2-9-21 Groton Board of Education Meeting

001Okay. So, so Susan, what are you hoping that the board will march through tonight? >> Everything that's left over. What did you say? How many function codes? 10. >> 10 functions. Here's 5-52. >> Gotcha. >> Okay. So, this >> I just wanted to know that I um that I called the uh our workshop. Thank you, Mark. Thank you. Thank you. That I um I called our meeting to order and I'm calling it to order right now. And by my watch it's like 505 5 um 604. Um thank you Mark. And um we're working on the uh workshop. Thank you. Sorry. So as you remember the board put into place the enrichment function several years ago and we've been able to offer in both elementary and middle school opportunities um in STEM, in the arts, and

002in fitness. And we offer that either before or after school. We all so it is elementary and middle school that gets this opportunity and we've kind of woven it in too with some tutorial um so that it is um a fun experience but there is some learning going on as well. So um you know I'm not sure um I know that it took a little while to get off and Adam but I think this spring we do have offerings. We had some in the winter at the different schools and we have some this spring being offered in the schools and it's based on the schedule C. So contractually um teachers basically teach eight sessions and um you know they um get the schedule C per contract um stipen. >> All right. So if we wanted

003to go >> is this after school? >> Before school, after school in the elementary, you know, they don't start till 9ine. >> So sometimes they'll do a yoga class in the morning or they'll do a soccer or something in the morning, get them, you know, going a math club or math games. So you know, while they are fun enrichment experiences, they're also pretty educational, too. >> Okay. Thank you. >> Do most kids want to join in? >> Oh, yeah. And we have them, you know, we we'll have multi-age groups, but we also have some for the the younger children and we have some for the older children. This is where um you know about Seth Danner and his famous hiking club that he did in the middle school and now he does at Charles Barnum.

004Of course, they've been doing minor small hikes um this year. They haven't done a big trip because of COVID, but um you know, it's very popular and there's some conditioning and some Friday afternoon bonding sessions that they'll do prior to going on a hike. So, that's an example. >> Thank you. >> So, um I think the the salaries are like I said per contract it's a total of it looks like $38,000. Um it's up just a little bit. Maybe that's because of um the st the stipen um increasing a little bit next year. Ken, >> that's a question. >> It's uh so we kept this uh flat at 38,000. >> Okay. >> From from last year's budget. Um I suppose we could we could be a little more um sophisticated on this and calculate out

005um based upon the the the change in the in the schedule C. Uh but uh for now we we just had this 38,000 in here. >> I see the 551 is for benefits. So we've included that. >> That's right. Yeah. Yeah. Small amount. >> Okay. Anybody have any questions you want us to >> Yeah, I'll take >> switch back. >> Yeah, I do. Sorry. So um um so Susan I have been paying attention to some research and some things coming out um talking about that um that we need to be careful that we're not only just trying to go in terms of um um recovery um from education because of the pandemic and on the different co cohorts but that all the things that the kids have met missed sort of being in community so

006doing a lot more enrichments around like arts and movement and crafts and whatever. And I was just wondering would this be a place that we could throw some COVID funds to see if in the p next couple years um we could develop those programs that have the benefit of um kids who have been away and have gotten to how to act in a in a group, right? Because if they can't be near each other, they have to be wearing a mask. And and is there something that we could be thinking about that you know kind of like the yoga line >> mindfulness? Yeah. >> We do some book club so you can do some kind of book um bibliootherapy you know where kids can have different titles of books that they can read and talk

007about the different characters. That's also a good way to include that. Um I would say that we have girls on the run at an elementary at Claude Chester and also a middle school. um the Graten Middle School and that's really that is really about the social emotional >> um component and the fitness component. So I think anytime we tie in those two things um it's very valuable. So we will keep our eye on that too >> and and I just for me I'm this is just one person speaking but I think it makes sense that that actually is where a COVID like that makes sense because we really are trying to address that what has happened to kids the past year. um >> right >> in a way to kind of do that. Um if

008I can find that article again, I'll send that along. >> That'd be great. >> I thought it was uh really kind of well read, but >> okay. >> It was well written. I read it well. It was well written. >> Well read. >> We got it, Kim. We got >> We got it. >> I just >> All right, Ken. On to the next one. What's the next one? >> The next one 5-54 is remedial instruction. >> So you'll see on 5-54 uh that there's an increase of 2.5 FTEES. >> Yeah. >> And that's made up of the the one literacy interventionist that um uh we got uh at the high school. Um >> yes, >> the 0.5 apex uh teacher um we converted from a from a from a a tutor >> and then the

0091.0 FTE uh that's the that's the uh athletic trainer uh I'm sorry, athletic director um uh position that that kind of kind of moved um over to remedial from from special education. >> Whoa, whoa, whoa. What? I I I'm not following you. >> The last athletic director that we had >> Yeah. >> did a case load. Uh he was teacher part-time and he taught halftime special ed and then halftime. >> Right. So when he left and you know the new person who came in was not special ed certified. We had to pick up the 0.5 in special ed certification. >> Okay. >> To cover the case load. >> Okay. Yeah, technically uh that he he shows as a 1.0 FTE because um even though a half teacher half administrator, it shows as a full a

010full teacher in our FTE um analysis. >> Well, an athletic director has never been an admin position. So, it's been a full-time teaching position where they taught for part of the time and then they did the athletic directing. >> Yeah. >> I >> uh point >> I'm with Liz. It's this is not the the description. I know what you're trying to say, but it's not clean or clear. And maybe it's just me, but that's >> it's me, too. And the other thing um we have had in the past over 20 years ago though we did have an admin who was the AD so that was a long time ago before you time Karen Shar uh Susan whatever your name is Susan I'm not sure Karen I don't know where I'm getting this from but >>

011who was that um can I ask Liz he he was never in an administrator >> he was in the administrator union when I was in >> Really? Yeah. >> Oh, >> cuz he was a health teacher. >> Well, I was a social studies teacher, but I was still, you know, I was still an admin. >> And And could you tell me, did um Mr. Keller say that the.5 Apex teacher was going away next year? We didn't need that position because that was just something that was created for the athletic director. I was confused about that too. So, can can clarify? >> We have a full-time tutor in the program and I explained that having a certified teacher was necessary for signing off on grades and doing some of that, you know, teaching part that is

012necessary. So, the suggestion was made and we can bring the chart back up and look at it for the tutor who is actually a certified teacher to be paid the differential to be the certified teacher. so he can do that work without having an an additional person. And I think it was also explained from Ted Kellaher that it also is a position that has grown that the using of this Apex has definitely grown and more kids have taken advantage of doing that program for some course recovery during the school year and also for um you know enhancing their um you know their courses. >> Susan, could you explain apex? So, you know, we should probably do a CO and take you through some of the lessons of Apex. I know that early on, um, Dr.

013Acriman and I kind of sat through a couple different presentations and we've actually gone to see the kids during the summertime. So, Apex has a tutorial program, which is really pretty cool because it does some pre-esting and post- testing and then it identifies the areas that they need to be tutored around. It also has, you know, significant courses, honors courses, um, AP. They have, um, courses that are, um, for SAT prep. So, they have a lot of offerings that could either be enriching for kids, um, tutorials for kids, or they could be credit recovery for kids, or additional courses, maybe a course in Chinese that, um, we don't service. So there could be courses in Apex that um we don't provide in our school. We don't have a teacher certified to teach that and it's

014online but it's online and it's um you know engaging kind of like that Khan Academy. I don't know if you familiar with Khan Academy you know where it will have the video clips and um you know it will help guide and facilitate the learning. So, kind of clarification, the um the changing of that position was part of that chart, which is something that we're going to be bringing back on the 17th, right, next week. So, um but I I need to kind of go back to So, you added a 0.5 to make that a full one one FTE for the Apex position. Is that correct? Um >> when you because when we go down to the bottom line, right, we've added the onepoint literacy interventionist at the high school >> and then did we just

015add a.5? So, so it's a half teacher, half tutor or is it going to be one full-time teacher? >> So, I think that the halftime was that the position that's the apex in central office, Ken? Yeah. Yeah. Exactly. >> Yeah. So, it's part um >> Yeah. Go ahead. >> So, we haven't done any of the changes for the high school apex program. We have not added anything that was on the chart. Okay. >> But the apex program for um students who needed some kind of an alternative setting, whether it's through expulsion, suspension, or other means that they need it. That program in the central office is being taught now not by a tutor but a 0.5 apex teacher and then the other.5 of her job is special education in the transition program. >> So so

016that's not clear. So that needs to so like because then what you're talking about is that we have basically we're using Apex in two different ways. one in the high school as either supplementing or credit recovery or a class in itself and the one that's happening in in central office is um the suspension the kids who are >> but it's for the same reasons Kim it it becomes their coursework um this online becomes their coursework just like it's done in the high school um it it we have we expand it to include some enrichment and other opportunities for Okay. >> But it's for similar reasons. >> We should clarify um that line changes line. >> Yeah, we can do that. >> Yep. >> We will do that. >> Yeah. I want I wanted to say

017that it wasn't just Mr. Keller who spoke about the expansion of the duties of the apex. It was also Lori who talked about that. So, she has a different view and a a different handle on it. And and as Mrs. Austin said she and I went to see the the operations. We we went to a u kind of an explanation from with the people who presented you know who who designed this program and then we actually went into the classroom and even at that time it was it was a a hum. It really was. And now if it's expanded it it truly does need a full-time person. I I have a question, Kim. >> Absolutely. >> Do we have to keep this up? >> Well, I can I can certainly take it down. >> Thank

018you. >> Um my question is to Susan. When um we had students at the high school that wanted to take Mandarin or another course that wasn't going to be offered, we had a program from the state of Connecticut that was used. Has that replaced it? Apex? >> I'd have to find out about that. I'm not sure. I have not heard um that we've had something like that in the past few years that I've been here. So I just >> and I think we went through learn with it. We went through learn and it was um it it it didn't cost anything. So I was just curious, you know, has Apex replaced this? And >> I'd have to find out for you. Yeah, because we used to have students take Mandarin and German and just different

019courses that they, you know, weren't offered regularly. They would do it on their own. >> Okay. I'd appreciate that. >> Interesting. Yeah. >> Thank you. >> What I liked about Apex was that it was very positive. The kids who typically were having problems um could turn themselves around because of the really the way the questions were formatted and the opportunities that they had to get involved in lots of activities. very more positive than I've seen ever in any district, never mind. >> We have a really good success rate with the program at the high school and this particular tutor who's been working with him who really is a certified teacher. You know, he's kind of at graduation doing the high fives to a lot of kids who probably wouldn't have made it through high school

020without this. So, um we have seen some real success with this. So, you know, um not saying that it's, you know, that there's not anything else out there better, but we certainly have seen the success in this both of at the central office. I think I mentioned last year that four of the students um that were um you know ready to graduate did graduate with the toutelage of the teacher tutor and also the program. So um and then we saw that at the high school too. >> That's good. So, okay. Can can you I don't mean to be beating a dead horse and I don't know why I'm stubbling on this, but this 1.1 FTE for transfer from the 1230 special education can what does that mean because I want to be able to to

021desri to explain it to someone and if I don't understand it, I'm going to have a difficult time. >> Yeah. Our previous uh ad was um was uh coded under the uh special education. he had a half-time load of of special education uh cases. Uh so we took that uh when he left we took that position out of special education and um um the new AD uh does work around remedial uh has a half half-time load uh um around remedial and that that's what the 1.0 increase here is. >> Okay. I know that's not succinct, but >> No, I just got to be able to describe it, right? >> Yeah, >> we might be able to put a narrative describe it a little better in a narrative. Ken, you and I and Lori will work

022on that. >> Yeah, >> we can do that. We will do that >> to make it clear. >> Clear mud. All right, Jean. >> Sorry. Um, the literacy interventionist. I know there was some discussion about this in other meetings. Um, I presume this is because there's a certain number of kids who do not read at grade level. Do we have an idea of just what that looks like? Do we have nth graders who were I mean, how far behind do you have to be before you need the literacy interventionist? Who's it for? In other words, >> so it's really for students who are below grade level reading and but may not have an IEP or special education support. So we have a program or we use this program of um SRBI or scientifically researchbased intervention

023in all of our levels in elementary, middle school, and high school. and using the data that we're constantly pulling, we're seeing who is at or above or you know below grade level and you know and then looking at the tiered levels. So there's three different levels. There's what happens in the core. There's um what might be needed in addition to the core instruction and oftent time that's either a tutor or an interventionist and then a tier three is like the most support that they would need. So they might get daily support and we have that level of support in elementary and middle school with our interventionists but we did not have it at the high school in the past several years. When I first got here we had two interventionist at the high school as

024they retired and our budgets got tight. We didn't replace them dean. So, we were able to get a reading consultant who had a lot of experience with middle school and high school kids and she's able to service with the support of I think we have a literacy tutor as well. Um, and we have some um some literacy teachers, ELA teachers who also have some background in reading too that help support. So, um we identify them through this SRBI process and then we give them additional teaching in the area of reading. How many students do you think this this interventionist would be would have as a case load, if you will? >> I'd have to find that out. I can't even guess what the number would be. Um, you know, in in each of our elementarymentaries,

025the specialist who's the reading consultant like this one is, they really oversee the whole school process. So, they really are a coach and a leader and oversee all of the SRBI at every grade level. So that could be like the whole school that you're monitoring, you know. Um, as far as how many is she servicing, I'd have to find out specifically for you. >> All right. Thank you. >> Any more questions, thoughts? No. We're going to move on. >> Can I just Can I just answer a little bit with Dean? Dean, in the past, what's happened, we've had um a teacher that would the reading specialist would go in to support um read 180. Uh she would also have her and that was a program that was at the high school and those classes were

026be about 15 to 20 and there were multiples of those especially in ninth grade. And then you would have people she would also have kids for her herself in her class load. The last time I remember, I'm just going off from memory. She had about 10 to 12 kids every period. So, you know, she herself had about um 50 to 60 kids plus she was supporting another uh probably another 25 probably another 50 kids herself. So, you're talking about 100 I I think estimate would be around 100 to 150 kids that she's supporting. And I'm telling you because it's necessary. And it it's not just the kids that are below grade level. She's also working with sometimes I I I had seen her work with kids that were EL what is it? ELLL English language

027learners um that didn't really require the English language learner profile, but they needed the support. So I just wanted to give you an idea. >> Is is the main target the the freshman to get them ready for 10th grade or is it Is there is there a grade focus? >> No. >> Okay. >> No. >> And I also remember her helping with the students for their that were on the borderline and for their testing. So those students that were needed to like move up to >> what was it? What was that list? Um the test before that was called the state and federal >> PSAT. No, no, this was Connecticut. >> Caps. Caps. Yeah. So, she would assist with that. She'd be given a list of students. She would bring them into her classroom and

028help with them to to support them so that they could um pass that test, the CAP test, and she was based in the library in the back of the library had a little cubicle. Well, it has changed slightly, especially now that SRBI is really a mandatory process in our schools, but it is a a process of assessing kids, finding out what their needs are, and making sure that they get not only the core instruction, but if they need more, we provide them more. So, and I know that it probably Liz, you recall there were two FTEEs one point >> and then and then it went to one >> and then it went to one >> and then it went to none. And then we brought you back again because we knew we needed it. >>

029Yeah. >> Can I can I add something? >> Yes, Lee, please. >> There was a woman who just retired at Connecticut College. That was her job for Connecticut College students. There are a lot of people who have problem reading and comprehension even in college. >> Thank you, Susan. Let's move on. >> All right, let's do it. All right. Uh 5-78 will be uh the next one. >> We're moving on. This is teaching and learning. Um and so we see here uh the the data manager, which is an ad. What this uh there's an error here. The uh curriculum coordinator 1.5 FTE should be in here. Um so I apologize that that uh didn't make it, but we made that correction. and it will be in the uh in the final uh project. >> So, explain

030the curriculum coordinator position that you're talking about 1.5. >> It's the it's the three halftime um curriculum coordinators um that >> humanities ELA and then um STEM. >> Yep. >> And they're the 6 through 12 coordinators. So, they're really they're really their home base is really Fitch High School and then they have a day that they go over to Graten Middle School as well. That's right. So, yeah, it it didn't make it on this, but uh the their numbers are in the uh in the >> in on five- 79. Yeah, 108. Exactly. Thank you. >> And the administrative assistant has a long history of being in that teaching and learning office and knows all the components of that. So, she's a real expert. >> I'm sorry, Susan. Who is that? the administrative assistant who's in

031the teaching and learning office. >> Is that 114? >> The correct 114. >> Okay. Oh, look at you go there, woman. Okay. >> So, salaries are are up by uh mainly uh driven by the addition of the data manager. Um employee benefits uh are up as well um due to the um uh the increase in another FTE. So you see the 108 which is the curriculum coordinators that we just talked about. >> That's right. >> Yeah. We we overbudgeted a little bit last year. Uh but um um we we're back on track here in FY22. >> Um the um let's see, purchase services, uh same as last year. Uh supplies, uh professional materials, uh we have a little bit more in there. Um $1,800. It calculates out to be an increase of 150%. >> That's

032one of those ones that people are going to go, "What?" >> Yeah. Yeah. Exactly. Uh and then dues, uh we um we spent uh a little under a thousand for the past couple years. So we did bring that down. Um so total for this uh for this function is a increase of 107221 or 40% and being driven by the uh the data manager edition. Jay, do you have a question? >> I just wanted to clarify. I know the uh the the function is curriculum coordinator, but the uh folks that hold the position, we refer to as department chairs. Now, am I correct? >> We have um department chairs of the high school um in areas that these department these curriculum coordinators don't oversee. So in other words, we have the three um curriculum coordinators that

033are a day um teaching and then a day administration where they do evaluation, coordination, working with teachers in their department. So um the answer is that we have both. We have still chairs for areas like um the uni uni um I'm trying to think like this arts >> unified arts. So that isn't covered by one of those curriculum coordinators 6 through 12. So um and they I think they have a period that they are able to every other day that they are able to help coordinate and do budgets and meet with their departments and that kind of thing. So there are how many chairs? >> I don't know. I think there are um well there's Mark Paluso who's doing the the PPT facilitation. So the with the other three. So there's four and then I

034think there might be four more but I have to check with Ted that are outside those areas. Andrea, >> I I think that it seems to me that I've heard that uh one of that that the the um coordinators could be a a department head. I think one of >> Yeah, >> they are in their area of in their area. >> Yeah. Amy McKenna, she's the ELA coordinator 6 through 12, but she's also the department chair for Fitch >> and so is Carita. Correct. and car me the same thing. Yep. >> Okay. >> Coordinated. >> That's actually what Jay said, right? Was that the curriculum coordinators are also department heads? Isn't that sort of what your clarification was, Jay? >> Well, I think we're calling them department chairs now. >> Yeah, we are. >> Yeah.

035I I just wanted to clarify that that uh make sure that because are there department chairs that fall under some other line than this 108? I thought their uh administrative was being covered here. >> The department chairs really serve as a teacher and so they just really have an extra period every other day I think released to do that kind of work. So it's it's not the same as the coordinators. They just are addressing Fitch High School. >> Yeah. I just I just wanted to clarify because you know people hear about how remember all the curriculum coordinators went away from the central office and so now this this function code has survived along with the dean >> and I just want people to understand that this is >> this is not your father's curriculum coordinators.

036This is >> No, I'm saying they're stationed in the schools. They're part teacher and then part administrator. So it's very different. >> Right. >> You're right. You're right. That's a good point to bring up. >> Thank you. >> Um I know Liz, I cut you off and then >> Don't worry about it. >> And then Andrea and then Okay. No, >> Liz, did you have a >> No. Okay, >> Rita. >> Um we have the dean in here. Um no, is not that dean, but before we had the dean. That position is going to change, right? That's been the proposal. Nothing has been agreed to at this point. You know, we just showed you last night the different proposals that we had. So, that's not in this budget. >> Um, >> you know, that has

037not been put in the budget. I think the word dean was in there because we we base the salary for the curriculum coordinator. Half time as an administrator is based on a dean salary. Their halfime as a teacher is based on their teaching salary. That would be >> that would be a good narrative and get rid of the dean because I think that that gets to be >> Yeah, we'll we'll do that. Good idea. Y >> and and are they supported by a grant at all? >> No, they're in the operation budget. >> Okay. Thank you. >> All right. Move us on. >> Move us on. >> All right. uh 5-80 uh this is uh improvement of instruction uh there are no FTEEs um allocated to this function. Uh the top line are uh uh

038teachers uh who um are providing um curriculum u instruction um direction. Uh we budgeted 20 27,500 um down. >> Well, this is these are um for curriculum work for when we have professional learning and our own staff um has gets through the contract extra planning time to provide each other with um professional learning. So, um that's we've always had basically that amount. It looks like there's a slight decrease, but we've had that amount. CARES Act did take care of a lot of that this summer when we were compacting curriculum and looking through priority standards. There was a lot of curriculum work that and collaboration that needed to happen with the pandemic and CARES Act was able to help support that last year. >> Um line 224 uh graduate credit courses. This is uh reimbursement for

039um uh teachers taking uh additional classes. We did reduce it last year um because Alliance did pick up a portion of that uh in the prior year or this year I should say. Uh then uh in instru uh uh services, what is this? Uh purchase services, sorry. >> Um you'll notice um instructional improvement down um by almost 10,000. We had moved uh that over to the special education. I don't know if you recall that from last week when we talked to Denise. Uh but uh the portion that uh is for um we kind of broke that out. So the portion for special education is in the special education budget, >> right? >> And then um see uh other purchase services uh travel down uh 9,450. Uh computer software um this is an increase of 114

040uh,000. Um this is reflective of the additional uh softwares that uh that we we feel we're going to need uh with the new um remote learning um and and those those types of things included in here would be Apex the cost for Apex and then other curriculum type softwares. Um there's a reduction in a couple of line items here food and texts. Um so a total is an increase of 100,421 looks like a big increase 97 uh point uh >> and I think I've described how textbooks we've really started investing more on in online text because they get updated and revised. So instead of paying $150 for a textbook that sometimes becomes obsolete when it you know goes out from the vendor to us. Um, we're finding that especially with remote learning, having that availability

041that a student who has a onetoone Chromebook can just pull up the text and other resources as well using the computer. >> So, the total amount for approvement of instruction is an increase of 109,458. That's driven by the by the software. >> Um, Kim, yeah. Couldn't that software have come out of the CARES grant? I mean, because it was specifically used for the Chromebooks and so forth, right? >> We did use we did use the CARES Act for quite a bit of our software. For the software that um is the software that we use and have used um all along, we continue to fund that through operations. >> It's just such a big increase. It is huge. >> And the other thing is that those softwares that we paid for with the car's act this

042year, uh those those have annual renewals. Uh and so this uh this was uh anticipating that we'd have to renew those for next year. >> Wow. Maybe there could be a description about that. >> Yeah, that's true. to kind of think maybe we need to have some type of way of explaining the software the increase in software >> because it's huge. >> Y >> I have to say though you would be amazed at the cost of software. >> So for instance our Lexia program that we use in the elementary school and we use middle school and high school the Lexia power up and now we the we have the Alexia assessments to get Lexiles on students. That software when I first started was like $14,000 seven years ago. It's up to like4 $50,000 a year

043now. >> So th the cost and we actually are in a partnership with Learn to get like the best deals on New Zilla and Flexia and um there's still the prices are extraordinary. So you think $100,000 that should buy you several softwares, but that just might be two, especially if it's district prek through 12. if it's a program that really is a program that we use for all levels. So, just putting that out there that that is it really it's like if you hadn't been grocery shopping for a long time and you went back to the grocery store, you it just it floored me and I I do pretty good with my wheeling and dealing and trying to get our our best buy. But it is incredible the cost. Jay. >> So, in the past,

044um, the finance committee has looked at the technology grant to decide how that's being used. This is something that could come out of that. Um, but because we haven't met in a few months, um, I don't even remember the last time we reviewed that. Right. So could Ken come up with um a an analysis of that uh grant funding where it's being used now and what the levels are and um maybe we can fund some of these technology lines through that and reduce our request to the town. >> Yep, we can look at that for sure. Um we're also going to be putting out a survey for teachers to respond to on, you know, what has been the most highly engaging and effective softwares. We're also looking at usage. We're able to really see who's

045using the software. So, we get reports every month from all of the software. So, between those two things, I think we're going to take a look at that through curriculum instruction committee um and and really see, you know, um what's the best the best resources. >> I remember you led an audit of that a few years ago and we actually saved a substantial amount because we were paying for software that >> right >> maybe wasn't being used. So that's >> you're right. >> That's a good idea. >> Yep. >> And you've had success there. So >> yeah. So we're going to do it again. >> Well, my guess is stuff that we've used during the pandemic might not be necessarily applicable once we go back to the classroom. Um >> but there are things that

046are like this near pod. They found some things that they feel are so engaging um for kids. So, you know, those things I want to keep, you know, but we have to really look at it carefully. You're right. >> All right. Move us on. >> All right. 5-82. This is uh the education media services. So, you'll you'll notice uh a reduction of one FTE. This is due to the uh consolidation at the elementary school. >> Yep. the other ones stayed the same. >> Do we have that in the um change? We have that spelled out in the narrative box. >> Yeah, eliminate one FTE due to elementary school consolidation, >> right? Okay. >> Uh and then as far as uh the budget, um you'll the salaries are are reduced by 55,000. That's reflective of the

047reduction of one FTE uh employee benefits also a reduction of uh 28,000 >> and that's the whole district taking that health savings along with the discount or the efficiency with the one less FTE. >> That's correct. Uh and then supplies uh an increase of 3,359 being driven by uh an increase in uh library books. Um this uh these numbers come through from the uh from the site budgets from the from the principles. Uh so that's an increase of 12.1%. Overall for uh educational media services a decrease of 80,348 or 6.9% decrease. >> Any questions about library media? I think also when Mike and I first got here, we didn't see any funds being spent on libraries and I think it was a concern to a lot of board members. But I think because of the

048site budget situation, all of the investment from the literacy grant in improving classroom libraries and our libraries, we've seen that we've really kept up with it much better. >> Will will the new one card start to help now, too? >> I think it will. I think >> I think it will, too. And it's gonna engage our kids in their community and their their own libraries and it'll give them both print materials and online. So, >> and and the books will take will go from the libraries right to the schools. That's right. >> It's just a great idea. >> It is. It's something I think we've all wanted to see happen for a while. >> Uh I have a concern about the the media specialists. We are going to have elementary schools that have over 600

049students in them with one media specialist in each school and we'll have other Northeast and Kasi and Charles Barnum that will have you know 350 to 400 students with one media specialists. Do you feel that the media specials in our larger schools are going to be able to h handle the case load of all those children or will we or should we be hiring um an aid for each of those librarians? I realize, you know, you're saving a media specialist. The salary is quite low. um the person must have been new, you know, on on one of the lower levels, but either that or but the person between both schools and I just I'm just really concerned how someone is going to do that. >> Rita, we we would agree with that. Beth and I

050and the principles have actually had that conversation. Um there you know the other area I think too is just to have another support person who is a literacy specialist that can help with either small groups some of our youngest learners um you know be able to do readalouds even in the preschool because we really haven't been able to use library media for our preschools and these two big schools also have preschool. So you you really are um saying some things that we've we've discussed and and maybe there is that possibility we could get creative especially that we're going to have that CARES Act um that it could be tied in with some of the the remedial work and um enrichment we need to do. So thank you for bringing >> hopefully all summer. I know.

051I know. >> Jay, >> Susan, um I know that at one point both of the middle schools each had a library technician. Were those both transferred to Graten Middle School to support that larger population? >> I think they just have one if I'm you know, but they do have the they have the one and a half library media specialists because those schools are a thousand each. They each had a library media specialist and then one shares the two um and goes in between and then they have the other person who basically does a lot of the shelving of the books and the helping the kids check out their books and that kind of thing. >> Okay. >> And they're more of a um library aid or I don't know the exact title but they they're

052a support to the librarian. >> They used to be called LTAs. >> LTAs. That's it. That's >> and we had we had quite a few at one time and they've all been mostly cut. I don't even know if there are really any left. Maybe one >> one at the high school and one at the middle school. >> Okay. >> Yeah. So, we had one in every school. So, would it would it be helpful for the board to have um a work up about what that would look like if we had different possibilities um to support the two new elementary schools? um see what that would look like in terms of our budget just so we can play play with that >> because because it looks like you know which is good because this is how

053we should be doing it right is that we've gone through the budget and then we're looking at things that you know do we need do we want you know what and and and I think that this is one of those ones that we can put at the at the tail end to kind of take a look at if we wanted it where would it come from and and also would we what would we have to give up so I'm I'm going to suggest that that happens have that conversation. >> Be happy to. >> Okay. >> Thank you. >> Y are there any retirements in the media specialist this coming year? >> No. >> Luckily Beth is really expressive because she's on mute so that we can actually tell what she's saying. >> All right. Next.

054All right. Five >> attendance. Yeah. >> Well, this one is this is actually board of ed services. >> Okay. So, this is CABE. >> Yep. Yes. That's essentially the the it's the same amount as we budgeted last year. There is $4,200 in for uh travel if there were some um uh some things to to go to. Uh and then the the 25 under dues 25541. That's uh 20,000 uh or so for CABE and then 5,000 for the N um national >> SBA. >> Yeah. >> Uh so so no no change in this uh in this uh budget. >> And what happened to the money that that um since board members didn't use it for travel to go to a conference? What happened to that money? the 4,200 last year. >> Does it just go back

055to the regular budget? >> Yeah. Um and yeah, if it's left over at the end of the year, then it would would ultimately go back to the town. >> To the town. Okay. >> Yeah. That should be also something that we should be thinking about at the end of the year is sort of what is that money is left over and and because I think that there are some places that we have not spent because of the pandemic um that we can kind of then take a look at what what do we need to do with that what what needs to go back to the town because it's town money and what needs to stay in home to buy what we need >> that that we would need. Elizabeth. Um, yeah, Elizabeth, I'm sorry, Liz.

056>> It's all right. I I get it. Susan, would this cover um people a board member to be uh like the IB guru here? There, you know, I know they have training for central office, but I I thought they also had training so that you had people within your um heads of schools to have the information and and be that resource person. Yes, I have attended a couple of them when I first got here, you know, my first couple years. I haven't attended one recently. There's a couple different ways that you can attend. You can attend virtual and I think that's what we've been doing mostly this year is the virtual kind of trainings or you can, you know, they have specific trainings um for specific reasons in different parts of the country. I'm just

057I'm just thinking if it would be have we ever had a board member that was a trained IB um in the in the administrative portion of IB because we we've expanded now so much. >> Right. Right. >> And you know I'm just wonder could decide that's your professional learning. It could end up be a book study. Um it could be all kinds of things that you feel would be good. It could be something that we do on a retreat, you know, we could use funds for that for, you know, a facilitator or, you know, so I think it's really what the board, you know, feels is appropriate. I know that um we all went to Washington a few years back and had a a great trip to Washington um together. So, I think that it's

058really up to the board as a as a group to decide. >> And would these funds then cover that? That's my question. >> Well, possibly going >> Yeah. If that's something that you all choose to do, certainly. >> Okay. Thank you. >> And and Cab and the National School Boards, they have the seminar courses that any board member could take. I mean, there's there there's a fee, >> but you know, it's it's it's professional development and it is very important. >> We took two. So I don't think that there would >> I took two of the cape and I think I sent it forwarded to you because they sent me the the program afterwards that was recorded. >> So I felt it was really worthy. I think two of them were $40 total and I

059was really you know I just wanted to know more about the board and the Robert's rules and you know all of that. So for me it was good training for me but then I shared it with you all. So, if you haven't seen it, you know, it's it's really worthy of the time, you know, it's really good. It's it probably is a refresher for you. For me, it was kind of new. So, >> yeah. And I'm sure there are board members that, you know, haven't had the the course either that because we always had someone come down and do the training with us. And one time it was with the town council, which was really nice. >> That's interesting. Yeah. >> Yeah. We did it together with them. All right. >> Certainly use it for

060policy. You know, it's certainly a great resource for policy. >> Moving us on. >> All right. Here we are. We're at superintendent services 5-86. Um, no change in the FTE count. And then uh the budget um a slight decrease in salaries and wages 12,000 >> and I think we'll be noticing some efficiencies too this year because we're getting ready to do the interviews tomorrow and next Wednesday for the assistant superintendent and then we'll be bringing them back bringing back um you know the ones that we want to have in a second round um to be able to do um a task ask and to have further questioning. So, um that probably by the time we find someone and they're able to be released from their contract, I'm thinking, you know, we'd be lucky by the

061end of March. >> so that would adjust these numbers. >> Question. >> Um I'm going to go to Lee. >> Um we have had um the minority recruitment advertising for quite a few years. To the best of my knowledge, we we actually haven't done anything with it now that we have the DEI. Um I I I guess I don't know why it's there if we never do anything with it. >> So, I think that um I'd love to have Lori come and join you during a COW to tell you all the different ways we've used that those funds. We actually do it and we've actually hired some of the people that she's gone out um and and met at different venues and um you know and outreach to some of the colleges that um you

062know would have host talent pools of kids and her work at the state level and her plan that she's created and then they've revised with DEI. So I think we will start to see some of the changes. Um Lee, it's just it's been a journey for sure. >> I know. I know. >> So So um actually Joan, could you just make sure that we're taking notes about what um what people are going to want on a CO the minority? There was another one too that I have now since lost my memory with so that we can >> the LT the LTAs for the um the support for the library media specialist. >> Library media for the bigger schools. Yeah. So, just so that um we can uh make sure that it comes back to us

063when we're done with the budget. Thank you. Thank you, Miss Jones. >> Um Kim, there there should you know this is another area where we might have some savings because there wasn't the administrative travel, you know, workshops and conventions like other years. Um so that might be another one to look at. Food supplies. Yeah, that has gone way down. Nobody's doing food anymore. >> Right. Right. So, yeah. >> Yeah. >> And even our workshops have been virtual. So, there's no, you know, back to school breakfasts for the teachers. So, >> Right. >> And if I could add on the food supplies, uh that that does cover um the um unfunded uh lunch balances uh that we won't have this year, um uh but okay. We may we may need uh next year. That's right. >>

064Thank you, Ken. >> Yep. The total for this for this function is actually a decrease of 16,750 or 1.1%. I'll I'll take it off so you can >> and that's really the workings of central office supplies for central office for um the superintendent's office and assistant superintendent. So, um, you know, that's really more for our central office folks, that particular function. >> Kim, can I ask about line 213? How many um people are left under the town's retirement in the central office? That's quite you know that's >> the town town retirement uh covers um uh central office uh uh uh secretaries and custodians >> technicians tech we have a couple people in the technology >> correct >> so even the custodians all the custodians >> well whatever's in the contract uh I'd probably have to

065relook at that contract but um >> we're getting ready to negotiate it actually coming up so we can take a closer look. >> But yeah, we we got section in in the town retirement for those those three those three groups >> because it is increasing. I was just curious. >> Yeah. And uh so as far as we put it we we we put it all here and then we actually uh put half here and then half in the in the business office which is the next function. Uh but it does cover all those all those groups. So it wouldn't be under the where we have custodians. >> We don't have a breakdown by by those groups to get a total from the town. Uh so >> a lump. Yeah. >> Wow. >> We we could

066we could do probably could do a better job of of trying to break that down, but we historically haven't, but that doesn't mean we can't. >> Any other questions? Dean. >> Yeah, something came to mind. I remember some years ago, uh, there was some, uh, a back and forth. I'm not going to call it a controversy, but there was some, um, misunderstandings, I think, based on nomenclature and categorization. Uh specifically there were people who were claiming that the central office had x number of people when in reality x number of people did not work in the central office but they were described in the budget as a business office or central office people. Has that been has that been corrected if you will? >> Oh those are the good old days. >> Yeah. And you'll

067notice in our in our FTE uh schedule we have uh it's a it's called districtwide. We call it DW. Uh, and those are the folks that, uh, in the past we lumped into with central office, uh, but we broke them out so that there's more definition. Um, but I hope that I think that's what you're referring to. >> Yeah, I think so. I mean, I I remember it was a I can't remember the figure, but it was a there was a stark difference between >> how many people were physically on Flanders Road. >> Yeah. >> And how many were actually, you know, you know, were were categorized as central office. So, so Dean, does this um spark you just because we just talked about the total the clumping of the total retirement fund. Um and

068and maybe if we just had a retirement that the that that really kind of reflects a sort of several different groups so that people when they see that that they know it's not just that. Is that is that where you're is that what sparked this conversation? >> Oh, no, no, no. Well, I mean it it just occurred to I mean, how I got that that this thought from this is I couldn't explain to you. I'm not a brain surgeon. But now that you mentioned it, maybe a little asterisk when people see town retirement, maybe a note someplace that says this is these are the groups it applies to. >> I'm not so much interested in a breakdown. >> No. >> A description of just exactly who falls into that category. >> Thank you, Dean. Yeah,

069I've been looking forward to having you kind of um offer that perspective because this is the first time you've gone Well, no, truly because you've gone through the you've gone through the town council piece of that and now you're going through the board about how we're how we're attacking that. So, for any help that we can get so that it can be there and it can be clear to them so we don't have those lovely conversations about having 25 people in central office when in fact we only had 10. >> Right. I I will say this is a different animal. It's it's it's a it has to be. But I cannot compare. It's it's apples to pears perhaps. >> But but but but you now you're the only one that now will have both perspectives.

070And so it's important for you to have to share that perspective with us so that we can kind of make sure that that we are answering the questions that may or may not be needed. And I also think it's helpful for you to say it's hard to compare the two processes because it's not it's just two different beasts. I'm going to go to Jay who's got a question. >> Yes, I remember that um well uh Dean and I went over to speak to that RTM member. He actually was coming over and counting cars in the parking lot and that sort of thing trying to >> reverse engineer how many people were in the building. In any event, u just because we're talking about pensions and that sort of thing, I'm wondering if Ken can you

071get an update on OPED uh maybe from Bob Zagaming so we know where we're standing. Are we making any progress uh you know with OPED uh chipping away at that or are we still way underwater? I know we're better than other towns but I guess I just like to know where we stand. >> Sure. Yeah, I think that report comes out um I think it already has come out so I will I will get that. >> I'm sorry. What the heck are you talking about? >> You're speaking Greek to me. OPE is uh is other uh post uh employment benefits. And so for retired uh uh folks uh that are that we're still paying uh benefits for, we need to have a reserve. Uh and so that's what we're talking about is um the the

072we we fund that reserve every year. And uh uh in the past we we've actually been in a negative position uh and and so what we're trying to do is get it to where we're no longer in negative position. >> So are you talking is this like health benefits or >> health benefits primarily >> For retirees. Yep. >> Okay. >> So we've been healthier with our health savings reserve and OPED. Um and I think we were trying to cover it and we're really trying to make sure that OPED is covered too. >> Okay. I just had no idea what that was. Never heard of it. >> I I actually don't think ma I don't mean to be speaking for you but like for the years that I had been on never heard of it. Never

073heard of it and then it like landed >> two years ago >> really hard. >> It was an every year thing with the council >> and and never but >> never had come to us. So Liz, welcome to the world of OPED. Well, the town came to us. >> Yeah. The town came to us and said, "Pay your share." >> Yeah. >> I don't know how it took you to try to describe that to me. Um, so I could understand it along with a health insurance corridor. >> I don't know why we would want to call something a hall when it doesn't really mean it's a hall. So, >> the the only reason I bring it up is we may see some savings this year because of like the travel and everything we've discussed and

074I want us give as much back to the town as we can. However, before we do that, if there are obligations that need to be covered, we might be able to do that with some of these um because unfortunately towns have been kicking this can down the road for too many years. And uh the last I looked statewide, OPED is at a deficit of over 124 billion. >> Wow. >> But so but Jay, I mean that is also a good use of taxpayers dollars, right? Is to make sure that we're meeting our obligation. So I I I think that that's a that's a great thought. Thank you. >> All right. Moving on. >> I think we're pretty close here, aren't we? >> We are close. Um 5-88. This is the business office. Uh this is

075um this is me and my group. Uh no change in the FTEES. Um and then um as far as the budget um a slight increase in in salaries um as well as employee benefits um professional services. These are this is audit fees, bank fees and um and uh costs to um to update our um our platform, our einance platform. U I'm predicting that that'll we we can um bring that down by $2,600. Uh so overall it's a 10 $10,000 uh increase or 1.1%. >> Boy, that 1.1 keeps coming up, doesn't it? recurring thing. >> It's a reoccurring thing. >> So, I'm I'm going to Jane, once again, VA and Liz, I I absolutely um hear you, see you. I just want to make sure that other people who have not spoken have a chance to

076do so. So, Jane, do you have any questions on this? >> Right. And thank you so much for talking about OPED. This whole meeting has been very important to me. Um and now I feel much better about my understanding of OPED. Thank you. >> Lee, do you have any questions around this? Okay. Also, I appreciate you being very visual because I can then understand what you're saying. Um, and so I I will go to Rita. Andrea, you you you shook your head. Okay. So, um, Liz, and then Rita, I'll recognize. >> Oh, okay. I just wanted to know um line 213 on function 2312 is identical to uh function two uh 213 on function 3 in the in the under the business office they're identical. >> Yeah. So, historically, we've taken the the cost for

077town retirement, the total cost for all those all three groups, and we've charged half to um the superintendence function and half here. Um there's no particular science to it. It's just a it's a short. >> So, it's a it's a 50-50 split. >> Yeah. >> Okay. I I might have missed that comment. Sorry about that. No problem. Um >> thank you for paying attention to that, Rita. That was my question also about line 213. But I would like to find out how many people um received the town retirement and the list for that because that's a huge sum. So it would be nice to know for us. I mean, maybe you can have a, you know, have it here someplace and also have that narrative that this is split and these are the people that

078receive a town retirement. >> Yeah, I see the narrative having I I see the narrative having that it's it's in between the superintendent and the business and that also that this is a a it um Dean said it much nicer than I I can't speak, but like it it does cover three different areas of people. I just think that that would make it cleaner. >> And how many? >> Yeah, >> I'm still not clear whether new hires are still being treated the same way that I I can't recall. Was that something that changed >> contractually at some point? >> Yeah, I thought so, too. like maybe the new hires are not going on the town plan, but maybe we could get some um clarification on that. And then just as an aside, Ken, I'd like

079to see um you reduce this department by 10%. So, if you can come back with a proposal on that. >> Are you being funny? I'm >> I hope so. And I know Lori, when we get back, we usually meet with Lori. Um, and so, you know, she she can probably help help assist us with all this information, >> right? >> Yeah. >> All right. We're on to the final um function. So 5-90, this is uh school administration. We didn't go over this, right? We >> no >> previously. No. Um All right. So, this one you'll notice uh under administrators um that there is a reduction of 1.0. I'm going to point out that the grade 6 through 12 curriculum coordinators were were inadvertently put here. Uh the the they're not charged here. It's this is

080just so this is going to be corrected. So, I I apologize again that this is a little messed up, but it'll be fixed in the final um the final one. Uh but there's a reduction of uh one uh elementary school principal. Um >> that appears here. >> Yep. And then under clerical um a reduction of one uh school secretary and both of those are due to the elementary school consolidation. >> Again, Rita, you know, you brought up the point that these are such bigger schools to have one um secretary is going to be a challenge. So, and one of the ways we might be able to get around that is to expand the curriculum >> um or the I'm sorry, the community coordinator's role. They often will substitute if a secretaries out and they're able

081to cover like sometimes the real busy parts of the day or you know give the secretary the lunch break that they need. So, you know, we can look into that. Um we really that's another area that's been very efficient. um because of COVID they haven't been in as much and we actually pay for them with a couple different grants as well. So we will look at that but it's the same kind of concept with the the bigger elementary schools. >> Yes. Yeah. Um, as far as the budget, um, you'll see under, uh, salaries and wages, the reduction under principles and a reduction under clerical. Uh, that's representing the, um, the reduction of those positions in both those areas. Uh, so it's a reduction on salaries of 146,000 or 4.1%. uh there's a reduction on our

082employee benefits for the reasons we spoke of before as well as for the uh reduction of number of uh uh employees in this function. Um line 331 is uh that that funds the uh the SRO's at uh at both the middle and the high school. Uh so that's what the 137 547 um covers in the budget. >> Could you explain what SRO's are? >> Oh, sorry. SRO is security uh security security resource officers. They're officers from the police department, the town of Graten Police Department uh that uh are stationed within those two schools. >> And we share that responsibility with the town. So, you know, we pay for their service during the school day when they're s, you know, when they're supporting the schools. >> Yeah. It turns out to be about 80% I think

083of their salary that that we're uh paying for here. Are there two? >> There are two. >> There's one at the high school and one at the middle school. And they've actually worked with social workers going to houses and making sure kids are connected. So, they've really been worth their weight and gold in really trying to help connect kids. Um this year >> there's also a large jump on travel by 84 which I'm not sure why for next year you know I mean it was fairly small and then now there's a huge jump to $10,000 though I think that's probably coming through their site budgets >> we've actually asked them to put uh in for their professional learning and travel so that you that because I don't put in for everybody's professional learning and travel

084for the principal. So, they've probably put that through their site budget. >> That's >> right. But it just seems awfully high to go up that much. >> I do know that the five magnet schools like there's a program at Yukon called Comfort. I've actually >> done u masters through that and um so I know that um for instance Charles Barnham is going to be a discovery um you know magnet school and they're basing a lot of their work from Renulli and Ree at Yukon's um center for gifted. So there is a program a workshop that occurs each summer even if it's done remotely that I know they're thinking about having teachers attend and administrators attend. So that would be a for instance that would be just an example of one school one magnet school getting

085more professional learning in a certain area that their magnet will address. >> Kim Jim >> I'm gonna do Andrea and then I'm gonna do Liz. >> I I just wanted to underscore that I when I was a principal I attended the conference two for for two summers. It was invaluable. Yeah it was invaluable. It really was. >> Thank you. >> Who knows we might have been there together. Andrea, I went two different times in my life. Two summers. >> I I I highly doubt that we were there at the same time given given your face and mine. >> Well, no. I've been doing this a while. >> It's I was just wondering if we're looking to um you know, support our two new elementary schools with more clerical, why take that clerical position out? Why

086not keep it in and make it a 5050 split like one week there or or however you want to do it. So we have the additional clerical. It's already it's it it's already it's been there. You know certainly we would not be um saving as much but it's also something that's extremely necessary. So I I'm just wondering why we just don't keep the clerical person even though um the salary even though there's uh one less school. Just a thought. So maybe that's something that next week we can take a look at what that would look like and also what the community outreach grants and whether we can whether the needs of those two bigger elementary schools could be met on that. Liz, that's a good point and we should look at that. >> Okay, we

087will. >> Especially since the salary was like we're saving $39,000 or, you know, plus, you know, benefits. But, >> right, I I mean, >> it's not like it's huge. >> Once again, I think that our last time that we look at the budget, right, is is for us to all to kind of take a look at that and kind of make those kind of decisions about that stuff. Yeah, that's >> And maybe we could find saving someplace else on this page. >> I think like what? >> Oh, I I mean a lot of them have gone up quite a bit. So, it'd be nice to know, you know, do they need to go up that much? Is it what exactly are they asking for here with these different things like food supplies and things like

088>> supplies? Yeah. Yeah. >> You know, there's that double spread page on site budgets that we really haven't reviewed very carefully. You mentioned it before, Rita. So, you're going to see school by school how they are spending those funds. So you can kind of see what the requests are specific to the schools on that. >> Shouldn't that should that be lumped into here though? >> Well, it all Yeah, >> because we're looking at it two different ways. We're looking at it school by school and then we're looking at it totally here, >> right? >> And object code versus function. >> Okay. >> So, I'll just finish this up. Uh, yeah, supplies are up 7,175. That's a 24% increase being driven by the school admin supplies. Um, which we can take a closer look as Susan

089said to see which which which schools are driving that. And then a reduction in dues and fees. U overall this this showing a reduction of 215,000 uh 273 or 4.9% over last year's budget. >> We don't need any paper. >> Yeah. >> A lot of paper left over. because of all this online learning. >> Yeah. >> So, we're not ordering paper next year. >> Is there an inventory of what each school has in terms of their of their um supplies that they have available like in their supply rooms? >> Yes, they keep track of what they have for sure. >> Yeah. And we don't we don't you know back in the day I think central office used to hold on to all that stuff and then would give it out. Now the schools order it

090and they they hold on to it so they know what they have. >> When when Mr. Cadri came in, he took all the supplies out of the schools, brought them to the central office and and divvied them up when they would come begging. >> Yeah. >> Even for pencils. When Mike Grer and I came in, we brought it right back to the schools and we gave them their own accounts. >> Thank you very much. >> But they did find >> they did find though that there was doubles and triples and schools would order so much over and over again. >> I can see that. Yeah. >> And they weren't careful. So, >> right. >> It's improved. It's improved. So, can are are we do we are we done? >> You have gone through all of

091the function pages. Yes. >> Did you take any time to look at the site budget? >> Um or do you want >> over custodians? >> Yeah, >> we did um custodial with Sam yesterday. >> Such a long time ago. Yeah, we Well, it was such a long time ago. So, so before we go into the site budget, Jay, >> I just want to mention I was looking at the site budgets and Ken, I'm just not quite sure. I have the one dated 1621. Is that the latest before we go over it? It just seems like some of these cells might not be or maybe I'm confused. But >> is that the big long >> Yeah. pull out one >> 1621 and it's going to look different than uh last year's uh mainly because it's a

092different number of schools and I wasn't able to match it up the way it was in the previous year. Uh so the way it works uh I apologize I'm going right into it. Do we want to look at uh at page 2-7? >> Yeah, I do. >> Why don't we why don't we and then I I have got a couple questions for the board, but let's why don't we go ahead and do that. >> Okay. Oh, sorry. So, uh, it's under it's under the red section is the last page. It's page 2-7. It's kind of a foldout page. And so, uh, you're going to notice it looks different. Uh, the the first, uh, the first box that's kind of middle of the page is the FY22 budget. And then the right hand side is the

093FY21 budget for a different number of schools because we had we had six elementaryaries here. There's only five elementaryaries over here. Um but um >> you have it broken out by elementary and secondary. >> Correct. Um and then you'll I also just want to point out that very near the bottom there's the magnet school support. Uh it was it was function 1115. Uh in the previous year we had $30,000 that we split between the two magnet schools. uh this year uh they we we split that amongst the five elementary schools because they're all magnet schools and they put that within their site budget versus having that separate function. And so >> so each of the five elementary schools for FY22 will have an additional $6,000 added to their site budget for magnet expenses. >> Right.

094Correct. Can I I now that you've walked me through this, this makes more sense to me. So I think that this is just another one of those things where we write that that it's it's going to look different because there's people who have, you know, have been with us for a couple years that have that we've seen the site budgets like this to kind of put that the year that we're talking about is sort of like smack dab in the middle. >> Right. Okay. Yeah. I'll make it more clear and um >> Yeah. No, it it's it's good. But once again, the moment that you oriented me, I was like, "Oh, okay. Now I know what you mean." >> And what uh what was the um um um concern? Um Jay, >> I am I

095was just having some difficulties with some of these totals. Um so so I can go through it maybe a little more little more detail. Uh looking at the FY22 uh budget section, that's the middle. Um, it's the it's the three it's the five elementary schools and then a subtotal for elementary. And then kind of next to it is is the two secondary schools with a with a subtotal for secondary schools. And then the the very last column which is kind of smack dab in the middle is just the total of of all all seven schools together. I don't know if that helps. also that we calculated they have different numbers for each of the elementary because it's based on the per pupil spending. So we we take in account how many students each of those

096schools will have and then there's an aotment for each student. So that's how it's calculated. Is that right, Ken? >> That's right. And that's why you'll notice under um River Magnet and Mystic River Magnet, they got higher amounts because they're they're going to have uh more students in in those schools. So, I look at the um if I look at like under supplies line 18. Okay, I'm looking at the secondary schools. I see that Graten Middle School has 25,000 plus has 3,000. Yeah, that that >> that's what Peter and uh and Ted put through. Um >> Okay, so that was okay. >> Request. >> Isn't that interesting? >> So, we give the schools a certain amount of money and then the principles decide how they're going to break it out, >> right? >> And then

097this flows through um to the function codes uh based on that. >> That's correct. go to different functions based upon, you know, if it's if it's a admin supply, it's going to go to the admin function, but a classroom supply is going to go to uh uh one of the um instructional uh functions. >> It's interesting >> and I'm missing that section. So, if someone could forward it to me, I'd appreciate. Yeah. I keep looking. It's just nowhere here. So, I guess it just didn't get included. >> Do you have the entire Is it just that one page or the entire red section? Um, Rita, >> um, I have the whole the the pink section, the red section. Oh, wait a minute. Yes, I do have it. It was folded so neatly. I thought it

098was all part of it. Sorry. I do have it. >> Page of the red section. >> Yes, did a good job. >> I do have it. >> I did. Yeah, it's perfect. >> Thank you. >> Dean, you're off mute. Did you want to say something? >> Oh, am I? That's an That's by accident. I'm sorry. >> Um, darn it. That that's like that's how like I know when people want to start talking is I you know some people raise their hand. I just find like you know if I see the microphone is off. >> Keeping you on your toes. >> Thank you. I appreciate that though. I can only be on five of my toes because my foot's broken. So it just you >> there is a pattern though looking at especially with supplies that

099some of our newer buildings are requiring I think additional funds for the supplies. Um, so when we're outfitting our brand new schools, you see that those um, except for CK, but all the others you see that um, you know, like a Charles Barnum isn't requesting a lot of money, but they probably have an inventory and they're not moving anywhere and they're not getting fresh new crayons or they're doing it kind of in a probably very efficient way. the the plan is to uh is to um kind of use down the supplies that are in the three uh elementary schools uh that are closing uh because we don't really want to move the supplies. It's it's in you know not efficient way to you know to to to move those things. So we're hoping to use

100those down. Uh but then whatever is left over at those three schools, we should uh uh you know uh reallocate out to out to the the remaining five. >> Put together a summer toolkit for summer learning. Send it home and have kids doing more reading, writing, and arithmetic. That might be good. >> So when they when they do these site budgets, do they have to put a justification as to why they're asking for this much money? Is that given? because I'm looking at line 13 travel conferences and everybody is you know between you know 2,000500 uh 10,000 for graten middle school and then Fitch has 46,000 >> right >> and I'm like okay so um I'm just wondering is there a justification that's getting given to these >> well there's got you got the IB

101programs right >> right but they're Yeah, but >> middle school does. >> Yeah, but careers relate the careers program along with the IB, I guess, you know, >> and a lot of our um middle school, Rita, honestly, we still have that MSAP grant. So, that's really taken care of a lot of that. >> Um, and I've actually requested principles to put in I think they used to think that central office was the Taj Mahal and we had all these funds for all this PD. So, I asked them to put in if there were things specific, especially to the new magnets, specific to the magnet schools, to put in some funds. And I always say you really need to think about $50 to $100 per teacher at least. I was just questioning >> you know just

102just want to know what you know what what's the vision so I can either support it or or you know I just would like to know what's the you know if there the career related fields is needing a lot more um stuff you know I understand believe me I ran the programs so I understand how expensive they can be it's just that um I it just looked like an anomaly that's all I'm saying >> I can explain it this way. Rita, it might I mean um Liz, >> it might help that um the MSAP grant has covered the middle years program in a big way. >> Okay, >> for the grades six through eight, we we also have middle years in nine and 10 and we're a candidacy for my also a candidacy for careers

103program international balarat. So there aren't grant funds that help support that. So um I do remember Ken and Ken and I had talked about it and we had talked to the principal about the need for um that professional learning experience for those two candidacy programs. >> Okay. >> Yeah. >> Thank you. >> Makes a lot of sense. >> And as a point of clarification uh for the secondary schools uh in particular these are budgeted on the different functions. So for instance, IB or the career related program um would they they kind of uh it um it all funnels up to here. So we can show it under one column for for the high school say but it's broken out amongst all the functions. >> Right. >> Okay. >> Great. >> So the way I look

104at the site budgets is we give them a certain amount of money per building and then the principles decide how they're going to use the money. It's similar. The town council tells us our bottom line number, but they can't direct us. So, I always look at it as we we're not going to micromanage the buildings. And even though maybe the principles should send a justification to Susan, >> I don't think we need to review any of that. Um because they're the professionals, it's their building. We can adjust their bottom line. And uh I know Dr. Dr. Grer in the past has held 25% for example budget times but we can't say um you know what Ted um you can't have all that money because we've already given him the money he decides how to do

105it. So Jay, your point is really well taken and I think that we all kind of feel really um worried about sort of micromanaging sort of the things, but to the point that I think Liz and um has talked about is that it would be kind of nice to have to to know because once again we have to answer these questions to the to to people who are not at in this meeting. Um we can easily say, "Yeah, you know, you're right, but you know what what they're doing is this, this, and this." And so it's not about Jay. I think that there's that line between micromanaging um but also having information so that we can then so that Susan can say to us and say hey you know what this budget's up a lot

106and the reason for that is this this and this and we can either say no we don't agree with it or we say we whatever we do and one of the ways that we don't have to agree with it is we can say well we're going to take out x amount of money and and you're going to have to figure that out. So, um, but to Liz's point, I think that it's just nice to have that information because once again, I I this budget is I feel really good about this budget, um, that that we're looking at so far. I think that we've got some tweaking that we need to do. Um, but I but it's always good to sort of know what the story is. I I want to know what we're building on.

107>> And I have to tell you that Ken does a great job sitting and meeting with the principles. Mike and I also sit and talk to them about what they're developing and and that's how I knew that they really wanted to make sure that magnet schools were supported and that they were able to get the professional learning for the teachers. So having those conversations with us helps me then and helps Ken then be able to answer some of the questions and if we don't know the answers we can go back to them. >> Right. >> Yeah. I'm gonna do Dean and then I'm gonna do Dean and then Rita. >> Thanks. We we face very similar uh challenges uh on the council as well. We have multiple departments. They're all funded very differently. Um education

108has you know big fat grant that comes with it that you know maybe the library doesn't have for example. And there's always a balancing act and there's also two different schools of thought depending whether you're on the council or the RTM. The RTM always accuses the council of being dragged through the weeds by the town manager. Um, you know, to what extent do you treat a department or a subd department as a black box? It's very tempting to say, "Oh, that's because you've seen the process that the department heads come and they say, well, this is I'm the chief of police and this is uh this is what I need for my police department. This is how I'm going to staff it." Honestly, what do I know about policing? I may not like the number.

109It would be very cavalier of me to say I don't like the number take 5% off. I could do that. Uh but I'm I'm I'm better off when I'm when I educate myself about how the budget comes. I've seen for example human services batted around uh and Marge come back and say you want me to cut such and such a percentage. What percentage I mean there only like two people in this function. How many counsel how many fractions of counselors do I get rid of kind of thing. So, it's it's not enough to just come back and say, "Well, cut this percentage out of the budget." It it behooves a counselor to say, "I know how the thing works, and I know you can't get it without eliminating an entire position. What does that mean

110when you get rid of a position?" Or, "Your supplies are too heavy," or something like that. So, I'm I'm I'm a little um um skeptical about treating the schools as a black box. Uh I may not have any idea about what any of this stuff I mean I do have an idea what it costs but if you ask me to craft a school system I can't I rely on the administration to tell me this is what it costs personnel other expenses etc. These are how the numbers are put together. Um I don't want to micromanage but I do want to know more about just what the pieces are and is something out of whack and can it be done better. Um, hey, just just throwing kind of stream of consciousness. I'm throwing thoughts out there.

111I apologize. >> No, Dean, don't don't apologize. Um, because Go ahead. Sorry, I had called on you. >> Oh, I I was curious about line 19. The sign supplies for some schools are zero. And then we go up to Thames River that needs 9,000. I'm just a little concerned. And are we purchasing kits for science for each school still? H I mean I'm hoping science is taught, you know. So I'm just a little curious is why some schools have like zero. >> So as you know, we've had a STEM grant and that's what really afforded us to be able to move to the next generation science standards, the work with CRE, the development of our um units of study. We've also had kits that we did purchase a while back, but those do need to

112be refurbished. So, there are, >> you know, there are materials that would be needed to to upgrade. I would assume again, but I can I can talk to Jamie, but I would think because she is a environmental life science magnet and you know, she's really a STEM school um with Ames magnet um that there are some purchases that she's thinking about, you know, through that magnet that might go beyond the core curriculum. >> It's more than the high school. And that that's why I was just curious, you know, I mean, and then some or none. So, >> I'll find out. Yeah. >> Yeah. >> You seem to have lost Jay. >> He's gone. >> Well, I have something I'd like to talk about, >> Lee. Um again, um there are certain things that all of

113us think about for a long time and I'm still thinking about the athletic director. Um there were questions that I had uh last night. I still have them. Um again, um we actually do have an athletic director. He's we've met him. Um, and and I asked last night what Mark used to what he used to make. I I'd like to know about this because now we're getting to the point where the the director is making sometimes twice and three times as much of a as a teacher. Um, I just would like to have the answers to that before we go into um talking to town about this or our DM. So Lee absolutely. So Lee, so one of the things that we talked about was that our next meeting, which um may or may not

114be our last sort of finalization of the budget, was a look was to take a look at that position and to answer those questions. And so um unless we have more questions about this, um about the site budgets, um I kind of would like to sort of Lee, that was a perfect >> fine. I just don't want to forget about it. No, no, no. Thank you, my friend. >> Everybody's got their thing. >> Absolutely. My Absolutely. And so, um, that was a wonderful segue. And so, um, I guess what I what I need help in is just to make sure that we're all on the same page about what are the directives that we're asking Susan and her staff to do for us for the 17th because my goal would be is that we would

115come to pretty close to finalization on the budget process next Wednesday so that when we go to Monday, we are actually voting on the actual number. Um, and so that would be my goal. Um, we do have sever we have a couple more days in between the meeting on the 22nd to the 28th. Um, but I want to make sure that um, we're clear about what we're asking Susan and her staff to come up with um, for the 17th. Is that fair, Jay? >> Yeah. Sorry, I seem to have lost connection there for a minute. Um, so I don't know what was discussed, but what I was trying to lay out is that for all the years I've been on the board, the uh superintendent and business manager have um met with the uh principles

116so they can decide what their site budgets will be. So if we're going to change that and have every principal come in and justify their site budget, we'll have to add a few more days to the budget process. Um, personally, I trust the professionals. I trust the folks that are running their building that this is what they need and that it's been properly justified to the administration. But if we now want to do this additional oversight, >> I I don't think anybody wants to do any additional oversight. Did you get that? I just wanted to know what some of the things were just to be able to >> That's fine. That's fine. >> You know, just like somebody says, "Well, why does Fitch want this much?" It's just like, >> you know, I I think

117I think it's always just so interesting for us as a board like how do we like make sure that we have all the information that we need and that we're getting too much in the weeds and that we're getting too much in the micro management. >> And I can't speak for Jay. Um, but I I do know that that's a struggle is is that we that we want to make sure that we have the we want to make sure that we have all the information so that we can help defend and help think about about this. And I just, you know, for me, I really appreciate you guys um humoring me because this is the way I think. I think about the budget in terms of a story because I and not a like a

118not a story in terms of fictional about that this is sort of what we're trying to do in a district. this is what we're trying to do to educate our children in the school system and this is the budget that we have to support that. And so there's a there's a the budget is kind of like a story that we hang our hats on. Um and so that's what I um as boring for me, Ken. I actually really do appreciate everything that you do, but like numbers are boring to me. like so um and and there's reasons why you do your business manager and why I do I do that storytelling piece, right? Um but I but I I just so appreciate the fact that that our our budget really kind of like nails our

119path, right? Um and this is what we're fighting for. Um, and so once again, when we go into next Wednesday, which could be our finalized meeting, is what what information do we need to have? As Lee suggests, we want to know what the job description is. Correct. >> Right. >> Want we want to know sort of what that salary differential is. Correct. >> We want to know about the apex thing. Is that correct? >> Yes. That's that chart thing, right? >> Susan, you're looking at me as Kim, you're >> I'm not sure about Apex thing. >> Um, there was the conversion of the uh a tutor to an Apex uh >> fulltime teacher. >> Yeah. So, I'm thinking of the chart that Ken put together and I've actually added to to look at what would

120it be for an LMS to be able to support the two new magnet schools that are larger and also secretarial support. You had asked me to look into and you also said marry that with where could we find some efficiencies as well. >> Yeah. Once again, Susan, I just want to make sure that the board is clear about what are all the um where is that so that when you when you prepare us for the 17th because we're going to get this information beforehand that you when you prepare us for the conversation for on 17th that we're giving you all the information that we need to that we want. Um because that's not helpful if that if we don't do that. I think that this is important. Um they're not muted. We need to take

121the high road. I've seen disastrous things happen when people give the impression of micromanaging the professionals and I'm really impressed with what I'm hearing and seeing tonight. We need to stay on this high road. >> Right. So Jay, when you were um when you were frozen and then you lost connection is I I believe I tried to speak for you which was to kind of talk about the fact that there's that line between wanting the information then also trying to m micromanage and getting into the weeds of the budget process and that I I find that it's a w it's a line um and that um there's that need to make sure that we have the information so that we can defend um what what we know. Um, but that also we need to sort

122of trust that um, this information that Susan um, gets from her staff is what it is and that we that we need to at that point kind of say that's what it is. So, I didn't mean to speak for you, but that's sort of what I was able >> Is him here? I'm sorry. Is Jay here? >> Yep. >> Oh, he's back. Okay. >> Yep. I was just making sure that Jay knew what I was saying so that he didn't so that he knew that what I was saying and that if I was not speaking um correctly for him that he had the right to sort of um to to correct himself. >> I'm just saying that this idea that we're going to request principles to justify every line in their site budget is is

123brand new and it's kind of late in the game to to change that and can we get all that information together for the 17th? Um >> I I I don't want principles to justify. It was just a quick question that could be answered instantly. >> Right. >> Me too. >> And I think Liz is too. I mean, nobody's asking for that. At least I'm not. >> But I am asking for the difference for the dean to the vice principal. >> Oh yeah. >> Thank you. >> Right. >> Yeah, definitely. >> We have that running list and that's something we need to spend time on. >> Right. And and and then also sort of where what what efficiencies like what what we would need to like if we okay so this is the deal like if

124we if we saw this as a wish list like if we got everything off the wish list what would we what would it cost us and also is it something that we kind of build towards um that I I I actually um I compliment your um secondary principles who came last night and I think that they very eloquently um spoke to what their needs were. Um and I appreciate that because I think that it's now is the time to make this a campus thing, right? Like this is what we this is what we um banked on. This is what we said. Um, but you know, I kind of want to know like um we've kind of heard from the town council and the RTM that that monies are tight and I don't want um I

125want to be able to kind of be able to say this is what our budget is is this is what we need. Um but also know what it would look like if we didn't get what we think that we needed and making sure that it's reasonable about what we have. And I think you noticed that one of those positions, the social worker to make sure that we had that social work support in all our schools could be taken care of by the CARES by the CARES Act, too. So there might be other things that would be new to us that would not be supplanting the operation budget that could be looked at as well. Um, so you know, I'm happy to look at that with Ken and Lori and the principles um to see if

126there are other efficiencies that we can find >> and I would appreciate that. But also just to remember that um I feel really strongly and I'm speaking for me um is that we cannot um because car's act is a one-time >> right >> deal and so that I don't want to create any position um that we then either have to get rid of because we just can't support it in our budget or that we're adding on to the budget which is what people are concerned about is is that we keep on adding things and what do we and and what do we lose? I don't necessarily agree to that argument, but um I think we have to answer to that. Kim, I I also want to remember about the social studies teacher at the high

127school that we were thinking about that that department really needs another teacher and and maybe it could be offset by a decrease in another department. Um that might have, you know, depending on class sizes, which we still haven't received that yet. Um, I know it's difficult this year because so many students are remote and might not have an accurate estimate, but we could base it on the year before. >> We've actually put a call out for all those questions and we're receiving that back. So, Ken and I will review that and I'll try to get all that information in my board notes so you'll have it. >> Thank you. >> Oh, wow. >> That's a lot. Usually it comes as like this thick book to us, you know, and they go through every single course

128and how many students are in each course. >> Um, which has always been extremely helpful. >> Yeah. Well, we have something very similar. It's on an Excel spreadsheet, so we'll be able to get that to you. Yeah. >> Thank you, Susan. >> And are we thinking, Kim, are you um I mean, right now it's a 1.07% increase. Is that what the board wants to see going forward with the town council? Um I think that that's a discussion that we have next that we have next week um once we look at those other positions and because I think once again I think that if we all say we all need to have oranges and oranges cost us blank we then have to take a look at do we just add the oranges or do we have

129to take something away from that um in order for make that happen. I'm I don't I don't hear that from the board yet and I wouldn't I wouldn't want to pull that because we don't have information. I think that is Thank you, Lee. I love you. Um I I darn you. Um I I um I we just don't have all the information that we need to have on that. And also, we haven't talked about the health >> I feel like I'm Jay. I I also don't think that we have enough information from the health insurance account and whether we can take more monies from that or what our c what our corridor has to look like in order to support um what has what needs to have happen. Um so um I'm I we're not

130there yet. Rita, >> we gota I got to warn the board. >> We we gota get we got to get there pretty quickly, guys. >> Yes. Yeah, >> like this is and you know I um I I've said this warning since January 1, right? Is that we think we have a lot of time, but we don't. And I'm glad that we've gotten through what we gotten through. Um but um please plan on the Wednesday to be a meeting where we're really chewing on some really hard stuff. Um and Susan, the as much as the staff can get to us um for the weekend so that we can review it, that would be helpful. So that um I ask that people just really spend some time thinking about that um so that when we come on

131Wednesday we can make our conversations um pretty directed. Liz >> okay >> are there Did we miss anything to give to um I hear you Andrea you're moving forward. Am >> I I'm un I'm unmuted. >> I I hear that. I see that. Thank you. Are there other things that we feel like we need to have a conversation about? >> I just think we have to be careful with the percentage we're going to present to the top. That's >> I don't know about you, but I'm pretty darn proud of this district. When we think about our budget and we think about what we're doing for our students, I'm I'm thinking pretty good. I'm I'm I'm thinking pretty positive. All right. All those I need a motion on the floor for adjournment. >> Motion to adjurnn.

132>> Thank you, Gracie. I have Liz for a second. All those in favor, please say I. >> I. >> Oppos. >> Thank you. >> Abstain. Thank you guys. >> Great night in >> the morning. Kim, I've got my notes.