections during these budget workshops. Uh and it gives a little more detail on how that's going to uh uh be gone through. And then uh we included an object code worksheet. So, this is a kind of like an internal worksheet that that we look at that um we wanted to make sure you guys saw as well because we we kind of put uh make it a little bit bigger so we can see it and and we put comments on the right hand side to kind of explain why uh these numbers are moving in the way they're moving. Um so that's that's kind of an orientation of of the book. Um, I

031do want to just go down here and just Oh, do you want want to stop here? Uh, Kim, or >> um I are there people who have Okay, I can now see the group. Um, do I have anyone who's got from the from the board have questions so far? Liz, I know you this is your first go around. It's going to be it's it's it's really confusing. Just sort of observe it. Rita, >> my second Ken. >> Okay. Um on the little sheet that we were sent today. Um >> Oh, yeah. That's right. I forgot about that one. >> Um I had a question about that. >> Why don't I bring it up so we can we can talk about it. Um Well, well, actually, uh can we hold on that just for one second

032because >> Oh, yeah. Then go to that. >> Sure. >> Okay. I think Ken, one of the things we thought was that um we can go through that summary that orients us back to where we left off and then um we can then pull up that supplemental object code workshop because um worksheet because that has the comments on it. >> Yeah. >> And um so it's a little more detailed what than what's in their red section. >> Yeah. But but first on the red section if if we can move forward I want to jump uh so very high level I don't know if I hope this is on your screen as well it says proposed budget at the top so from a very high level this is the proposed um superintendent's budget so last year's

033budget at 77438090 that was the approved budget uh we're proposing 78268081 which is an increase of 829 $9,991 uh or 1.1% increase. And and if you look at the the sections, the the the eight sections um uh that we break down all of our expenses into um you'll see that the uh salaries and wages and employee benefits, those are those are the big numbers. Um you know, transportation and tuition of course are very big as well. uh but uh the vast majority of of the expense uh I think we calculated a 78% the expense of the district is salaries and wages and benefits. Um and salaries and wages alone uh is is 50 million uh 167. Uh and we're proposing an increase of 963,000 which is a 2% increase. and and >> that is mostly

034contractual >> it and it's very yeah it's driven by the contractual uh but because that's such an significant amount um that's where that payroll reconciliation comes in it kind of explains that 963 and it just breaks it down into a different way uh and so um if uh if if I can I'd like to switch to that uh to that one now >> go for it Ken [Music] Where is it? >> I don't know. I can't help you, dear. >> It's never easy to find it once you leave it. Golly golly. It is right here. All right. Okay. So, >> you want to make it a little bit bigger, Kim? >> Sure. Certainly. Yeah. >> Yeah. >> How's that? >> That looks better to me. >> So, so what what we're doing here is we're

035starting with last year's uh salary and wages number. That's 49,23 Uh $539. And what we're what we're doing is we want to know how does what's changing to make that 49 million uh five uh sorry uh become what is that number >> 58569 down below >> no >> uh no it becomes ultimately our budgeted salaries number of 50,167,065. [Music] So what what changes and that's what this uh that's what this attempts to do. Um so the the first thing and and Susan said this is the main driver is uh we have uh contractual payraises uh built into our union contracts and if you add all these up for all five contracts uh that amounts to uh almost almost $1.2 million. Um it's it's a significant number. Um, and so this takes each person and and

036brings them forward whether they're stepping or whether it's just a a percentage increase uh and it calculated out $1.1 million or 1 point almost $1.2 million. Uh we also have a certain amount of our um of our staff who are not uh union uh and we have put in uh as placeholder a 2% increase which is what we have done in the past um which you know the board would have to you know approve and and move forward on um but if you uh take that 2% on the non-union that that adds an additional $58,000. Um, if you go a little further down, we have we do have some additions to staff that we've added. Uh, I think we've talked about most of these. >> We have. Yep. >> They actually occurred at the beginning

037of this year. So, we had talked about them even last spring. >> Um, so, you know, there's there's the, you know, the uh the the apex person that we talked about and T-Sol. There's the additional uh uh data manager. Uh so these folks add an additional 543 uh,959 to the total salaries. Uh and then also we have happening this year we have the the the three uh elementary schools closing and the two opening and so there are is a certain amount of consolidation that will happen. Uh and so we have identified these positions as uh as as as as being uh eliminated through that process. Uh so that removes 468,270. Um there are uh a few positions that we are proposing to move to the MSAP grant and we'll talk more in detail later about

038why we're doing that. Uh but that would remove an additional 147,000. Uh and then there's some additional adjustments down here at the bottom. Um the we projected a retirement number. We have actual for for last year and we have actual numbers in so that that reduced it further. Uh we did over budget uh on our curriculum coordinators. Um we have a a differential uh with Dr. Grineer moving on. We do have a reduction in um the paris and tutors. Um one of our assistant principles has has an adjustment and then there's a change in small change in the stipens. So all those miscellaneous items equal up to actually reduction of 216,753. And that's what gets us all these things put together that gets us to that 50,167065 which is the salaries budget that's in our

039that's in our budget um which is a $963,000 increase or almost a 2% increase. And so, you know, I find this helpful because because it's it's the most significant number on the page. Um, we always want to understand how this what what what's what's driving that change and that that's what this schedule is attempting to do. >> It also helps us keep track. >> Yeah. Yeah. Exactly. Rita, >> I had a a a question about some of the additions that we granted last year and um if some of them could be relooked at when you when you have a lit literacy intervent intervention specialist at the high school at almost an additional 93,000 that's more than the data manager is making and I'm wondering what I mean that that is basically a teacher and why

040is it such a high salary much more so than any other salary teacher salary on here. >> That's a question for Susan. >> Yeah, a literacy interventionist. In order to be an interventionist, you have to have a specific certification as a literacy consultant. And those are usually very highly qualified teachers who have experience in multiple certifications. So it almost is like a a teacher leader, but they you know in this case that was the cost of finding someone who had that level of experience and knowhow. >> Well, could this job um be advertised again? I mean, do you this person had a one-year contract or >> Well, they were hired they were hired to be the literacy specialists and are doing a really a very fine job and have an enormous expertise. So, not only

041like all of our specialists, not only are they working as interventionists with students, but they're working with teachers also to give them um more um information and professional learning. One of the things that we've taken on is this assessment through Lexia Power Up, the Lexia Corporation to figure out Lexiles on all of our kids, middle school and high school. So a shout out to Amy McKenna in her role as coordinator 6 through 12 because this has been really a missing ingredient. So this specialist, this literacy person is really instrumental in helping the testing process occur in both middle school and the high school and Amy is doing that too. and also being able to do running records and the kinds of assessments that um even a literacy teacher at the high school may not know

042how to do because of her level of expertise. >> I I still find that this is overwhelmingly a very high salary. >> I I just can't believe it. I mean makes as much as some of our our vice principles almost make. >> I know we try to hire but there there might be somebody else out there. So, I just think if you wanted to save some money, >> we did a thorough job with HR looking for the just right person and um that was the choice. And usually we do try to hire teachers earlier on in their career. Um but if they have a specialization um like this that it does require someone with the certification to be able to do the job and the experience and knowhow. So, >> is this um person Susan,

043are they covered by the uh teachers contract or are they covered by the administrator's contract? Because >> they're teacher, but they're a certified reading consultant. >> Okay. >> Any other questions about this sheet before we move forward? I don't have I'm I've still got a process, you know, and >> I still find it it's a little confusing, but >> So what can I ask just so um if we don't and I if if it if you can figure out what is confusing for you so then Ken can can Ken and Susan in our next week can then make sure that his how he because it it's it makes sense to him. Um, but he he does this on a on a daily basis. This is his this is his this is his yacht. >> I

044I my preference would be to see the 20 the FY2021 budget on one side and then next to it the FY22, you know, going forward like right next to it as opposed to sort of lined up the way it is. I don't know. It's just I find it a little >> We didn't give you a whole lot of time. I apologize because we as we were reviewing it this morning, we kind of rediscovered this document and said this would be really good for the board to have so we can come back to it too. So even if you think of questions in between, just email Ken and I and we can address it again in another workshop so you have a little more time to digest it. >> Right. So, are you talking about this

045one sheet? You would like to have last year's or this current year's budget on the other side of this? >> Well, it has both on one page. >> Yeah. It's it's the it's the it's kind of like marching from one to the next, right? And you're saying you want to see something here and then something here and Well, and I think I think maybe maybe these next the next document we look at might uh might might do that >> in the beginning. >> Yeah. Yeah. Exactly. that I mean that does do that. But if you wanted a single sheet and you wanted to see the real differences, it would be nice to have it next. >> Well, and some some of this sheet does what were the additions that we agreed to and then what

046are the um the consolidations that we've been able to make um based on the closing of the schools. So, it's kind of a plus and minus sheet too, >> right? And also and subtract, >> right? the abbreviations, you know, I understand the special ed um and then te I'm not sure what that is. >> That's language learner teacher certified, >> right? >> Okay. And then underneath it the um about above data manager ATL. >> So that was a um Grten Middle School course that was added um that we needed to have added to the schedule. So we added that. >> Is it is it a teacher or >> it's a teacher who teaches it? Yeah. >> Yeah. >> So, >> but what is ATL? I mean that's just what's not clear. >> So those are

047really kind of the skills that kids need. So they're more like study skills, life skills, organization skills which middle schoolers really need and the middle school community felt like that was an essential ingredient for middle school for kids. So, what's what's great is that you guys got this document to um to us and I really appreciate that. But but maybe next maybe next week we can have this just a little bit cleaner so that we can understand it and follow through. >> Um that would be that would be great. But Ken and Susan, thank you very much for um throwing that together like that. >> All right. Uh, so I I was going to move to the um to the object code worksheet um that's in the in the in the left hand um um

048let's see >> the pocket. Yeah. Thank you. >> It has the same information in under your red tab, but this gives you comments. >> Yeah. So so this object code worksheet is the same as the object code summary. Um it just uh it's laid out uh lengthwise and um it adds in these comments which of course now we're cut off a little bit. Um I don't want to make it >> Well, you can you can put the people at the top or bottom. So >> Oh, yeah. You're right. I can. >> All right. Okay. So So this this kind of goes down in in a little more detail as far as uh the object codes. Uh but then it kind of summarizes in these comments uh what we looked at just just now. Uh so

049for instance in that first line administration of object code 105 that's is this line 48. Um you know it we're adding the 1.0 FTE data manager. So this is the same information we just looked at but we're looking at it in this format and it kind of explains why there was an increase. >> Right. Yeah. Yeah. And so for principles it's the reduction of one uh 1.0 you know, uh um uh principle due to the uh consolidation. Uh but of course we have um you know, contractual uh increase uh uh in there as well. So they kind of offset a little bit uh system principles and I don't know if we want to go through each one of these, but um um so this is the object code view of what we just looked at.

050And and to prove that, if if I can, I'm going to just scroll down to this line 81. Um, and you'll notice that this uh increase decrease on line 81 right here is that same 963 526. So, so it's a different way of looking at that that same um that same change uh in in cost year-over-year because it went from the 49203 to 50,167 uh in in our proposed budget. Um did do you want to look through each of these individually or do we want to uh uh move move on? >> I think for the summary it would be worthwhile because it gives us that um overarching view. >> Yeah. >> To orient. >> So so I'm back up at the top uh of this uh p uh uh line 50 is system principles. Um

051and so this was a uh a slight increase. Uh we did have a decrease in one of the assistant principal salaries but uh there was a contractual increase. Uh and then uh under dean slash uh curriculum coordinators we did overbudget in the prior year. Uh so we do see a a decrease in the budget year-over-year. >> Well and the assist was the assistant principal decrease due to the principal becoming assistant principal. >> That is correct. That is correct. Yes. Uh so so administrators year-over-year we're actually uh um have a decrease of $34,000 um or like a point 7% decrease u this budget versus last. Uh teachers uh so teachers is is a very big group. Uh there's a many teachers and there's a lot of ins and outs. uh we've uh boiled it down to

052there's a net 1.5 uh FTE decrease with all the ins and outs. Um so that decreases the amount a little bit but then there are contractual increases uh which which bump it back up and so that's what's uh driving that 739,000 uh increase. uh similar with uh with special ed certified is actually a two FTE uh increase uh plus the contractual uh increase uh and steps. It's a smaller group than the classroom teachers. Uh the media specialists, we're reducing one media specialist, but then it's offset slightly by the contractual increases and guidance uh just uh contractual increases. Um and uh uh let's see in tutors there is a reduction um um but there they also have contractual increases so it uh it only decreased 19,000 and the stipens uh went up 1% per contract. Uh

053and so that's uh total for teachers 980,000 or 2.9%. Which that's that's pretty consistent with uh the percentage increase we we see uh in in this in this section u every year. uh unless there's a a big change in the population like we had last year >> and was close to initially what we came out with at 3.1 before the board worked with us to kind of reduce make some suggested reductions to get it down to 1.1. >> Yeah. And and yeah, the we'll go over when we get to benefits uh the main reason why it decreased uh uh so much um on the non-certified aids. These are our paras and our kindergarten aids and our bus aids. Um it's a uh it's an increase in total of about $40,000 1.1% increase. We do have

054a couple of par ones that are retiring. Uh we're adding para twos to to make up for for those retirements and uh and then and that cost the district a little bit less. Uh we do we are adding some um uh K aids uh some transitional kindergarten aids. Um so there is an increase uh up there. Uh but overall um 1.1% increase substitutes we we are proposing a to continue to uh increase the sub rate um uh so we can keep ahead of the um of the minimum wage issue that um you know we're not an issue yet but uh it will be unless we we keep uh keep increasing that. Uh so there is a 1.8% 8% increase overall for substitutes. Uh clerical, there is a reduction of one um one school secretary at

055the uh at the at the elementary schools. So that's driving a reduction uh but they also have a contractual increase that's offsetting that uh reduction. Uh when it comes to custodians, uh very similar that we're reducing one custodian um uh but they have uh increase uh contractual increases as well as a maintenance and tech group. And then the last group here is the uh security guards uh which we we put in the 2% uh placeholder. So that's salaries. You want you want to stop here uh um Kim or keep going? Do I have got do we've got questions on this because I I I'm assuming that we're on the overview part of that and then we're going to be moving to the regular education. Is that correct? >> Yes, correct. >> Okay. >> All right.

056I just wanted to understand what you mean by the security. You put in 2% as a placeholder. >> What what did you mean by that? >> Well, we we um um it's just uh we we assume that there may be an increase in in the salaries for this group. Uh and and we we assume 2% but it's it's an assumption at this point. >> Right. And then also how much does a substitute regular ed teacher earn a day? Now >> I I don't have that number here. Um >> less than $100. I would >> Yeah, it's very close to $100. Um it's less than >> we went up. Lori Lori's here. Hi Lori. Hi. It's currently 9275. Oh, so then with almost 2% it would be almost 100. Okay. >> Okay. >> That must put

057us close to other districts. Does that >> Lori? Do you know the answer to that? >> Yes. Yes. It keeps us in a very competitive position. >> Awesome. Thank you. All right. Um, if we want to move on to benefits the I'm sorry, the uh the health insurance benefits. Um, so when we last spoke about the um about the budget, uh this uh this uh number here uh on line 84 was much larger. Um we we are uh putting in a uh an estimate of a 7% increase in claim costs uh based upon our conversations with Anthem Blue Cross. Uh and uh based upon our conversation um at the end of December, we decided that we were going to reduce our health insurance reserve uh by $ 1.5 million. And so this number is $1.5

058million less than the last time we looked at it. Um, and so year-over-year it's it's a it's an $820,000 decrease because it's last year we this year I should say we had $7.9 million budgeted. We think next year is going to be 8 point um um I think 8.6 million. Uh but we brought it down by one and a half uh by reducing our health insurance reserve uh which which we'll go over in more detail at a future um at a future budget um workshop. Uh but it's it's it's driving this uh reduction of 820,000 uh year-over-year. Um workers comp and and town pension, we haven't gotten those numbers yet from the town. Uh but these are um these are estimates of what we think that might be based upon past experience. Social Security and

059Medicare are just calculations of uh of taxes off of the salaries that we looked at already. And then other employee benefits. Uh the driver here is uh tuition reimbursement. Uh we're proposing a $25,000 increase. Um and we we have a um a process where we're uh we we do help uh teachers uh that are are continuing their education and then there's also a new um uh uh TRP teacher residence uh partnership. >> Y is that it? Wow. >> Yum. that we're also want to fund through this uh through this line. And so that's uh that's generating an increase for the other employee benefits of 23 uh,000. But overall benefits were proposing a decrease of $751,000 or 7.2% decrease driven by the uh the health insurance. >> Can um so can we have questions? Jay, I

060think you have a couple. >> I can take it off if you like. Yeah. Uh, Ken, about the benefits, specifically the um, health insurance. Um, I've always been uncomfortable with the fact that we're mixing the years together. Do the accounting standards allow you to create a line showing separately what we're actually taking from prior years to reduce the overall so that we really see the true cost on the line for the coming year. And then beneath it, we see what we're borrowing or what we've transferred from previous years rather than lump it all together or do the uh does Gazsby uh prevent you from doing that? >> Well, it does doesn't prevent um doesn't prevent us, but um it it's the way the the process functions because everything really goes into a pot. Um it

061goes into this reserve, you know, all the different pieces. And so, um, you know, I think we can definitely, uh, uh, break it out. Um, um, I I don't know about about about showing it separately. Um, I I >> get the feeling as we go over the the history, you know, how all of a sudden the number will be artificially low and there'll be this huge increase in the next year and your eye will go to it and say, why did this go up so well? because it was reduced by a surplus that was brought forward from a previous year. >> Right. >> And I just want to be more transparent to show that surplus on a separate line. But I just I'm just throwing that out. I'm not putting you on the spot for

062a an answer tonight, but just >> that's something we could take back and look at carefully if if Lori and Ken and I I almost foresee a chart or something that kind of >> Yeah, we've had charts uh that have tempted to to do that. I understand what you're saying, but may maybe he hasn't looked at it um um you know over time. Um so I think I understand what you're saying because you'd expect the expense to kind of like you know go up but then offset or or added to for the um for the change in the reserve underneath. Yeah. >> And I think the comment section attempts to get at that but I think a chart might help us to delineate it better. >> Yeah. Because right now the expense for this year

063is funded by the town and state contributions, but we've now brought in this surplus from a previous year. And if if we could just put that on its own line to show that it came from a prior year surplus rather than a current year uh tax, that that's all. >> Let's think on that one. That's a good one. >> Yeah. I I don't expect you to know tonight. It's been bothering me for years. >> Oh, okay. Well, I'm glad you brought it forth. >> All right. Any other things? >> Oh, Dan, sorry. >> I'm sorry if I might. Yeah, I was I was ready with a question, but it sounds like it's going to be dealt with in a f future session. And mine is simpler than Jay's. I'm not going to go to Gatsby.

064And I've heard bits and pieces of the possible answer to this, which was this was my question. When we saw the first first numbers, it was explained to us, well, you're going to see this large larger than normal increase in the overall budget because the 2021 year was uh we enjoyed, if you will, um uh you know, lower claims because of the current environment, but let's not count on that for the 2122 budget. You know, cross fingers and hope that we're done with this nonsense. So then I see this and I think, oh, so we're planning on a repeat essentially. But I'm hearing that there's a surplus of some sort that we're rolling over. Again, not expecting an answer tonight, but I will be expecting an explanation to sort of reconcile what I heard before

065and what I'm seeing now in the future session. >> Yeah. on the on one of the um meetings, I think it's the one on February 3rd, we uh I think we are planning to go into the health insurance reserve uh more depth. And so at that time, it's probably a good idea to have uh you know some the answers to some of those questions available and and to review. I will I'll be honest, the first time when I first saw this and I thought, "Wow, this is really very different from what we first saw. What's the difference?" Oh, look, you know, and without any explanation, it almost looks like a fudge. If we would just if we just copy the 2021, you know, uh, benefits portion, you know, we'll be under that ugly 3% number

066and it'll look like a gentle 1 point something number. Uh, but if there's a sound explanation for why this changed, then I'm I'm fine with it. But I'll I'll defer to later. Thanks. All right. >> All right. Back to the summary. I can find it. Why is it always so hard? Here it is. All right. The next section um is purchase services. Um these are services that um uh we utilize that aren't done by our own staff. Um instructional services are are are some of the uh the field trips and um items like that. Uh in instructional improvement services, these are people coming in and uh and uh doing PV with our teachers. Uh under professional services uh these are um uh legal services uh auditing services um and actually under other professional services uh

067you'll see that uh we actually we do have the two SRO so the two um uh uh resource officers at uh at the high school and middle school and we also have uh the athletic trainer uh at the at the high school and middle school uh in here. Uh and then it's all they also provide this also provides for you know medical um um consultations um OT and PT services. Um and so that that's an increase of uh.7% uh year-over-year. Um athletic officials uh and other athletic services such as um what do they do there? Um like re um when they redo the some of the equipment um that's where those services get charged. Uh that's actually a decrease year-over-year of 3%. Uh and then computer network services of uh let's see we're budgeting 148

068uh,000 which is a 6.9% increase. So overall purchase services uh we're budgeting at 1.3% increase. >> Ken unless you Oh, I will not. >> Ken, it's Liz. Um I have a question. Why are why do we have the two SRO's on line 101 but back here under um security and supervision line 80 are wouldn't aren't they supposed to be in the same place? >> So so uh this section here for um for purchase services these these are folks that are not on our payroll. So up above those are our security guards that we have um on our payroll. Oh, got it. >> Our police officers, actual police officers. >> So, we help we help support their salary when they're in our buildings, but then they do um you know, other work for the police department

069too beyond that. Beyond the school day be in the summertime. >> Sorry, my mistake. >> We pay a portion of their salary, not the whole. >> That's right. >> That's a good thing. Okay. Sorry. >> All right. Uh property services is the next section. Ken, can we go back to 97 and 98? >> 97. Yep. >> Instructional services. Did you say field trips are in that? >> Uh yeah. So I this is where um this is where um project would be. That's probably the biggest driver, but also um um um uh Pquatose and um >> but are are they still doing those things? I mean this whole since last March, wouldn't that have been a reduction? You can see that the actuals for 20 FY20 were down from 19 and we only have what was

070budgeted so far in 21. And I would say that yes, it is down. But what they've done, they've all done is these virtual field trips. So instead of going out on project O or going out with NES or even Mystic Seapport, they've done these marvelous um virtual field trips that we've taken advantage of. We've just scheduled some for the um mystic seapport um where we usually go to the seapport or the aquarium in certain grade levels to do the science and social studies. Um they're going to get that experience inhouse in the classroom or on Zoom at home in a virtual way. So I don't know that the I think the cost there's some savings to it. There's certainly savings if there's no transportation and other things that we're >> Yeah. But when we get

071to the real object code summary, we'll see the whole breakdown of this. >> Yeah. Oh, yeah. You're get more detail. >> Yeah. Thank you. >> All right. Um so, uh property services, um water and sewer, we're um budgeting at the same level. Uh uh snow, we're we're hoping that our experience over the past couple years continues. Um uh but we do have some uh uh more in-house uh equipment hoping that maybe that can offset some of the costs that uh would have been charged uh to us. Um repair and maintenance. So these are all the um these are the services only not supplies uh that Sam and his group would utilize. Uh overall uh for all of them it uh it's a 1.6% uh decrease. Uh, and I think that's reflective of of of newer

072buildings. Um, and less hopefully less less repair. Um, and rental. Uh, this is the cost for um, all the all the items that we rent. Um, uh, probably the driver in here would be our, uh, our copers. Uh we're installing a print management solution across all the schools, meaning um you could be in any school and print to any any printer or copier uh within the district. Um and so uh which is a much more efficient way to to to print as opposed to the individual um little HP printers that everyone has on the desks. Uh and so uh but that's going to increase our rental and we're anticipating a decrease in computer supplies down below when we get there. Well, and it also requires to have an ID. So, you can't no, you know,

073you really have to be an authorized person to do that. And it will only print out when you go to um use your ID. So, there's not wasted print. And there's data that you can collect to see where the printing in ha is happening. So, you can kind of really analyze that for efficiencies. >> Yeah. Yeah. if you see something going on, uh you can pinpoint where where that uh where that additional printing is happening and and you know, make sure it's it's uh it's it's appropriate. Uh but overall, uh property services, we're uh we're budgeting a uh $19,000 decrease, which is a 2.3% decrease. Um so next is Oh, do we want to stop? Um no, I hate to just keep on talking. I could talk forever. What doing a fine job, Ken. >>

074All right, so the next section is transportation concerns and communications intuition. It's it's a big uh it's a melting pot of uh of a lot of different things. Uh but uh this very first line is probably the most interesting line in this section. And this is our regular edge uh transportation uh that we have through STA. And uh you'll notice a 301% uh sorry $31,000 uh increase uh in this year budget over last year's budget or 10.7%. Uh this is being driven by um the the MSAP grant uh is uh is no longer funding uh the additional buses. Um, so we had four buses that were paid for by the MSAP grant when the uh when the two middle schools were separate. Uh, now that they're all one school, uh, the uh the the group

075says that that it's not no longer appropriate to uh to fund additional buses. So, um that's the cost of those addition four additional buses as well as a contractual increase of 3% uh that uh that we had agreed upon um when uh this contract which I think we're in the fourth year of now. Um >> however, we were able to adjust the MSAT grant to take on those um three different teaching positions um through steam um that were steam positions. And so that is an offset to that 301. I think that came out to be about $150,000 approximately. >> That's right. Yep. Yeah. Yeah. So, of the 301, uh, two about 200,000 of it is is those four additional buses. Uh, and yeah, we offset it by a decrease up in the salaries of of

076those of those teachers that uh that you mentioned. Yeah. >> Um, Ken, is this the last year of the MSAC grant? >> Uh, 22 is the last year. So this this year we're looking at budgeting. This is last year, >> right? So then we'd have those teachers plus the buses. >> Yeah. Th those two and a half th those teachers would need to be funded uh by something else. You're correct. So K and I have had conversation on doing a deeper dive into transportation and basically even maybe through a consult and using um Dennis who's really provided this new software to make sure that we're using that appropriately and carefully and looking for efficiency. So that's on my my list of things to do. >> Thank you. Uh we also have the specialed transportation that

077STA provides to us and as well as the the curtain um that does the individual runs. Um and so those those also have uh uh contractual increases in them. So we're anticipating uh the transportation for schools to be up 7.3%. And it's driven by that uh those four buses that we have to uh now uh uh pay pay for through uh through this budget. Um other transportation expenses uh there's uh athletics u field trips uh and as you mentioned these may be different uh in that uh you know if they're virtual or not but this this is based upon um um I think uh normal normal normal days. Um but it uh overall it's uh for transportation other a $17,000 or 10% increase. Uh for the staff um we have a uh 4,179 increase 3.1%

078increase uh over over the current year budget. Um looks like it's being driven by uh possible conferences. >> I think that too came through the site budgets, didn't it? >> Yeah. Um yeah, quite a bit of it comes through the site budgets. You're right. Um insurance, um uh our insurance agent has suggested that we should expect a uh a 3% increase uh over the current year. Uh so that's that's baked in uh right here under liability insurance. Um so that's a that's about a 3% increase. um communications uh which is like telephones and and our advertisement um kind of like a hodgepodge of things here uh but uh that's about 11% increase. Uh the driver here is a minority recruitment uh which uh was paid for under alliance uh last year um um and this

079year. Uh but we anticipate we will uh we'll we'll have to fund that uh in 22. Um >> um you you know you Ken, you moved on from Oh, sorry. >> I was back on 141 travel for conferences. >> Yeah. Yeah. >> I can't imagine that there'd be this huge increase when people aren't traveling. I mean, you don't have to travel to do a virtual conference. >> That's true. >> So, I mean, could we could you relook at that and see why there was that huge increase? >> We can go back to that. We'll put a note. >> I mean, especially since last March when everything shut down. Well, I think that's true that this year you've certainly seen since last March a total decrease. Everything is virtual. So, you know, but next year hopefully

080with the vaccine, people will be able to go to do certain conferences and I know with M IB and my even AP, there are different conferences that people, you know, do want to attend. And while you can maybe get some of those virtually, I don't know that you can get all of that information virtually should things go back to normal. Rita, >> I think that we would need to make sure that we have something there because I'm sure my IB is going to require some conferences for for for us to keep up the certifi not certification, but you know what I mean. >> Yeah. It's almost double. >> We can go back to that, Ken. I think we should go and look at that more. >> Yeah. I mean, that's huge. >> Yeah. Thank you.

081>> Yeah, certainly. >> All right. Um, >> let's see. I think I left off here. Tuition. Uh, so for special education tuition, we're we're we're budgeting it at the same uh at the same level as as this current year budget. Um, this one there's a lot. It's hard to estimate this. Um um and so there may be if we have less students uh there may be some uh reduction here but at this point uh we don't feel like um we have enough information to to uh budget a reduction in this area. >> Well we see though that the special ed magnet choice is down. >> Yeah that's a reflection of uh of um >> pretty significantly. Yeah. >> Is that out of district placement or magnet placement? >> Um, that's that's it's it's magnet placement.

082Um, yeah, >> I mean that's certainly we can look at that closer too when Denise comes in to do her part. >> Yeah, definitely. But yeah, I think we'll look at that. That does look uh odd now that I see it. Um, tuition other is is a nonsp special education tuition. uh and it's it's a lot of the magnet and VOAG for regular ed students as well as our adult ed uh piece. Uh we have noticed a reduction in the enrollment for regular ed students at out of district. So that's that's what we're basing this uh uh this decrease uh of 125,000 uh on uh is is the we we anticipate that the um enrollment continues from from what we saw this year. Uh it could go down lower, but it could also go up.

083So, um it's a >> especially if we can market the five magnet elementary schools in a timely fashion. So, we have um Rebecca meeting with the principles so that we can get on that. >> Yeah. Yeah. And Fitch is a good alternative to the >> Yeah. Uh so overall for this section, uh $273,000 almost $274,000 increase or 2.4% 4% increase. Um, moving on to supplies. So, uh, the instructional supplies, this is a lot of, you know, pens, papers, um, uh, any of the things that we need and in fizzed and arts and and homecck. Uh, um, overall for this group, uh, we are budgeting, uh, to be down 1.8% um, year-over-year. This is driven by the site budgets from the schools. So the the the schools provided the information that rolled up to this. Uh

084so they're anticipating uh uh needing uh less uh less um less supplies. It looks like this athletic supplies. Um last year we had bumped up the the um Grant Middle School athletic supplies because they had to get all new all new uniforms, all new everything. Um and so um we are reducing that uh as they we should have that initial supply uh in house now. Uh so that that looks like a driver here as well as um a reduction in the unfunded lunch liability. >> What's that? Um if uh if the uh lunch program has unfunded uh lunch balances uh from students uh the the lunch program can't can't carry that over to the next year and the district has to cover the c that cost. >> Oh okay good shape because everybody was paid

085for free to get free breakfast and lunch. So we shouldn't have that issue at the end of this year but >> we don't know what's going to happen for next year yet. >> Right. um computer supplies. Uh this is where we talked about uh uh earlier that our little HP printer the the lease has ended. Uh so we're going to a centralized print management solution. We're uh anticipating a reduction in cost here uh around $18,000. U but also under computer supplies there's our softwares. uh you know um we had quite a few of our softwares covered uh through uh different uh programs last year. CARES uh CRF uh and uh the DoD supplemental uh where you know we think we're going to have to uh uh pay for a lot of these softwares ourself uh

086next year. And so we're we're budgeting in a pretty hefty increase here of 25% 25.9% uh year-over-year. Um, so that that that's a that's a pretty big increase. Um, there >> what what happens to the individual HP printers? >> Uh, we retain them. So, we have them. They still can be used. Uh, it's if if if anything goes wrong with them, uh, they won't be repaired. Uh, but, um, we have them and they're our own. We have to provide our own toner going forward. Um, >> but would we need them? Why would we need them? >> Yeah. >> Uh we don't >> if we're going to be doing a centralized print, >> right? We don't. And and to be honest, it's a lot less efficient to buy those little toners to go into each of

087those printers than it is to have a big machine that um that can and print them off for a much much >> So would would teachers be turning those in? Would they have an option to buy them if they wanted to or >> um that has not been discussed. >> Uh that's a good question. >> Thank you. But but but they are they are the uh the district's property um at the end. >> Um moving on to electricity and heating. Um so we're we're anticipating a a rather u um increased cost here. Uh we have the two new buildings that uh that u that they're going to draw quite a bit of electricity that you know they're they're new. their the you know lighting, AC, ventilators, the whole thing. Uh plus we have to continue

088to carry the the older buildings until we turn them over to the uh to the town. Uh so the sooner we can turn them over to the town, the better off we'll be. Uh but this is anticipating that we hold on to them uh for a bit of time um uh through 2022. Uh the same goes for uh heating them as well as electricity. Um, so I would anticipate that this this number could go down um in 23 if uh if we can um if we can uh get those uh those buildings moved over back to the town uh sooner rather than later. Um under transportation supplies uh the diesel for the school buses. So this is uh um this is uh hard to predict. Um we're we're using a lot less diesel this year

089than we did uh last year. We used a lot less last year than the year before. Um you'll see that 19 and 20 both are around 275. That's because we we purchased all of the uh diesel that was uh that we had already had a contract for at the end of 20 and we're utilizing some of that this year. And so I anticipate that unused diesel for this year will be able to offset next year. But uh it's hard to um it's hard to get a gauge on exactly what those numbers are going to be. Um so there could be additional uh reduction here, but at this point um I'm hesitant to um to to to bake that into a budget. Uh but uh the small increase uh overall pretty much flatund, one 396 uh

090year-over-year. Textbooks and library books, you'll see the um under textbooks, that's the uh the effect of having more softwares and more online resources. Um and so your textbooks uh we're not we're not buying as many of the physical uh textbooks that that are out of date as soon as they're printed anyhow. Um and so uh you'll see a reduction there. Uh but we are still uh buying workbooks that the students can use as well as um keeping up with our library uh book uh purchases. Uh but overall for textbooks and library uh down 15,000 um for these are supplies that uh that Sam and his group would use. Um we're anticipating we we had reduced the amount of the budget in FY21 uh and when the uh town uh uh reduced our our budget request

091uh we we we we had leftover supplies from FY20 and so we were able to reduce our FY21 budget. Uh this is um this is anticipating we restore some of that so that uh we have uh the appropriate amount of custodial supplies on hand. Uh and that's what's driving um that overall 16,590 or 5.2% increase in facility maintenance supplies. Um other supplies, these are um uh these are admin supplies. you the it's the the what's used by the offices whether it's uh the central office or the uh administration at the um at the schools as well as professional materials like books and um um the materials that uh are used um in in in PD. Um overall that's a $12,000 or 17% increase. So for supplies in total 275,000 uh increase uh over the over

092the this current year 8.6%. We're in the home stretch. I see the bottom >> uh so the next section >> on >> and we break this down between instructional and non-instructional equipment. uh instructional equipment. Majority of our equipment uh we purchased through uh instructional equipment that we have um uh whether it be the panels or the the Chromebooks. Uh a lot of that is purchased um um with the DoD supplemental. Uh and we'll talk about that on the third as well when we review the DoD supplemental impact aid account. Uh but we're um budgeting a 4.2% uh increase uh in instructional equipment. And then uh for uh non-instructional these are this is being driven I believe by the uh by the IT group um and their need for switches and and maintaining the uh the

093the network um and so those costs which we've we've paid for that through the DoD supplemental in the past but at this point uh that those costs are coming through here um and so that that looks like a rather large increase. It's 44,750 or 170%. Overall, uh we're um budgeting an increase of 47,000 or 52% uh increase for total equipment. Uh and then the last section here, dues and fees. >> Um before you get there, Ken, I I have a question about the additional >> number uh 216, additional instructional equipment. If you look back over the history, 2018 to 2019, there was a huge jump there. Is that a typo? >> No. So, right here on FY20, 298, 289. >> Yes. >> Construction equipment. Um, >> are you on line 216? >> Yes. Okay. >>

094I would say it's not a typo. Um, because then my numbers wouldn't be right. Uh, but I can't tell you off the top of my head exactly what that is, but I I will tell you. >> Okay. >> Because you're right. >> That is >> and I and I'm not thinking of anything. >> And even the line above it also, you know, it's a big difference. >> Yeah. Um I'm trying to think this was just last year, so I shouldn't have that in my head. that may be um we did purchase uh um uh display panels and um and and Chromebooks at the end of FY20 or after after um we shut down and we started looking at what what do we needed, we authorized taking some of those costs from DoD supplemental as well

095as I believe some of it from from here. So, I'm thinking that that's what's driving that, but I'll get a a definitive answer for you. in the same when you get down to 220. >> 220. 220. Okay. Yeah. Well, not as Yeah. Okay. I I'll I can tell you exactly what what makes that up. So, I will do that. >> And that's part of the reason that we go through the function code and look at everything in detail, but this at least alerts us to be paying closer attention to it. >> Yeah. Seems like we bought a number of Prometheian boards, didn't we? And those large um panels for the middle schools. >> We did. >> And we did split it between uh DoD supplemental. And it'd be interesting to see what what our plan

096is for the use of that this year. >> I know that Fitch High School um the active panels are a main priority. We were hearing concerns, you know, even from parents and kids that and teachers that they weren't, you know, they weren't working like they should. >> They're old. >> They are old, >> but now we're replacing them. >> And so the last section here is dues and fees. Um, and so you'll notice that um on line 226, uh, it's an increase of 14,494. And that is being driven by um the high school. They they have uh dues for my um and for CP, the career program um that is driving that increase. And we'll see those when we get to the function codes. >> So that's all the IB. I mean, not all the

097IB, that's the new additional IB. >> Exactly. So the regular IB is already baked in there. Uh but these new these new uh uh bits are are adding to adding to the the dues >> and so that's what drives our 82991 uh increase or 1.1%. That's >> I agree with you. >> A seventh inning stretch. >> That's a lot of information. That is a lot of information. >> Um, so we've been we've been pretty committed to kind of keeping this like a twohour um two-hour meeting and what we are supposed to be talking about is all of the back page. Is that correct? >> That's correct. >> Okay. >> The function the function. So, can we um as a group make a decision about what we what we see as use? I I can't imagine

098that we're going to go through all of these um all all of the section. I I just I just don't see it happening. Um so, >> Lori, Ken and I did kind of a walk through ourselves and we said the very same thing when we were done and we didn't take as much time on the front part of the orientation, >> right? So when we were going through it, I'm trying to think about what we thought. You know, the first whole section of going through all the um instructional components goes up to it really from page 54. >> Yep. >> Elementary down to 541. Um which is the health >> occupation occupation. So, you know, I would say that if we could get elementary and some of the secondary um you know those are the

099major disciplines like ELA, Spanish, social world language, social studies, math. >> So, so what is the what is the will of the board? My will is that I'd like to start start back where we always usually did was enrollment by grade history going to the Grten public schools before we even get to the the other part of the budget. I mean, I'd like to understand our enrollment for next year, what's what's predicted, what's not, how it's changing or not changing by grade level. >> So, >> and then that helps you. >> Yeah. >> When is that going to be talked about? We we have what was estimated by us, but like we said, McVroom um has done, you know, Zuba has done a much more thorough job that we can use for enrollment and transportation

100and everything, but we're just awaiting that. He's already kind of briefed us on it. Um but we um actually have that data coming in. So, >> next time >> um I can call him and see that it could be ready for next time. >> Jay, where what what is your thinking as the chairperson of the finance and facilities? >> I mean, I think it'd be nice if we get through elementary. >> So, let's just do it. >> What if we just set that as a demarcation and just get through elementary. >> I don't know. >> And then and then and then possibly next hopefully next time we'll have that stuff and we can do that and then possibly finish off. I mean >> So you don't want to start at 5-4? >> Yeah, that's elementary.

101Isn't how um >> well, let's let's see where we're at after we do elementary and see how you're feeling, how much time it takes us, and then we can kind of go from there if needed. >> All right. So, here we go. All right. >> Could we tell us where we are tabwise? Thank you. >> All right. So, we're on the pink tab >> and we're going to go down to D uh page five-4. >> Got it. >> Do you do you have to share since we all have this in front of us? >> I don't have to. No. >> No. Thank you. >> I mean, >> it is a >> unless somebody needs it. >> Just it is a public meeting so there might be people. >> Oh, okay. So, >> but Susan, if

102we were at a public meeting and this was in person, they wouldn't necessarily this budget in front of them. >> Okay. So, I won't share. >> No, I'm making the decision not to share. I I think it's easier to find out who's got questions, who doesn't, if if if we can see people's faces. >> Um, okay. So, uh 5-4. So the way the book works um is uh the the top page is is goes over uh the number of FTEEs that are paid for by the dollars on the the bottom page. Uh so um for this first section uh function 11 101 elementary um we have classroom teachers and we had 130.8 uh in in uh in this year. I don't know if you can see that mid page uh >> all the way down

103to the bottom of 101 classroom teachers where it says total >> right and so and we're proposing 128.3 teachers with a reduction of 2.5 and and and and in the one of the exhibits we looked at earlier uh it was identified as an art teacher, a music teacher and half of a uh a PE teacher. So that's what that's what's driving the two and a half uh uh FTE decrease. And as far as aids, we're uh anticipating we'll need approximately the same number of aids uh because it's the same number of students and so it's about 24 a little bit more than 24 U aids. Um, so that that's that top section >> and you actually have it if you look in the little box, the budget narrative, that was another positive feedback we got

104from all of you last year where it talks about the program and then the changes from 21 to 22. So Ken has outlined those changes again here. So you can see the 1.0 FTE for art and music and.5 for PE which he just mentioned. Uh so then if you go down to 5-5 uh these are these are the dollars that support the those teachers as well as the the functions that they do. Uh and so for 10 101 classroom teachers uh you'll see it's actually an increase of 90,607. Uh but it's a couple of things going on. It's a reduction in the number of FTEEs but it's an increase um in in their salaries uh due to contractual increases. Uh, so it it comes out to a 90 90,607 increase. Um, and then >> you

105don't have a a a a placeholder here for retirements yet, a projection at all. >> That's correct. That's correct. There retirements have not been uh have not been put in this in here. >> So there there could be a significant >> Well, we only know three >> three. Yeah. >> Yeah. We just haven't put it in yet. that that their date um ended in December, end of December. So, and you know, that's what we've heard of so far. >> Three elementary >> Susan or three total? >> Three total. >> Two elementary, one high school. >> Okay. Thank you. And then there's the uh the salaries uh on on on 111 um for the the aids aids uh above. That's all right. Um okay. Uh and then as well as Oh, they're the aids 130. So

106111 and 130 are the aids and 120 is the uh subteers. So in total for salaries and wages we have an increase of 326,000. [Music] Oh because the because there's no retirements. Um had we had a significant amount of retirements in the prior year and so that's driving a an increase uh because we don't have the same number of retirements this year. uh but it's a 3% increase um over the prior year >> but that three 3.1 keeps rearing its head as um and I think this is really the driver um from our original look at this um and basically based on contracts >> yeah that's the main driver >> I'll ask Lori is that right Lori am I learning >> I sorry can you repeat that >> so I said that 3.1 we um

107we've heard as an increase for this budget and the driver seems to be right there in that salary area based on um contracts and steps and >> correct all that >> the typical contract and steps for teachers is about 3%. Yeah. >> Could you explain to me on p on 120 and 130 what tmp is >> temporary >> regular sub teachers? >> It's a reference to call temporary. >> Yeah. >> Temp. So all subs are I mean there there's a huge difference between the 20 1819 and then the next one and then it's gone down quite a bit. >> I was just curious and yet there's >> the CARES Act we we use those grants to help us cover because of CO 19 >> the some of the additional subs that we've had to have.

108So right >> um we actually didn't use some of the operations budget. we use some of those um grants that we were provided from the government. >> I think that would be um good to to explain that because otherwise it looks as if we budgeted a lot then we didn't need as many but yet we actually needed more. >> Good point Rita. Yeah, that is a good that's why we have you go through this so you can highlight first set of eyes. >> Um, you know, Ken, it was pointed out to me that there's um people who might be watching this meeting um that actually wants want to that wants to see this stuff that is actually listening to this. And so um for um reference to um or deference to the fact that there's

109people in the community that are interested and want to participate at at least watch what we're doing. I think it's important that they see the numbers as well. So um I I I feel like I need to be corrected. It's nice for me to see people's faces, but I can actually on my own shove um the paperwork off to the side and just and and see that. And if you have a computer, you can kind of do that. Um, but I think we do need to to show that out. >> And I don't need my glasses then. >> Let's see. That was this one. Okay. All right. >> 5-4. >> If we maybe could even make it a little bigger. There we go. >> Is that Is that big enough? >> I think so. >>

110Okay. Um, and you know what? The the shading doesn't show up in this. This is odd. So, so here's the salaries number that we just uh that we just went over. Um the next section down is employee benefits. Uh and so you'll notice that for uh for group insurance, it's actually a reduction. And so that's that's reflective of that um of what we're doing um uh with uh with health insurance as a whole. Um and so that that that's what's driving that that that decrease of 152,000 um right there. Um the other ones uh the workers comp, social security, Medicare, those are those are calculations based upon the salaries above. Uh and so if those increase th the the the the taxes will increase. Um, so overall employee benefits uh is is showing a decrease

111of 142,000 or 7.9%. Um this line 321 instructional services. These are uh these are the um the elementary uh this is the the mystic seapport and the um pequatose and u I don't remember all the the ones Susan but >> I think aquariums in there they have a few that >> yeah so these are the districtwide uh um uh trips that are >> the district tries to provide for each grade level um a field trip or two that really meets the science standards or the social studies standards. So, um, and we we like to do that as a district so that all kids in our school district get a chance and opportunity to have those field experience. But like I told you, they have been um wonderful, but they've been virtual in the past eight

112months. >> Uh, so that that's pretty uh uh flat year-over-year. It's actually uh exactly what we budgeted last year. Um uh so that's a 0% uh change. Uh the next section down 430 is repair of equipment. Um so this is repair of uh instruments, repair of any any other equipment that might be at the elementary schools. Uh this is this is driven by site budgets. Um, and we have a 9 $9900 increase, I'm sorry, >> decrease. Uh, which is a 3.5% uh decrease. Um, other purchase services. Uh, it looks like a big increase, 24.5%. It's 26, sorry, $2,600 uh larger than the year before. Uh, it's in the travel uh for field trip section. the driver. It looks like um once again, these are the these are budgeted through the site budgets at the individual

113schools. Um hopefully we can >> I think they're hoping that they can travel. >> I think you're right >> with these field trips next year. >> Um this next section, the 601 down to the 641, these are all of our supplies that we're using at the elementary school. Um you'll see that um we have budgeted uh here we had budget in the previous year 67932. Uh it's a that's an increase of uh almost $12,000. Um science supplies we have going up significantly up $10,000. Um I'm just scanning down through here. this you can see the texts the uh textbooks going down $15,000. Uh and then overall for our total supplies it's a it's a 25,93 increase or almost 15% increase. Ken, don't don't we take some of our computer supplies and softwares from our DoD

114budget, the 16,000 and the 9,000. >> We haven't used DODIA for that. We did have the CARES Act and um CFR that really helped us out during this remote learning time when we really need to expand our um software. So that was really what covered that those expenses. >> And these are additional computer supplies that they utilize at the at the schools. Uh you know, whether it's additional mice or keyboards or those those little pens that we keep losing all the time, boards, um um it's those those types of things that they're they're budgeting for here. Uh you're right though, we do buy the bigger equipment through through DoD uh supplemental uh you know like the Chromebooks and uh and the displays. >> Would we um are we going to get like the site budgets

115like the foldout? >> Yes, >> in your your >> It's in the book. It's it's page 2-7. So, does that correlate to the classroom supplies? >> It it does. It does. Do we want to We can go to it >> or do you want Let's finish up here and then we can go back to that after that. >> The will of the board. I mean, it kind of makes sense that we look at that as well. >> Yeah. >> Uh so the this last section is equipment. Uh and so this is instructional equipment that uh that they budgeted at the um at the school level. Um these are uh like um uh they have like tables. Uh there was one um um I forget what it was like a big rectangular table that they were

116that they wanted to get. Uh and so overall for equipment uh this is a decrease actually of 200 of 2750 almost 17% decrease. Um so for for the total elementary uh we're looking at $28,000 increase uh or 1.6% and that's inclusive of of salaries and and benefits for for the for the group of this elementary group. >> So are there people who've got questions on the elementary? Jay, I think you have one. >> So I want to explore what Rita said a little bit more. I think this gets back to what I said about benefits earlier. So correct me if I'm wrong, but if we start at the very top of U function 1101, we have two accounts 101. One is called classroom teachers with a positive number and the other one is same account

117number but title retirements with um with a negative number. So I guess my question is if we went to line uh account 120 if the FY21 budget 2020 2021 instead of being 286 350 was what we really spent including car's act couldn't we then insert a line underneath there showing how much came from car's act see what we're doing is we're splitting the budget into these multiple funding sourc resources and it's it it really messes up the budget presentation. Um because as Rita says, one year you've you've budgeted 405, then all of a sudden it drops to 286. If we could somehow do a presentation included all the funding sources, but but I don't know, maybe your system just doesn't um support that. So that's really why Jay, we wanted to have that comment section

118under summary so we could outline that and that other supplemental page um where the reconciliation for staffing. So you could see that some things were covered by different grants. Um but I, you know, because this is the operations budget, this is the, you know, ends up being the board's budget in the town. Um, I I'm not seeing how we can integrate those other funding sources into this unless Ken, you have some idea. >> Yeah, I don't I don't know. I'm having trouble seeing what um what is it that we want to see? We want to see the total amount spent across all funding sources. >> Yeah. In other words, um so you see where the 210,000 for teacher retirements is broken out on its own line >> rather than just subtracted from the um 10

11910 million 521. I'm just asking about puttingformational lines in here that could show that that this is what we really spent this year, but um but it came from from another source. the reduction came from another source. >> So you can clearly see that this number was reduced by 210 because of teacher retirements, >> right? >> Um so is there some way to show that you know this budget item was reduced by and then the the line above it would still be would still track what the taxpayer spent. It would just explain better that how much came from the taxpayer and how much came from this other funding source. >> Yeah. >> Again, I'm just talking out loud. I know we can't solve it right this second, but >> well, like Rita's question on the

120um 120 with the subteers where we have 405, 487, and then it drops down to 286 and 214. And of course that's because we actually had increased costs due to CO but because of that we knew that was happening and we had federal funds coming in to support us with that staffing. So um >> I just wish there was a way that we could more transparently show what was actually spent so that such as the question Rita had you know wouldn't come up in the taxpayers's mind. You know, they said that their expenses went up, but they actually look like they went down without actually setting out uh this budget, title one, uh DOD supplemental every and setting all those budgets up in a row. Is there some way to integrate into this presentation? But

121>> well, let's think on that. I don't have any brainchild right now, but I understand what you're saying. It's like how can we holistically see what the district is spending with the grants and all these other funding sources? We have that, but it's on different pages. You know, we have that information, all that information. Um >> I mean, at the very least, I think what maybe Rita was suggesting, correct me if I'm wrong, is you at least need a footnote. >> Yes. >> On this page. >> That's what you got to do. >> Yeah. Right. I mean, that's all we can do. That's all we can do. Uh you know account uh 120 uh for FY21 budget um was reduced by x amount from car's act. I mean >> because my guess is Jay that

122there's going to be lots of different budgets around that are that have that as well because we're putting pieces together to make sure that we can make our budget whole. But I don't know how you can integrate it. But I'm not that's not my job. Um, but I think at least we can talk about it and and kind of explain it in a in a footnote. >> But I'm sorry, >> Kim. Oh, >> I'm sorry. >> No, please. Dean, go ahead. >> I mean to step on anybody's toes. Um, I've seen board of ed budgets in the past. I've seen some pretty cryptic board of edge budgets in the real in the distant past. So, this is a lot of information. Um, I come at a budget like this from my experience on the council.

123If you've seen the the uh the town's uh budget, there are aggregates, you know, revenue, expenses, and then it's broken down by department. And with each department, you see the cost center and you see the funding. And of course, the big number is usually the general fund, and then any grants that might apply in public works or or elsewhere. And um you know, you still have to work through it to see if you're interested in how many tax dollars, property tax dollars are funding something versus a grant. You still have to do the math yourself. But you can the expenses are the expenses and the revenues are the revenues. And what I'm coming to see here, and I is that some of these items have the revenue source that's attached to that item that's special

124for that item already built in. And that maybe that's that and this is what Jay was talking about. So you see, you know, it's it's a number down here and then the number changes not because the expense has changed but because the funding has changed, but it's not immediately apparent. So and I know this came without a revenue picture. So, I was sort of going to do this the same way that I would do a town budget, which is to look at these and say, "These are all the expenses, but it sounds like some of these already have a revenue source built in or the last years had a revenue source built in and this one doesn't." I think so. I think Jay and I are talking about the same thing. Uh, again, just used

125to revenue revenue on one side, expense on the other. Uh, as as a as raw numbers and you can offset them any way you want after that. But I also realize that, you know, that the district's probably been doing, you know, has its own methodology. Uh so, uh, but I'm I'm learning. I'm learning. Thank you. And thank you for Jay's suggestion for the footnotes. That would help. >> Yeah. At least we could give that a start, but look at other possibilities. >> So, I'm gonna recognize Rosemary because she has not spoken yet, and then I'll go to Liz. Um I would love to know um when the target dates for the revenue systems are due. For example, some are outdated, some run out on a certain time and something that we need to look forward

126to. Do we need to absorb that in another grant or whatever? So that we have a um a real eye on the future um when things are going to be coming due. So that would be very in very helpful information for me also. I'm done. >> No, that's great. Thank you, Rosemary. Liz, >> I just had a question. I'm going back to um the classroom teachers retirements 101 and under FY21, it's bracketed. So, I'm saying it's a decrease. Then I go over to the far almost to the far right column and it's not bracketed. I'm confused. Why isn't that bracketed? >> So question too. >> That was my question also. >> So if if you have a decrease uh in the prior year >> and have a um a corresponding decrease in this year, it

127it actually increases your increases your cost. I I guess maybe a better way to to think about it is uh um the 10,521 is overstated by 210. So if you assume that that 10,521876 is really uh 10,311876 that compared to the 10,612 483 is actually the that 210 and and 90607 added together. It's it's it's it's math really is what it is. >> I'm a social studies teacher for a reason, honey. So, um, but I I'm I'm almost there. Okay. I think I got it, but I it's very to me it's it's very confusing here. >> I agree. I agree. I I wish that we didn't have that line and it just it was just all in one, but that that's not the way we have it set up here. >> Well, maybe when you

128have the new retirements in, it'll look different. >> It will look different. Correct. >> Yeah. >> Okay. All right. >> It will still it'll still be an increase over over last year's >> right. >> Yes. >> Um will we have those sheets that kind of delineate like sort of like I think CARES Act is going to be a new new funding source for us and so I think that this goes back to the Dean andJ question. Is there a way that we can then sort of kind of talk about because we talk about the how how we get our monies is that in here? >> So uh in the past what we have provided is is a page for the grants. Um it's it's it's it's rather um summarized. Uh it's you it's a total

129amount and and then we talk about the what we what we were able to fund with it. Um is that what you're um >> Yeah. But also we we had about all of there's like the there's a lot more explanations in in here in terms of title one um all the just understanding how we get to our our funding sources. And I think that that that that's also sort of Rosemary's point is kind of like you know what you know we had that we we've had that readers. Yeah. Readers. No, we haven't had weeders. We've had the readers workshop and that's not there. What do what do you know? So that I mean so so our public has seen that grant for multiple years and has seen that price and so now we don't have

130it. So, um I think that th that piece is missing in in a previous year. Am I not making sense? People are >> that's that whole yellow section I think that is going to be adding >> right. >> Um that has that detail and I certainly know that anytime we're talking about the grants, we do give you that detail and you actually help us with that whether it's an alliance grant um the MSAP grant we've showcased the all the dodas. So, um, are you asking for like a level of detail on those grants? Like a one-page detailed list of what they're funding and when they're funding it? >> Yes. >> I I think that that would be helpful. I don't I'm not trying to make so much work, but I think that that would be

131helpful. I'm just I think that there's I mean, this is multiple years of me going through the budget, so I think I finally get it, but like I'm having a hard time sort of owning all of it. Um, and so, um, I'm just I think that that would that would have been helpful even for tonight for us to kind of see where that is because then we could say this is the x amount of money that we received. I'm going to use the car's act as as the example. And so this is this is the amount of money that we received. This is what we spent. And not I don't necessarily need and and Dean, please correct me. I don't know if people need to have every single function code down, but at least that

132they know that there's a there's monies that have gone to salaries, monies that have gone to to to equipment. Um, and then all the all those other ones like what is title one, what is title two, what is, you know, what is the DoD, what is our impact aid? I think all of those in that in that section that we have. I think that that would be that would have been helpful to have. >> Yeah, that's that yellow section. So, we'll make sure that you guys get it and we take a look at that at our next >> Yeah. Well, this is what I love about the very first our budget meeting, right? Is kind of like so first of all, this is our first budget session with you, Susan, right? And so, this is

133our first budget season in in in COVID in Zoom. And so, that now we're talking and now you guys get to hear about sort of what's going to be helpful for us to help march us through, right, the rest of the time. And I think that um it you know it feels bumbly today but I think it's bumbly because we don't know what we I don't know maybe in a sense we don't know what we don't know and maybe it's maybe I should speak for me maybe I don't know what I don't know. >> Well I think every time we go through this process we learn a little more about it and we learn what we want to learn more about it. So, in other words, we're able to add things like those budget narratives

134and the comment section and now we're talking about footnotes and adding in pages in the yellow section that defines the grants better. So, I think it's all about that process, Kim, that you talk about all the time. And I think it just helps us to get better at the process and understand it more in depth, all of us. >> Rosemary, are you waving at me or >> Yes, I am. And um I just wanted to say something um that it's um Vince Lombardi, that great wonderful football coach, used to start every single year in training by holding up a football and saying, "This is a football." And we're holding up our football. >> Yes, that's our budget football. >> Yes. >> We do sometimes want to kick it. >> Thank you, Rosemary. Actually, that was

135a great analogy. >> That was good. >> He's one of my favorite people. >> So, were we able to get through all of the elementary all the way to the end here? >> We did. >> Yes. >> All right. >> Uh, did we want to look at the site budget? >> That's what was mentioned. It's um >> Is that I think unfortunately I think I'm done. Me too. >> And I think it's it's a good time to sit back then and review it at home. >> There you go. >> So two two-7 is a site budget. So >> Okay. And and Ken, this is this is delightful. This is not delightful. Sorry. I I know that this is what you do for your um but this this is a this is a good start and

136I really appreciate um your help in kind of working us through um this process. So, thank you. So, we'll go back and we'll um look at our notes and we will prepare you for the next workshop to focus on um get that yellow section together with the grants and to review the site budget and then to keep marching forward under functions. How does that sound? >> Good. So, two- two-7 >> Yeah, two-7 and the yellow section. Liz >> Susan, could I ask you please? I have gone through the emails that I received and I never received that uh recon payroll reconciliation document. Could you just shoot me another copy, please? I don't know why I don't get >> Do you use a personal address or do you use the Graten? Because I >> I use

137the Graten one. >> I didn't check my personal. Um sometimes I get things through my personal and I don't want you to use my personal. No, I'm using board of >> ed. Um, >> I used it and never got it also. >> I'll resend it to all the board of ed. I hope you they're all on that list. That makes me >> I received it. I received it. >> I did not. >> Okay. So, that needs to be looked at. >> I'll receive it. >> It came from uh It came from Joyce. >> Yeah, it came from Joyce >> at 11:10 this morning. >> Additional exhibit. >> Oh. Joy. Yeah, get it. >> And it says it right there. Visual exhibit. >> Yeah, >> that's all right. If you have as many emails as I

138have, it's hard to keep up with. >> So So Dean, just >> Oh, I got it. >> I don't have to resend it. Rosemary, how about you? Um I um can't go into that um on this phone or I go into it on this phone and um so I can't find out because I don't know how to go out of >> touchreens. So when we do those hard copies that you can add into your book like the yellow section that's coming, we'll also do a copy of that so you can slip it in your >> Thank you. That would be perfect. I love paper. >> I know. >> Okay. and I'm going kicking and screaming into the 21st century. >> Okay. So, I'm moving us on to future topics. What I am going to need

139help on is just to make sure that where I'm not missing things that we need to talk about in community so that it when we need to sort of vote on it on the board of ed so that we have a chance to. So, if you guys are thinking about things that I am missing, I need that to be sent to me so Susan and I can put it on our agenda. Um but we are really trying to keep the agenda really focused on just the budget so that we can kind of get as much done um in the whole setting so that we don't have to add extra meetings because remember it we have to by charter be done on the 28th >> um and that could mean that we're voting on it up

140until the you know working on it until the 27th with a vote. So um I don't think that that's what's going to happen um but we need to sort of be aware of that. Please also make sure that people understand that um next week, next Tuesday um the start of our budget workshop, we are having a public hearing. So the public hearing happens for the first hour. We get to hear from from people and you know Susan, I don't know how we want to do make sure that that gets out there. Um >> and I are working on that and Mark's gonna help us. Okay. >> So that we get it all posted and published. And what we can do is stay on that link with the board, close out the one meeting and then

141just continue on with our workshop. There might be people who are there who want to stay on and watch the workshop, you know. That's fine. >> That's right. Um and oh shoot. Um also we have our combined meeting in the very beginning of February with the town council. So I want to make sure that people are paying attention to that. Um and that Jay tomorrow the town council is going to be hearing the present presentation to of the fields committee that Jay has so he has been so thrilled to be part of that committee. Um and um but that uh so for for people who want to kind of like go on in into that part of the meeting about fields because that has a lot to do with obviously us um on the board

142of ed. So just wanted to make sure that people are aware that there's some things that are happening um and that we're going to be seeing a lot of each other. Um >> so Tim I wanted to also mention that that meeting for the town council RTM and board of ed where we talk about the budget there was already scheduled on that same date that liaison group meeting which is town council city council. So Joyce was asking me should we go in and cancel that first liaison meeting and just have the budget meeting. >> I think so. I think so. and and and we usually don't have the RTM. Um but in the past couple years, we've we've added the RTM. >> I think it's helpful for everybody to be in on it from the

143beginning and if they have early on them and we understand where they're coming from. So, >> okay. Anything else? I have one thing and it has nothing to do with with our with our meeting tonight, but I'd like to remind everybody that our ecumenical service for the Martin Luther King scholarship is this coming Sunday at 3:00 via Zoom and you can access it through our through the Dr. Martin Luther King website. We have we have five honores, five recipients of a 20 each receiving $20,000 in scholarships and they are Deja Deja Driscoll, Tristan Cletus, Zoe Castillo, Zito uh and Fatima Monster and we would be thrilled for you to you for you to join us and in honoring them and Dr. King. >> Could you tell us the time again? three o' 3 three o'clock

144on this coming Sunday and you can access it through our website >> and everybody an email too with the Zoom link for you and the admin. So >> I I was very pleased to receive that today and to see that you were holding it virtually. I was like debating do I want to walk in. So then I got down to the virtual part and I we know we we've known Anelise since she was a baby. So, I'll be very happy to see her her give the keynote address. >> Thank you for mentioning that. Yes. >> Yeah. All right. So, I'm going >> Is it time? >> Yes. >> Motion to adjourn. >> All those in favor, please say I. >> You need a second, honey. I need a second. >> I got a second. All

145right. Thank you all. Bye, guys. >> Stay well. Bye. Bye. Stay well.