1-19-22 Groton Board of Education Meeting

001Um, but without further ado, it's six o'clock and I would like to call um the Grten um board of educ It's January, Let me just start this over again. Take two. It's January 18th um 2022 and tonight is the Graten public uh hearing for uh the fiscal year budget of 2223. Um and um I am just going to sort of lay the land of what you should expect. Um this is an hour process. We will keep it open as long as we have comments. What you're going to hear first is a presentation that is simultaneously given um by both uh myself and Susan. um this or superintendent Austin this is actually the presentation of the superintendent's budget for those who do or don't know um it becomes it is still the superintendent um budget until

002we the board vote on it and we have by charter um until the 28th to finalize the um budget and once we do that um we um it then becomes the board budget and then that's what we move forward um when uh talk to the town council and the RTM. So that is sort of the lay of the land that is going to happen tonight is that we'll hear our slide presentation. We will then um open it up for um uh people to come and to present to the board. This is what I'm going to ask that you do so that Joan um Johnson and I can kind of work in tandem. if you would like to speak, if you could just put your name in the chat, then um Joan would know to um

003alert me to that and so then I will then call on you. The request is that um our conversations go no more than five minutes. Um and um after 5 minutes if if um you have more to say if you you can wait to the end of uh when everyone else has given have have given what they want to talk about then please um continue on. Um and I think that is all that I needed to say. >> Let me know when you're ready for me to share the PowerPoint to guide us through. How? How about no? No time like the present. That's a pretty screen. It's a full screen. >> Full screen. Full screen ahead. [Laughter] Let me just get the show going. Also just for the people um who are uh joined us

004in the zoom chat um at 7 o'clock the um board will um proceed u marching through the budget um and we'll be doing a budget workshop after that as well. So this is um our proposed budget for the 2220 um actually it's a superintendent's proposed budget um for the 2022 2023 um uh fiscal year. Uh the current members of the board of education is myself, Kim Shepardson Watson as the chairperson, Katrina Fitzgerald, who is the vice chair. There's Andrea Arian, Dean Antipas, Elizabeth Porter, Matt Schulman, Rita Vulman, Beverly Washington, and Jay Whitluff. Um and these are these are our current board members. When we take a look at the budget, how we um the board kind of see the budget is that it tells the story that we believe that our budget sort of aligns

005with our missions and values um and it moves us towards what our whole um goal are, what our goals are. Um and some of those program elements that we just kind of wanted to highlight. Um, and please notice the um I love the storyline of the pictures on the side um in terms of sort of kids engaging um both through I'm assuming oceanology um uh project O and also just in a classroom. So our goal as a board is to continue to maintain effective class sizes. Um we have um we have enhanced our literacy project um using the teacher college uh writer project which is no longer um we have come to the end of that grant but because the way we set up the grant. The grant is um to be able to then

006continue to support other uh the grant was written so that our current staff members will continue to grow and to um have other new new teachers learn um the process. So that this is something that is evolving at all times. Um we continue to support rigor and relevance in math instruction. And Susan, I also believe that that is a DODIA grant as well um for math. Is that correct? >> Yes, that's a a DODIA grant um that we still have, >> right? >> Along with the next one for science and STEM, >> right? And so um and both of these grants are are grants that have been written by a grant writer. Um and it's to support um our to support our professional growth for who the board feels is our our biggest tool which

007is our teachers um and all staff that support our students. Um we support an international balaria campus program at Fitch High School and Graten Middle School. Um where we had the middleear program and the diploma program and career program and pathways and I believe um we'll be talking more about the the um careers program and pathways because that is something that we are just starting to implement and there's some really exciting things that we are doing to to do that. But if you notice, the Graten Middle School that we opened um in 20 2021 um is very centrally located next to the Fitch Middle uh for the Fitch High School so that we could do more blended work with them um and also increases this campus feel. Um and so we're very excited about that.

008And the next one is that um Graaso Tech um opportunity um superintendent Austin and assistant superintendent Piaza have been working really hard in conversations with the principal at Graasso Tech. I don't think they call them principles. I think it's the director of uh uh Graasso Tech where our students could actually have four credit an afterchool program where they can um increase a trade. Um and so um we're very excited about that partnership and ways that we can then reciprocate um for some Graasso Tech students. So we're in the works on that. One of the things that we did um one of the things that we did this year um was that we moved all of our five elementary magnet schools uh elementary schools into magnet themes. Um and so this budget also supports each one

009of these magnet themes. We um have retained all curricular and extracurricular programs. Um we had a phenomenal uh summer with um some enrichments um programs for our students um especially since they had been um away from the classroom for so long to have them come back and to really um be together and be with um teachers. Uh we are going to continue the middle school and high school one-to-one computer initiative. Um we are maintaining our vocational program for our 18 to 22 year old um two 2-year-olds and I believe that that's out of central office. Um and that we also have a high quality afterchool childare program which is called the um the treehouse. Um and we're looking for expansion um into the Graten Middle School. We uh one of the ways that we have

010been able to partner with the town is that we have a resource officer um both at the Pitch High School and the the Graten Middle School and that is um dually fund by both the town and by the board of ed. One one of the things that um I think that always comes up for when people are asking about sort of the revenues, Superintendent Austin is actually going to be talking more to this graph as than I am, but we wanted to kind of just show that um when we think about town revenues, think about how much the town pays for um uh uh our incredible education system, it's about 61%. One of the things that I want you to kind of pay attention to is that green red wedge which is the impact aid.

011Um and I believe Susan Austin will be talking about that a little bit later in her presentation. >> So it really shows I think the dynamics here is that this is the full cost of the proposed budget and the full cost includes about um 60% 61.6% 6% to be precise from the taxpayers of Graten and the other third it's like twothirds oneird the other third is paid from the excess cost sharing and because we're an alliance grant um we received $25 million and that hasn't changed over the past several years. Um, the impact aid has been pretty steady at $4 million and that's a a big thank you to Congressman Courtney, the Senate and the Congress who's passed a bill because of COVID. Um, this we've been able to maintain those numbers um over the

012years. And then there's other cost excess cost sharing, Medicaid, all that goes into the entire bucket that pays for education and grock. So that tells kind of a story on how it gets paid. >> Thank you, Susan. Um it is uh oftent times at the very beginning and this year it's going to be February 2nd. Um we're going to have um uh a board of ed town council and the RTM education committee um to meet together so that the board of ed as we begin to get close to finalizing the budget because we have until the 28th to do so of February um is is to kind of find out from the town council with the RTM what they are thinking about um in terms of um our budget. What are they thinking about the

013monies that the town has um etc. because obviously they know about what our town expenses are. We don't have that and it also gives them a better sense about what's happening for us. And so we um the hope is is that we are going to kind of continue to talk about that impact aid that Susan was talking about. Um, we are also making sure that people understand that we are continuously finding grants that are appropriate um for that supplement our our educational professional learning for our teachers and which only benefits our students. Um, and uh and that we also make sure that it is um when when it when it ends that we don't have to then add to our own budget to do that. that we have make it so it's sustainable. That's the

014word. I lost the word. Um we uh will talk about the DoD supplemental impact aid which once again um and then the per pupil spending comparison to other districts and Susan will be going through that in in her part of the slides. Um and um we do have some updates about our health reserve um and the work that we're doing on our OPED um reserve accounts um and uh our priorities when it comes to our CIP projects. Um and that we also will be talking um to the town council and the RTM uh education committee um about any concerns um or questions or thought process that occur in this public hearing. So, I think the important thing too to recognize is we are tape recording this so that we'll be able to go back and

015I'll be able to really look at um any concerns or questions people have. So, whether you get up to speak tonight or whether you wanted to put something in the chat or whether you wanted to email me or reach out, please do so because I think the more input that we have to this budget, the better we will be. And as I said at the very beginning, we we try to make sure that um our budget tells the story about what our mission and our goals are. So our mission statement is very simply and very clearly teaching and learning. We have goals that provide dynamic, rigorous curriculum. We want to ensure effective and engaging instruction. And that's one of the reasons why um Susan and her staff have gone out to look for those different

016grants to help um the teachers um have as many tools as possible to help our students. We um embrace the excellent learning environments and um so let's talk about the fact that we have opened up um three new schools um and that we're our belief statement as a board is to cultivate an environment of diversity, equity, and inclusiveness which is something that we have um uh embraced um greatly um not only as a board but also in terms of the district. >> Susan, are you ready? Did you want to um elicit any feedback or do you want me just to continue and finish up? >> I would like you to I would like you to kind of finish up and then we can open up to um the public. >> So, one of the things

017um I like to start with and I learned this from my mentor Dr. Grineer. What do we give our children in schools these days? What's the most important thing that we give them? and those are highquality teachers, paraprofessionals. um the partnership that we have with the police department and security at this time. Um you know, we have outstanding executive secretaries and admin and administrators um and custodians and they've all played a real critical part especially noticed in these past three years we as we've all kind of gone through the pandemic. So appreciate very much the people who serve our children and um can't say enough about those folks and their salaries and benefits take up as you see 77.6% or over 3/4 of the pie. So this whole blue section is salaries and benefits. So

018that's what really makes up not only Graten's budget, but it's typical. I've been in four districts now, and it's very typical of every district I've ever been in, big and small. Fairfield County and Southeastern Connecticut. So, um, that's something that's very typical. In addition to the salaries and benefits, you have tuition and contractual services in there, which is the light blue section at 3.9%. You have things like um transportation and um which is the green. You also have um utilities, telephone, networking, software, all those things that help us to communicate. And then you have also non-contractual expenses as well. So that in its entirety makes up the the budget, the whole pie of pieces and parts that go into the school budget, our school budget and most school budgets. So in Grten Public Schools budget,

019we really started working on this, I would say early in the fall to really looking and as soon as we got the October one numbers, we wanted to know really our enrollment and we wanted to know um our staffing and what we were spending this year um to kind of compare it to last year's budget and then also foresee forecast what we would need next year. So the work began early on in the fall when we actually put down the people and the salaries. We realized that in the 100s and every school budget is made of these categories. Um object codes 100 through 800. 100 are all of our salaries and that's for everybody. And as we go through this with the board of ed, we're going to do the deep dive into the salaries

020administratively, teacher, paraprofessional um and others. We also what's contributing to this is also um me trying to meet the um the wage increases, trying to meet the um minimum wage requirements that are before us. And also we've had a lot of staffing shortage with um people whether they were union paras or whether they were um people who were um non-certified weren't in a union. Um so it was really difficult. It was a challenge. I know all of you sitting on this um zoom and probably at home know that it we also had um a great deal of effort put in from STA to get more bus drivers and bus aids. We we support the bus aids. They they are employed by Graten Public Schools, but the bus drivers are employed by STA. So, it was

021really a challenge. It's a challenge in our state. It's a challenge nationally. So, we did some proactive work in working with the PAR union and also working um with the other parties and doing some research. I I give a lot of um tribute to Ken Knight, who is our business manager, and also Lori Lepine, our HR director, as they went through and um did a lot of research, what was happening in other communities, looking at what some of the wages were around us and what could be competitive for Gotten. And so with that and some negotiations with the par union we were able to start that effort and we preempted it to January February so that starting now we're able to give those added increases um to those folks so that it will hopefully help

022us with the number of substitutes we have the number of paras and we can really make sure that we are um have those positions filled. In the meantime, it's been all hands on deck and we've been working together to get substitutes to fill in where there are gaps and tutors. So, that's the that's basically the 100s and 200s. And that tells a big part of our story when you see 3.25% increase in salaries and 5.32. The majority of our 3.04% increase in this year's budget is related to that. Also with um purchase services which is our 300s um there is a slight decrease um in that because we used to have an athletic trainer that we hired from the outside and now having a campus in middle school and high school we've added in the

023athletic trainer in salaries. So that salary is seen in the increase of salaries. Another feature that might be shown in the increase of salary is also um an assistant principal for um the two large schools when we reduced and we really were able to find cost efficiencies for this year but they're not sustainable and when we took the four administrators from the three buildings and um you know were able to put them into um Dame's River and um Mystic River, we found that instead of having one and a half assistant principles in each of the schools. We really needed two full-time in each of the schools because of the sheer number, the larger number of students, because of the specialized programs in special education and because it houses all of our early childhood. So, it

024houses our preschools, it houses houses houses houses our prek, both schools and TK. So, it was it's something that we're really looking to um improve for next year. In the 400s, um there's a lower experience and more in-house services with some of the purchased equipment that we have. We're actually doing it ourselves, so to speak, and saving some money doing it. um in the 500s which you know you can see is transportation insurance um tuitions that is mostly um the increase is mostly noted because the bo the bus transportation company has a contract with us and the contract shows that we're going to have to increase it this next year. The 600s are all about supplies and we did allow for a 2% increase in our site budgets. So, um, each of the principles works

025with their team and administration and their teacher teams to create a budget for the next year and we had allowed for 2%. Um, and you can see that the increase is nominal at a 39% increase. Um the 700's reflection of um equipment for the schools and there were some equipment needs around technology, some instrument tech needs in the schools um because we really do host a wonderful music program and we start with musical instruments in the elementary school early on. Um so that's something that is really a priority to this board. And then the 800s when we negotiated the teacher contract with the GA um this past summer, we did agree to having um the speech pathologist license covered per their teacher contract. We do this for the school psychologists. It's almost like a medical

026um license. So we wanted to be able to do that or we negotiated to do that for them. So all in all, we have a $79,793,98 proposed budget for FY23. It's an increase of 2,355,08 at a 3.04% increase. I wanted to share with you the budget history. Um, I even saw some some chatter um after the day wrote a news article about our budget and what it hoped to accomplish and there was some people saying you know how can it be that we've had these 0%s and um you know we're still up to this amount of money. But if you take a look at our history starting back in 2011 12 we did come in with the 0% that year and the following year. Um but if you notice 2014, 15 and 16 were increases.

027They were increases due to the health savings or the health account, the savings account, and also due to um some special ed cost. So you see a 1.4 increase, a 1.95, and a 2.17. the following year in 1617 we we went below um that and and then the the year after that zero nearly zero and then it jumps back up to 1.24. So just looking in the trend of data it it looks like it's not sustainable to always have a 0% over 10 years. You just couldn't possibly do it. And it looks like that there it goes a year or two at zero or as lean as we can and then it bounces back up because of the needs and and maybe the inflation. So it would be interesting to look at inflation over the

028that time period of time as well. And then we also like to look at what we are paying per pupil. And so these come from the Connecticut State Department of Education. these numbers. Um, going back again to 2011 and you can see that we're kind of neck and neck with the state average. We're actually a little above the state by $23121. Again, the following year 12 to 13, we're above the state by 104. But then 2013 all the way down to currently, we've been below the state average. So, um, we went below nearly $500 a couple years, near it's 7 over $700 the next few years up to, um, a thousand over $1,000 in the past several years. So, the variance of comparing ourselves to the state average, I could say that it has to

029do a lot with efficiencies. And one of the things that we talked about is of the board is that we've had these supplemental grants. We've had the um Department of Defense Education Activity Grants. We've had six of them. We just got a new one for STEM careers. Um and those are competitive grants. Those are ones that, you know, my admin team and I come up with these ideas. We work with Shannon and we write these grants and we have to, you know, continue to pay attention to the grants and analyze data. It's a lot of work, but it certainly has afforded us that between the DODAS and the MSAP $10 million in the past eight years that go to highly qualified professional learning and you know the best programs, the best supplies, the best equipment

030our kids could have. So, I'm very grateful for that. And that could be part of the reason that we're seeing that the expenditures per pupil have actually decreased. um that and between the ers the ARP ers um you'll also notice that that is a total of about 10 million that we've received in the past several years. So when we look at our board always likes to compare us to our local districts and also our our dirt um communities that are districts similar to Graten. And when we look at our locals from Old Sybrook um you know to Ledger you can see that the only one um only district that we have more cost per pupil is Ledger and everyone else we're a little below and we're definitely below the state average as I had said

031and then our DUR reference group is G I always remember G forgotten and if you noticed also many of those districts in our DUR which has the district reference group has a lot to do with the socioeconomics, the size, the um you know the makeup of the community and I would say that here you see that we are certainly not the lowest. We're kind of in there though with the the half that's probably I'll call it most efficient. So, um, you know, Bristol's below us, but Manchester is a little higher. So, you can kind of see the shape of the data tells the story. And I had mentioned these different grants that we received. These are supplemental to the operation grant, I mean the operation funds. So, these are additional grants. They're to supplement education.

032and they're not to supplant um or take away from operations. So we have categorical grants. Those are grants that come to us um with our submission, but they are we have allocated funds and we have to apply still for them and we have to write up the narrative and decide how to spend the money specifically. So everything from federal education grants, ESA, the Carl Parkkins is our vocational education and careers, school readiness, early childhood that um is a $532,000 grant, but that comes through us to our preschools in our community. So whether it's Riverfront or TVCCA um children first broughten help us um prepare that and so um that's kind of a pass through grant. And then there's IDA for special education bilingual education because our schools have been named as bilingual with the percentage

033of Spanish speaking um children in our schools. We also have Department of Defense supplemental impact grant which is different than the impact aid that goes to the town. This one comes to the school and it comes to the school in about the amount of 250,000 to 300,000 per year and we've been using that since when Dr. Grineer came here as superintendent and I was his assistant and we've used that really to supplement our um our technology and that came in loud and clear as kind of a gift that we've done for ourselves and taken care of when we had to go full remote learning back in 2020 and we were prepared because we had had this grant. And then of course being an alliance district annually it's about $200,000 which doesn't seem like a whole

034lot of money but it it has been a contributor it's been more in the past but I think the biggest um service that the alliance gives us is really a partnership with some of the leaders at the state department of education professional learning that's free of charge that we attend on a regular basis looking at data and examining the data and getting help at the state level with that. And I would say also making sure that we have our 25 um million dollars that goes directly to the town and that has been sustained over the years. Competitive grants as I had mentioned was the MSAP grant that created our steam graten middle school steam. It's first started at Westside as a STEM and then it um at Cutler as an arts and humanity. And I

035would say that our Grten Middle School is really doing a wonderful job for our kids providing steam my programming. And then of course we've had a math grant, a STEM grant, uh, health STEM path careers pathway grant, um, and then a community, a Century community learning grant that has helped us to grow our, um, Treehouse program for older children in the middle school so that they get extra help with homework and they get to do great projects and community projects and hopefully um, they'll be interested in even helping um with treehouse summer programming. So, it really kind of trains them um in a sense to help out with younger children. And then our Corona virus grants um you know added up to a lot of help and support with the Careers Act, the American Rescue

036Plan, the ESSER 3. Um there were additional ESSER grants for special education that we were able to take advantage of and one specifically for homeless children and youth which I think was so important. So, just ending the way um Kim ended, this is shared mission, vision, and goals for um the board of ed and our school community. Um and just some great pictures. Thank you to Mark Russell for his making sure he captures those moments in our schools. Thank you, Susan. Thank you. Kind of like it gets I I enjoy that process because we work so hard on so many things and this kind of shows why and how we do. So, thank you very much for doing that. Um I noticed that in the chat we have uh Joanna Priest, I see you. So,

037I see you. Uh hello. Um and you are more than welcome to um start us off on our public portion of our public hearing. Um and um Joanna, if you could just do me a favor and just announce who you are and also your address, that would be really great for the record. >> Sure. It's um Can you hear me? Okay. >> I can absolutely. Thank you. >> All right. I'm uh Joanna Priest. I live at 39 Hunting Ridge Drive. Um, and uh, I've been a parent at Northeast Academy. My two daughters go there. One's in second grade and one is in fourth grade. Um, we've had such a wonderful experience, especially through all of this chaos. So, I just want to thank everybody for all of their hard work during all of this um,

038crazy craziness. Um, I have been a a longtime teacher. I taught in Ledger and then um this year I switched and I'm helping out in Norwich public schools. So I just want to I'm mentioning that because one of the things I've learned over the course of my career is how important social emotional uh well-being is. Um my daughter also suffers from ADHD and anxiety. Um, and I've seen how much it helps for the teacher to have those skills to be able to utilize the positive reinforcement and um, the social worker, school psychologist being able to offer services in those ways as well. I think the pandemic has only compounded all of the mental health um, crises that we see across the state. Um, I'm assuming I I haven't heard much from Northeast Academy, but I

039know that I still talk with my colleagues in Ledger and they're seeing the same thing um that I'm seeing in Norwich, which is just a lack of social skills, a regression in um the fun foundational skills of, you know, becoming a good citizen and um all the social emotional well-being skills that we have been um looking at. So, I just I I watched the presentation and um love all the work and all of the STEM grants and everything that's going on. I wouldn't change anything. I think teachers don't get paid enough. you know, they obviously have done so much, but um I'd love to see some concerted effort in the social emotional field, whether it's extra social workers or BCBAS or I don't know what that might look like in Grten, what the needs are.

040I think the teachers would be able to speak more to that than I could, but um it would be great to see that kind of programming um in our schools and a a a way to bring families into that loop as well so that families could also be educated in how they can help with that social upbringing. Um, and one last thing, I I don't have anything prepared, so sorry I'm going off the top of my head on this, but um the new the new school where Cutler Middle School used to be, it's the um environmental science magnet school, I think. Um, we've been to that playground, and I just want to say thank you because that was amazing. I think all the kids from Northeast have gone there as well to play after school

041or on the weekends because they think it's an amazing playground and we would love to see, you know, some of that stuff come to other playgrounds as well because they love the zip lines and the different creative structures that are there. The kids just go wild over it. So, that was a great job. >> Good to hear. >> Great job. >> Thank you, Joanna. I appreciate that. You're welcome. I believe that Ellen Zansky, you um stated that you would like to speak to us and that's great. Ellen, can once again could you please just state your name and also your address for the record. Thank you. >> Hi. Um my name is Ellen Safransky and my address is 19 Ocean View Avenue. I um first of all what what Joanna said, I would just like

042to back everything she said. My kids love the playroom the play uh ground at Mystic Magnet. Um and I did want to mention that um well, let me tell you a little bit about myself and then I'll I'll mention something about the social emotional piece. Um, I have six kids and three of them have graduated from Fitch and gone all through Grant public schools. The the fourth one is a senior at Fitch. And then I have two children that one's in the middle school and one's at Mystic um River and they both have Down syndrome. So when I was looking at the budget today, I I re reviewed last week's meeting. I realized how much I use or I'm like a a user of all these budget things. So I I would like to um

043I guess I'll start with the treehouse program that has been a wonderful wonderful thing. Um, my boys attended the one at the elementary school level and they because they have Down syndrome, they got to be that's inclusion and I mean and and they can hang with the the other kids and and they learn from the other kids and they just have a great time. Um, so then David, my older son, he is now in um the middle school and that is one of the grants. I wrote it down. I guess it's uh Nenah. It's one of the community grants that does that program. And today I just chaperoned them ice skating in at Washington ice ring. And I mean my heart was just on fire because those middle school kids, I don't think they would

044be skating. I think they would be home looking at their phones. Their parents are working. Here they are skating. I didn't see a phone. I saw a lot of laughing. I saw a lot of falling because I know they haven't been. in ice skating before. Um, it was wonderful. And David did really well. So, that's a really good thing. And I I think it it shows I often think, well, when I was in middle school, you know, I would just walk out the door and go down to the pond, but those days are over, you know, and and we have to adapt to that. And I think the treehouse program gives those opportunities that we all remember as kids. Um, so those are two good things. The other thing is um the athletic trainer, hiring

045an athletic trainer. Last spring I was at a lacrosse game. It's it's a girls lacrosse game and they don't have um helmets or pads. The boys are pretty rough. The girls don't have that protection so they have a lot of things they can't hit with the sticks, but it's pretty rough. I looked for the athletic trainer because I wanted my daughter to get something taped and she's like there there's no one. I was like, "What do you mean?" I mean, we we hear about the safety all the time from our athletic director and concussions and we don't have anybody on the sidelines. No one. We have a visiting team. I mean, what would happen if the girl from another town suffered a severe injury and we don't have anyone? So, I called the athletic uh

046director at the time and he told me they can't get anyone because they're contracting and they can't find it. So, they're um instructed to call an ambulance. I don't think that's so hot. So, I'm I was very happy to see that. Um Okay. So, now we're going to get into the part that I'm >> let you know that you have about a minute. >> Oh, shoot. Okay. Um Okay. So, the part is the pair of professionals. I know that we're we're we're suffering with the lack of pair of professionals and I'll I'll tell you something that just happened today. My son had an incident report and I got a call from the teacher. Um, so it's evident there's not enough pairs in his classroom. He's supposed to have a one-on-one. I don't think we are

047following the IEPs and I think that's a legal issue. I think that um, one of the big budget items I noticed was out outplacing students. I think we could probably pair that down if we staffed our buildings with good appropriate support staff for our teachers. Um, and I'll just say I'm losing my train of thought. Um, I think we need to pay them even more than minimum to get the quality people in there. I think we need to know what other towns are doing so we can hire those people for safety reasons, for educational reasons. It's just not right to not have fully staffed buildings. And I know Mystic Marine isn't um fully staffed and I know the Bratton Middle School isn't very staffed. And it shows because as a parent who looks through a

048backpack, I know that no one's helping. I know. And when I can't contact anybody, it's a problem. So, I just that's that's my biggest issue with the budget is we've got to pay those pair of professionals and get them hired and that's and thank you all for your service to our town. I'm I'm really appreciative of all the time you people put in. >> Thank you, >> Ellen. Thank you. Thank you. And I believe um Fenty Lee, you are next. And once again, just restate your name and then also your address. Thank you. >> Thank you. Hi. Um, Fenty Lee, my address is 160 Gails Fairferryy Road in Gran. Okay. All right. So, I um and thank you everyone um you know to be able to just like opening up this for us to be

049able to speak up. Um and I really like you know um second like Joanna and also Alan that thankful we're thankful we've been here um in Gran actually uh we love Gran because of the um school um the schools um we've been here for four 17 years now uh when so uh now my kids been through to um knowing school um northeast academy and then just like go to you know now like there well one is already graduated like three years ago and then one is senior right now. So, uh we've been through that. The thing is just like um what made us like really open what made me open my eyes like you know it's just lately the last two years um we just like I never really thought about it before because it's

050just like my kids just like acting normal everything. No, my kids is like, you know, they're like more onto the arts and the music kids. So, they're just kind of like um so they were so like um I look at their just like really dropped down from like all like um a students to just like fail. Okay. So, uh we thankful that the uh counselor actually like reach out to us. But what I realized at the time like I look into like the mental health like it's just not like you know I I I didn't think that we were supported like you know it's nothing really from the school like on that it's just like the counselor yes like she was kind of like reach out to us it's like okay just like what can

051we do to you know upgrade just like you know his um his grades you know like things like that but it's nothing really from psychologist like no psychologist like you know like yeah we I can call for like a a counseling or something else but it's nothing really from the school. Um that's when um earlier um Kim was going through the program elements. There's nothing really that you know like from there just like kind of like more like specific into the mental health or just like social like um like what Joanna saying mentioned it earlier just kind of like for the older kids like maybe just like for the younger ones like you have the playground but the older ones I don't think they want to go to playground you know what I mean? So

052just like and another thing is like when you mentioned about the technologies like when we went through these two years uh we don't know like anytime this can happen again and we have to go you know remotely so how are we prepared for this art and the music it's like I know it's like um from the teachers it's like um you know the uh directors oh it's so hard to to put together the music you know things like that because like you know the sounds like late coming in you know things like that how are we prepared for the next one um hopefully knock on the wood just know ever. But the technology for the music, how do we do that? How do we um dramas like how do we kids the one that really

053like interest in that um or just like you know like drawing whatever the kids is like. So when we talk about the diversity, equality and inclusiveness, we also have to think about not all kids is really good in math. I mean my kids Yes. like they were good maths everything like until you know pandemic started and it was just like because like they're also supported by the interest in the marching band you know like drawing like all those like you know dramas things like that but it happened just like they all gone like you know out of the window. So um so again like I'm grateful for everyone's like doing at the ground public school because again like we stay here because we love this school you know the school system um and anything that

054we can help like and I also work for u my background I work for safe future. So um we in the past like we did like um the education for um just like you know like um domestic violence, sexual assault and then also like trafficking. I know this past couple years before even the pandemic it stopped um and yes it's probably a purchase services that before um Susan like what you mentioned uh but maybe just like you know um say future itself if the school like reach out to us we'll be able to provide it we can like write grants or something like that on our part you know to help the school because like we've been back even with the pandemic to Stonington to New London school like um and other school um I

055think like also like Norwich. Um, so we could just like instead of like I understand like the gym teacher may be able to teach that in school, but again some stuff that the children the kids not going to want to open up, you know, because like it's the I mean how yeah they probably can trust the teacher but again like it's very different. It's like maybe sexual assault or something or just domestic violence that happened in the house and you know they're not feeling comfortable. So maybe have the expert doing it in you know without like you know putting in a budget. Um so I think that's it. Yeah the technology is like we really you know need help with that um for the kids like the one is um you know like different talents.

056That's so that's it. Thank you. >> Thank you so much. And you actually went to like the five minutes I was about ready to say something then you were like oh okay I'm done. So, so thank you very much and thank you for your thoughtful comments. Um, and we'll make sure that we'll follow up on the comments that are um that have been written down by um Ellen. Um, and we'll take a look at Safe Futures, I'm assured. Um, at this point, that was the people who um put their names in the chat. Um, is there anyone else that would like to speak to the board about the budget? Um, and if you raise your if you do the raised hand, you're going to have to like help me out, folks, because I'm not I

057have a lot of screens in front of me, so it's really hard. Kim, I went through I don't see if anybody wanted to raise their hand, you could put up the reaction sign for the hand raise. I just went through it. I didn't see anybody though. >> Yep. Same here. Same here. Um, Ellen, did you just are you wishing to speak again? So, your question is how much does the IB program cost for the >> Yeah, I looked at that. Is that a budget item or I saw there's some partial grant money for it, but I What's a figure on that? And you know, I'd really be interested in how many children that serves and what the outcomes are on that compared to the cost. >> So, so even though this is Zoom and so

058that our the relationship stuff is a little bit different, this is just us hearing information from >> Okay. >> from the public about concerns. Um but um I think what I loved about what Super Austin did this time is that IB is not just an ID IB um diploma program and I think for so long people in Grten were really kind of thinking about it that way. Um but that actually when you saw the grant the IB careers there's just multiple ways of thinking about what IB is and that IB is actually um a uh not necessarily a curriculum. It's a thought process. It's how we teach our kids. It's tools around that and that it's kind of um I don't know why I'm using the word infiltrated, but like that's what came to my

059mind. So, Ellen, that's what you get. Um it's um infiltrated um in multiple parts of our budget. So, it's not like a budget line um where it we cover all the costs because some of our teachers who do I who work in the IB or or teach some IB programming are also teachers that teach other courses. And so, um it's you can't necessarily kind of sift us out. Um but thank you for your thoughtful comment about that. >> And in the budget workshop, we'll be going through those things. So, um, you know, I can also send you a little note when we go to discuss it and kind of share in the budget book where to find that. >> Okay. Y >> um and then one more thing, u I saw that you dropped an

060English language learner position. I've also had experience with that because one of my sons um only spoke Armenian when he came to live with us and uh so he was he was uh I don't know what you call he was offered that because it's I guess it's has to be offered to someone who doesn't speak English. So I took him up on it and and I really don't know what he did and I never had any contact with that department. Um they didn't come to the IEP meetings. So then I I think one of the administrators at the middle school said that Graten doesn't have a full-fledged English language learner program. So I you know >> I'm sorry you heard that because that's not true. We do have three certified teachers who are bilingual um

061and Tissol trained and we have um multiple tutors at every building. So um I feel like we could use more and I don't know where it would have ever been dropped in the budget. I know that we have a bilingual grant and also a title three grant which is specific for EL and of course in our operating budget we do also have an arrow for that. >> Okay, I'll look for it. I thought I saw you you lost a position. Did you drop >> unless it got switched over to the title three, >> right? >> Um grant otherwise it would be in operations. >> So I'm gonna I'm gonna stop the conversation because once again this is a public hearing. I I'm just as guilty because I I I um clarified some some things for

062you. So, um I apologize about that. I do not see any hands raised and I don't see anything else in the chat. So, Miss Joan, at 6:53, I am closing um the Graten Public Schools um board of education um public hearing um and for board of ed members and also um anyone who would like to to stay with us um at 7:00 starts our budget workshop. So, um let's uh reconvene at that point. It looks like we are um we have eight people. So I am going to at 7:01 and I am going to be calling to order um a Gotten board of education special meeting um and it's January 18th and once again it's 7:01. Um the first um item that is on our agenda um is and I don't see um Sam here.

063But Susan, you have all the information. Is that correct? >> Ken Knight is here. >> Oh, Ken Knight is here. Um but our first um our first item before we go into the actual budget is uh the discussion and possible action of the acceptance of the pitch high school asbestos project um as complete. Um and can we just have some more information about that before and excuse me can I have someone make a motion? >> Kim, can we have to call the meeting to order first? >> I did. >> Oh, I didn't hear you. Okay, I'll make a motion. >> All right. And so >> to accept the Fitch High School Abbeest project as complete. >> Can I have I have Liz as a second and can I have discussion please? >> Uh remind me

064where was this work performed in F? >> It was in the older wing and so that was all done. It took really all of the summer. Um, but it was completed. Um, and it was mostly the tile flooring in the older section. >> Where in the older section? >> So, right behind culinary and the business swing and that um area in there. I think also one of the um I think one of the gyms as well. >> The gyms have have tiles. I thought it was one of the gym areas. I don't know if it was one of the offices. >> Yeah, they couldn't use that area at least this summer. >> And none of the students could be in there. >> I'm looking for Sam, but I don't see Sam. >> I'm sort of

065curious. Yeah, if you have my mind. I was sort of curious because Fitch High School, we've we've gone over it years ago. >> Why wasn't this identified back then? I'm not saying you would know because it was before your time, I think. But how come this is one of these leftover things? I think well I think asbestos is throughout most old buildings or mo old sections and it's fine as long as those tiles are glued down but if you have any chips or cracks or anything you really have to be right on top of it >> for a while >> yeah but then it started to come up and we needed to take care of it >> so I see that Sam has joined us Sam maybe it's on Sam maybe It's someone else. >>

066No, it's me. But I'm I'm I'm having my dessert, so I turned my camera off. >> Excuses. Excuses. >> Uh well, it's kind of rude to be chewing while you're on the Zoom, but uh so um I I missed the question because I just got back on. >> So um it's in the discussion of um the asbestous um removal. >> Where was it? except the Fitch High School project for asbestos. >> So, we're at the discussion phase, Sam. So, do you want to talk a little bit about that? >> Oh, well, uh the uh the project was to uh remove uh uh the uh asbestous containing floor tiles and u uh other product floor products uh throughout the building. uh in in the areas uh that were uh in teaching spaces or spaces where uh

067students and staff might be. Uh there is still um because when they did the library and the auditorium over um there is still suspected material under those but those have been done so recently that it was determined that we shouldn't do those right away but when the next project comes up uh they would be done then because they are encapsulated uh by the carpeting uh that is in those spaces. Uh but uh this um it it it only includes this project only included floor tile um uh trim around the floors, those sorts of things. Um there there could still be some asbests inside of walls, plumbing inside of walls and places that uh inside uh parts of the older part of the building. But uh anything that has uh was exposed uh to students and

068staff has been taken care of. >> Uh question uh do will we need special floor care equipment for these new tiles or can we use the stuff that we've already got for the high schools? >> Uh no. Uh the tiles that we we did uh uh vinyl tiles at the high school. So um not the tiles that we did at the other schools. So >> all right. I just just occurred to me that we have different flooring in other schools so didn't know what. Thanks. >> Welcome, >> Sam. Is this work going to be throughout the high school or in certain areas of the high school? >> It was uh pretty much throughout the entire high school with the exception of the auditorium and the library. Uh and of course the new wing had uh

069uh did it wasn't included in the new wing. Um but by uh um accepting it as complete uh it will allow me to submit uh the request to the state uh for the reimbursement which is about 50% back to the back to the town. So, the town paid 100% of the project, which um u fortunately came in uh under uh bid, but um so they paid the 100% of the invoices up to this point. Uh and this will allow us to get our 50% back to the town. >> Sam, what is the cost of the project? Um, I think it was $518,000 was the uh was the bid. >> Any other questions? >> Yeah, Kim, actually I have one last one if you don't mind. >> Please, Dean. We remove things when under containing asbestous

070under various conditions they're fryable or we do it prophylactically. We just remove the tiles in case etc. Is there anything out there that allows somebody to that allows for example school district to measure actually detect asbestous in the air? I know it doesn't it doesn't take much to cause a problem, but I'm wondering if we have anything that is sensit sensitive enough to detect >> something that would actually present a danger to the student. >> Mystic Air Quality is the company that we deal with uh on a on a continuing basis, but uh you would have to have a suspected situation where they would set up their their monitors to uh to test the air. So um for instance in in in um part of Fitch High School in the uh in the business wing

071there were tiles that um had had cracked over the years. So if uh if if those had started to crumble or become fryable as you stated uh fryable means that it's in that state crumbly state easily broken apart and that's when it gets airbor it can become airborne. So if there were some situation like that where there were some tiles that broken up in a classroom, we would have Mystic Air come in and and they would set up their uh equipment and and measure the amount of asbests as that might be in the air. >> I see. But but not ahead of time, not not as a just in case. Just just an an annual check or something like that. >> That's right. No, you'd have I would say you'd probably have to have a

072suspected situation uh in order to set that up. You wouldn't have it on a continuing basis. Nice >> Beverly >> Sam. Will this complete the removal of asbestous in the school at the high school or is this part of a bigger project? >> Uh it it took care of the uh the the the uh bulk of the work. Um there is still uh some old tile under the uh auditorium carpet and the uh library carpeting um that when they did those projects they encapsulated it uh so that it's under there which is uh legal and and uh does not allow for the asbestous to become airborne. So those would be uh if we decided to redo the library andor the auditorium at some point then those would be done at that time. And um the

073only other place that I would um suspect that there would be asbestous in the high school would be in um maybe um in uh in a wall. Uh lots of plumbing uh fittings have asbests uh insulation on them. So that that might be inside of a a a concrete block wall or a cement wall. And uh if we did a project uh where you were taking them down or moving them uh we we may find something like that at that time, but uh it it certainly isn't much. They did the um the tunnels throughout the high school uh quite a few years ago when West Green Leaf was still here. So that was the tunnels were done some time ago. >> Beverly, I appreciate Bev. I really appreciate your um question because it does um

074for those of us who have been on for a while, we kind of understand or or know about that. So appreciate that um you could clarify that this is a completion of a multiplestep project and that we are at that end. >> Yeah, it one thing that I would never say is that um it's an asbestous free building because they it could still be behind uh hidden behind walls or some other place. But there is nothing that we've seen that we haven't removed. >> Thank you. Any further questions? >> Hearing none. All those in favor to accept the Fitch High School asbestous project as complete, please say I. >> I. I. >> I. >> Those opposed. Abstain. That motion has carried. All right. Mr. Ken Knight. >> Hello. >> So, our focus tonight is going

075to be on secondary some enrichment, remedial services, remedial instruction, um, and summer school and library media. So, that's what we're going to hopefully tackle tonight. >> Yeah, a lot of pa a lot of pages. Um but uh so uh the way I will do this is I will show the two pages the the the top page that includes the FTEES and a and a and a small description. The second page that goes over some of the uh the the costs and then I'll I'll bring it back to this screen so that we can all see each other. Uh and then we'll uh you can have discussion at that time. So, we're start excuse me. >> Are we starting on 31 >> 56 56 >> 5-6? >> So, uh my question is um I wanted to

076look at the enrollment at the high school and start with that before we went because I I had a question whether there are some typos here um in terms of graduating classes on 31. Did you discuss this last week? >> We did not. >> But we will definitely put enrollment on a future budget meeting when we have all the accurate numbers for you. >> Well, I mean, you have numbers in this book on page 31 for the high school and the middle school. My question is what we don't have like we have for the elementary schools. We don't have the breakdown of the classes and how many teams there are in the middle school and then in the high school. How many sections of English, how many sections of math, how many students are in

077each class, you know, the FTEES. So we're we're missing some pages to I feel in this book. And also I don't understand that in next year in 2023 graduating from Fitch High School would only be 206 students. I just want to know is that a typo? I mean, you know, we're going over a budget which is really quite costly and yet the numbers are going down. And I want to know before I can look at the FTEES, I just would love to see how many classes in each subject we are. What are we talking about? What are the numbers? And is it really going down to only 206 students graduating in 2023 from Fitch High School and there there just seems to be and also you have here a summary of out of district. How

078many kids have left? How many kids have gone out of district? You don't have the total number of students who are out of district. You know, you're just showing in parentheses how many are no longer out of district. But how many are out of district? It just seems it seems incomplete to me. The these pages here on enrollment, it does do a great job for elementary, but not middle and high school. So I just had some questions on that and before I would get into the nitty-gritty I would like to understand how many students how many are in each of the classes at the middle and high school. What are the breakdown? We we we haven't received that all year. So >> we actually received that last year in the spring we reviewed. >> Well

079that was last year but but I'm talking about for this year this budget we need to see. Well, if you could send me your question specifically so that we can um get back to you, Rita. And >> I wanted to get back to me. We need some more pages developed so that as a board we understand how many teams there are in the middle school, how many what is the breakdown of enrollment for the classes in the middle school? just to have and and you know you have the FTEES for the elementary but here you have on page on this three-4 you have sixth grade expected enrollment 315 but you don't have any FTEES or anything like you do for the elementary schools there it's really well spelled out for elementary but not for middle

080and high school so um those are my questions I feel we need more information in We can we can certainly provide more information, >> but um I think we're going to have to go through you're going to see the FTEES. You're going to see the number um of teachers for each discipline at both the middle school and the high school. And our numbers we actually I don't don't recall 206, but I know that in the middle school we have class sizes of between 3 and 350 um for each class, six, seven, and eight. Um, and there are a few that are higher in the middle school than others or in the high school than others. >> I'm just looking on page three-1. Projected enrollment FY23 grade 12 206 students graduating from Fitch. >> So, I

081will confirm that for you. >> Yeah, we'll we'll look at that. >> I have to look at 1973 this year. So, to me, it's a big I just don't know if these numbers are really accurate. And how did you come up with 206 in a class, a senior class? That would be the lowest I've ever ever heard at the high school. >> Well, it would have to be based on who was sitting in the seat October 1. And those numbers haven't even been confirmed by the state yet. So, that's a process in and of itself. >> We'll confirm those numbers. We did do a projection um using as Susan said the the um the October 1st numbers. Um we we'll take another look at that. I'll just say that on October 1st the grade 11

082class is 215. >> Um it doesn't sound like a far cry to get to 206 for next year's senior class, but we'll we'll take another look at that and make sure that these numbers make sense. Um and there is an out of district number of 370 students um um on on 3-1 >> 370 though and you're projecting the same for next year. >> Yep. >> I I'm going to um go to Beverly and then I'm going to go to Matt. Uh, Superintendent Austin, would it be possible for you to get what Reed is requesting um for the next meeting or at the end of the week in the board notes? >> I could certainly do that. >> Thank you, Matthew. >> My hands down. Thank you. >> Okay. Yeah. and and maybe we can even

083try to put that in a conversation um uh in our budget talks um kind of kind of take a look at the um the team the teaming um for both middle school and the high school. Um so it might make our next meeting kind of jam-packed, but maybe we could try to kind of get to that. Okay, Ken. >> Oh, uh should I should I go on with um uh secondary instruction? So, uh we'll we'll start at at uh page 5-6. Uh so the way way the book is broken down um is the first page has um has our FTEES uh for that uh for that function and then there's a a description and then it's followed by by the cost breakdown. Uh so let me share my screen. I can never find them what

084I want. There it is. Okay. Uh can can you see that? >> Yes. >> Okay. Good. Uh so this shows uh function 112 which is art. It's for uh grades 6 through 12. Uh there are two teachers at the middle school and four at the high school. Um there is a a small description no no change in FTEEs uh year-over-year. And here are the uh uh expenses. Um uh small increases in in salaries and wages. um an increase in employee benefits, um an increase in the arts and craft supplies. So all of the um all supplies and equipment, these are uh submitted by principles through their uh site budgets. So this would be uh the high school and the middle school's uh submission for for arts and crafts supplies. Uh there's there's an increase, but

085then there's also a c a decrease in equipment supplies. Uh so overall a 2.1% increase for uh for the art uh function. >> A question Kim? >> Yes. Matt, >> this more a process question. I'm admit to not seeing anything on the sheet indicating that it's for arts and crafts. I'm sure I'm missing it. It's not a complaint. just could you? >> Sure. Sure. Uh on 5-7 and it's uh it's about it's towards the end of the end of the the schedule. It's count number 603 arts and crafts supplies. >> So there's not I would I'm just thinking about looking forward. There's nothing at the head of these charts which will indicate what's below. Um I gener I generally have the habit of looking at the top to see what you know a label that's

086going to tell me what I'm going to be looking at below. But if it's below I'll just adjust. So Matt with the orientation of the numbers for the uh object codes 100's being salary 200's being benefits um you know 400 um you know would be the repair of the equipment that's how the um object codes go. So anything >> I'll speak with I'll speak with Kim after the meeting to get a clear idea. I'm I'm not getting it but I don't want to use up our time. Um, at the top of the chart, uh, where it says function 11:02, the title is art 6 through 12. >> Thank you very very much. >> Oh, that's what you were looking for. >> That's what I was looking for. >> Thank you so much. >> Some of

087these copies are very shaded. Uh, very heavily shaded. >> Dean, were you trying to give um clarification for Matt? >> That's exactly it. Just say look at look at the top. It's very heavily shaded. If you're not used to the contrast, then you'll miss it. >> Okay. Yeah. >> Right. >> We can adjust that in the >> Beverly, do you have your hand? >> Yes, I do. Yeah. I I would appreciate if you could address that, too, because I had a hard time um trying to read in the shaded area. But my question is um for field trips, what type of field trips do they go on? >> Um I >> I know it's not much, but I was just curious. I know we have a partnership with the Mystic Museum of Art. >> Um,

088and there might be other I could find out specifically, but other art museums, that kind of thing. Um, >> and Susan, these are driven by the site budgets. >> They're driven all by the site budget. >> So, the principles put in their requests, >> right? uh they program the individual uh field trips and then it flows to this function from each of those individual site budgets, >> right? And the department chairs and the teachers actually help construct the budget and and share with the administrators what their needs are for the next year. Um Dean and then Bev. >> This and this this goes right to what Rita was saying before which is you look at a budget like this and you you naturally the question arises how many how many kids or do I make

089the presumption for example that with ours 6 through 12 I would add up the enrollment in 6 through 12 and say all those kids run through this program. Is it is it evenly weighted etc. Uh and this was a question that Rita had asked last year as well. She was looking for for enrollment breakdowns at the uh at the secondary level. It's a comment more than a question. >> Thank you. I Kim I I believe in you know you understand the six six through eight because there's two art teachers and everybody has you know a section of art somewhere along the line every year I I believe in the middle school at least they did it one time >> no that would be more we'd need more FTEES for that >> oh they they used

090to have a six week you know like everybody did it so now they're not doing that >> each each middle school in the past either had six and seven or seven and eight taken care of. They didn't have every grade. So when we put the two schools together, we made sure sixth grade had a rotation like you speak of. And then it would be um kind of an enrichment selected by kids in both seventh grade and eighth grade. >> Okay. And I understand then there are four art teachers at the high school, but not everybody takes art. You know, it's elective. So then again you would like to know I think we have a limit of how many students can be in an art class at least for jewelry making and right >> some of

091the other programs. >> Um so you know but it would be wonderful to know the breakdown of how many people are really taking electives in arts. You know, that was always one thing. We never had enough electives at the high school and we've added art teachers over the years because, you know, for electives, but then again, if our enrollment's going down, how is this all balanced out? That's it. Any other hands up? I see. Um, are we able to move on past art, Kim? >> Yep. Okay. Um, I will share again here. All right. Now, we're on to uh page 5-8. This is function 1104, language arts, uh, grades 6 through 12. Um this shows that we have eight uh middle school teachers and 15.5 um at at the high school. Um there is a

092comment here that we added uh and 1.0 FTE. Uh it should be identified that this was this is funded by the ESRE2 and the ARS or and ARPser grants. Uh so I will make that uh modification to this uh this schedule. Uh so that's why you don't see an increase here because uh uh these full-time equivalents are are only those that are being funded by this budget. Uh and on page 5-9 uh the costs uh there is um increase in salaries and wages, a decrease in employee uh benefits um overall a decrease in supplies. Looks like a decrease in text and workbooks, but an increase in uh computer software. Um, yeah. So, overall, uh, an increase of $57,813 or 2 and a.5%. >> And I think we did invest in the Sora program that aligns

093with the one card, one book so that we can get more digital text. We did that during remote learning and we're continuing to do that, work on that initiative. So, one of the things you might um notice is that for ELA, which is one of our core areas, um the total cost is um 2 million for for FY23 2,368,330, which is $57,000 813 over what it was the year before. And when we looked at all the core areas, you're going to notice that those numbers are very similar in mathematics, ELA, science, and even social studies. >> F. >> Thank you. Um, Susan, just because I see such a big increase in the sub line on this page and the previous page, what how many subs before the pandemic, how many subs did you use daily?

094And how many subs do you use daily now on average? >> So, Ken, help me with that because I know some of the substitutes are paid for through the RSER funds. Mhm. >> We had um probably three um building subs at the elementary level and six or eight. Six at the middle school and eight >> Yep. >> at the high school. >> And every single one of those has been used. As a matter of fact, in the past couple weeks, we've had as many as 25 staff members daily out. and but we've been able to somehow, you know, get through all of this so that we keep our kids in school. But we've noticed, you know, due to the pandemic, we've had many more substitutes, the need for many more substitutes, not only for certified

095staff, but for our pair professionals as well. Um, so you know, but some of the funds for substitutes are found also in the ARP esser and the ESSER CARES Act funds. >> That's correct. Yeah. When we wrote those uh up those budgets for the Esser 2 and the ARPser, we included uh some um costs for building substitutes to to uh alleviate some of the problems that Susan is speaking about. >> But I see where the actual amount was back in FY21 um $6,000, >> right? >> And then for FY23 it goes up to 55. Well, I would assume that in FY21, although I'm never going to assume, so we'll we will check it out. But in 2021, we were receiving um a huge portion from the state of Connecticut and the federal government for CARES

096Act. So that that probably was less money because of paying for it through a grant. But Ken, will you help me look back on that just to make sure I'm being accurate? >> Yep. And my next question is um and this is probably u you might not know the answer to this question but buying more text through computer software has there been any studies done on how this affects the children's eyes? I mean, compared to reading a book and then reading on the computer, have we looked into stuff like that that we're going so much into buying uh a lot of computer software for students to work on the computer and that hold a book in their hand? >> Well, we do still have many many books. So, I would say that that hasn't gone

097away. As a matter of fact, we've invested heavily in classroom libraries and kids have much more choice these days in selecting their books, especially in ELA. But because especially in a subject like social studies, it's like driving a car off the lot. As soon as it gets off, it's it's outdated. So because things are changing so um that we find more authentic um text and more accurate text sometimes um you know directly online. I think you have to balance it. You have to balance having the book in hand and also you know having information online and how to get latest updated information. So, I hope we're balancing that because I hate to see like 10 years later that right all this computer stuff has really affected our children. Thank you, Susan. >> Absolutely. >> Um,

098my question is the 15.5 high school teachers, I really would like the breakdown of what classes they're teaching, how many are in a class, because what's driving this budget is salaries. And we really need to see to in my opinion where we could trim to not have a large increase. And if it has to be salaries, if we have some very small classes, then we need to know that and we need to know where we need to reduce the budget so it's not a 3.2 increase. Um so that's why I keep driving for that information. I understand. Yeah. >> And also the amount of substitutes that are I mean years ago, probably when Beverly was on the board, we had two at the high school, two at like a middle school, and one at each

099elementary school. And the fact that we've grown to have eight permanent substitute teachers is is almost overwhelming to me. And six, >> a lot has to do with the COVID. and we had any time we contact traced, people were exposed, people had to go home. >> So then then we might be able to change this next year because I'm hoping that we're no longer going to be doing that next September. I'm praying that we won't anyway, >> right? That would that that might be a savings right there. We might have that many subs in a building maybe that you know 25 plus teachers won't be out on any given day. We can only hope, right? >> That's just not at the high school. You're saying 25 from K through 12. >> No, no, no. A

100day per day. 25 at the high school, 25 at the middle school. >> Um, we've had just enormous. These are adults. All the adult adults. So, it could be teachers in Paris. Um, so, >> so, so can I, um, offer a suggestion that we understand that we don't have the breakdown for classes. Rita, we hear you on that. Um and let me finish please and that if we could sort of maybe Susan if you and I could kind of take a look at um our um our budget schedule and see if we can put that back in. Let's go through it so that we're familiarizing ourselves with what what is being offered. But then to go back to see if we if we can get that information about what our class size is. I know

101in our conversation this morning Sue we you talked about the fact that you are really you are trying to get that information so it is being gathered um but we I think we do need to have that information um so that we can so when as to Rita's point um our our largest part of the budget is our salaries and don't have a lot of low low I mean you guys have already taken care of the low um lowlaying fruit or whatever that phrase is sorry I hate it when you I mix my metaphors Um, so but so so I'm I'm wondering if if the if the board would allow Susan and I to kind of go through figure out another place in the in the budget schedule where we can put that back in

102so that with that new information we can kind of take a look at um whether we can trim anything there. Is that satisfactory? >> That works for me. >> Okay. So Ken, move us along. >> Okay. Uh moving to uh page 5-10. This is function 11105, world languages for grades 6 through 12. Uh and we have five uh teachers at the middle school and um we have nine teachers at Fitch High School. This includes um increasing the American Sign Language teacher from a 0.5 FTE to a 1.0 FTE. Um see, >> but we had said, Ken, when you go back there, that that.5 will go into the middle school >> pocket because we're going to be doing a um the sign language program starting in middle school next year. >> Yes. So, I'll make an

103adjustment and this this will show 5.5 at the middle school. 8.5 at the high school. Yes, you're right. >> And one of the things I want to bring to the board's attention is Latin is one of those classes that you talk about that is so small. We have a cohort that's finishing up. We do not have a Latin component at the um middle school. So, um the we have a retirement in social studies. Our Latin teacher happens to be dually certified. So, we'll be moving over to social studies. So, we will be si we will be entertaining looking at that as an extra FTE consolidation, but she will probably have still a Latin class or two as she wraps up so that cohort goes through entirely with her. >> Yeah. Um I I'd like to

104speak very highly that we need Latin in our high school. I just don't have the students interested and those classes are like six, seven. >> So, you know, you were you were suggesting that we really can't run classes that small. >> Well, then then you're going to have to really look at some of the IB classes if you're saying six or seven is small for Latin because Latin it was combined. It was like Latin two and three and but Latin is so important for um you know for language. So anyway, that would be um a shame if we no longer offered Latin at our high school because we've always had Latin. It's >> If you want children well on SATs, >> so we're going to move on a quick question. >> Quickly, I'll go over

105the um the expenses. You'll notice a 10.5% increase under salaries and wages. that reflects the addition of the 0.5 u ASL teacher uh uh reduction in employee benefits and um purchase services and supplies. Um so the but the the whole function is up 8.2% or 113,280. >> Bev, did I hear your voice? >> Yeah, that's okay. >> Okay. Um, could could somebody tell me the um BA um SL teacher, is that going to be just for grade eight students or >> I'm not sure if it's just grade eight or seven and eight. I'll have to talk to Peter Bass about that. >> Thank you, >> Andrea. You will have to unmute. >> I did. Thank you. Um, I don't know if this is a part of the budget or not, but we had our uh

106curriculum meeting today and I don't remember us referring to the board for the um six for seven and eight. I I know we referred for um recon reconsideration of the ASL, but I don't remember unless I'm I'm correct incorrect. So, um, uh, Liz or or or Phil could could maybe clarify that. >> I think because it has it hasn't been determined yet. And I think if it were the first level course in eighth grade, it would be similar to what is in ninth grade, just they would take it sooner, >> right? But I don't remember us recommending it. I don't think we I think what we were recommending >> and Phil you've got the notes right >> is that we were looking at to um uh to the ad adaption of the ASL you know

107to upgrade that curricula for ASF1 but I do not believe I don't bill >> that's true >> I don't remember going into the middle school >> I'm not sure what you're asking exactly but what was discussed was a high number of kids who were turned away from ASL because of um because of the lack of staffing. So I I know we you know I don't know what the this partic this particular position might be initially to to cover those high school kids who are trying to get into that ASL level one class. The discussion is of course is to um in order to build the program you have to sort of feed from the middle school. So, so eventually work that into the rotation in sixth grade, >> maybe a semester in seventh grade and

108then a full year uh in eighth grade so they can begin ASL 2 when they get to the high school. What we discussed, >> okay, so this let's let's let's stop for just a second. So, what I'm hearing is is that for the budget, it is for the high school only. It looks like it needs to go back to curriculum if we're going to take a look at this ever being something that's recommended. But let's stay let's stay on budget right now. It's for the high school, >> right? >> Let me clarify that. Let me clarify that because that let me clarify that just so I have it straight in my mind because that is not what I just heard. What I just heard was that it was going to start in the eighth seven

109maybe in the seventh surely in the eth. And if and if that doesn't have to do with budget, I don't know what does. >> Andrea, I think what Phil and uh what we were he was referring to was that the long range plan. >> No, that's not what I mean. I heard it from Susan. >> Okay. >> Yeah. So, just so I'm clear, >> right? I hear that it needs to go back to curriculum if it's going to go into middle school. Right now, where it stands is that this is high school that's in the budget. Is that clear? No. >> Yes. As long as we're talking I don't know what happened here. As long as we're talking about high school and not middle school, that's clear with me. >> Okay. Bev, >> I was

110I was under the same impression as Andrea that because I wrote down the 0.5 is going to be at the middle school. So the additional 0.5 will be at the high school at this point. Yes. I think it also depends on scheduling and we would definitely have to bring it back to the board if it were otherwise. >> Okay. And um how does American Sign Language benefit our students? Can you tell me that? >> Well, it's really another language and it's a a language that really um helps with inclusiveness for people who have a hearing loss or hearing disability. So we find that there are many students some who um are interested in medical fields some who just they don't want uh uh Spanish or French and they would rather have a sign language. So

111it's been very popular with um the kits. >> Um Susan or Kim if I could respond to that. We had our meeting maybe I should let Liz do this. Uh we had our meeting today and Carmita Hajj was there as well as the um the the teacher of of the um ASL and I I seem to remember that 105 children or the students at the high school were turned away because there was insufficient staffing and that's that's a considerable interest 105 students and also if you could hear the um the uh instructor and Mrs. Miss Hajj speak about the program and the interest that it stirs, you would know that it was um an a necessary element of a high school. >> Susan, when they in college, when students are applying for college, can they

112write down American Sign Language as a language? >> Absolutely. It is considered one of the languages. >> Okay, good. >> I'm not opposed to the program. I'm just asking the questions. Yeah, >> Dean. >> Uh, yeah. I I my son who's in college now, took ASL purely out of curiosity. He had no intended use for it. Uh, however, some of it's rubbed off onto my daughter who is not taking ASL, but um I can tell in in my life, even though over the decades the number of people who are either born deaf or go deaf or have a very great trouble hearing uh has decreased with the advent of more advanced medicine, there's still a good portion of the population that uh that really needs people to be able to communicate. And so I see

113the use in in courtrooms and in other situations. I mean, if somebody can do American Sign Language, that's like that's like gold for me as an employer. That's somebody I can >> is it'd be like them knowing a foreign language. Yeah. >> So, I'm going to move us on if there's no further questions about this. >> All right. Uh 5- page 5-12. This is function 1106, culinary arts. This is for uh grades 9 through 12. Uh we have two uh teachers at the high school and uh cost um is an increase in salaries um and um a an increase of $40 on a travel for field trips, but it it generated a 15% increase. uh increase on 613 consumer science supplies of uh $1,800. That represents a 13.8% increase. Um that that's a little bit

114more than what current inflation is, but unfortunately not a lot more than current inflation. Um and so for this program, uh we are uh projecting an increase of $6,121 or 4.1%. And and Ken, you're saying that this increase is largely because of of inflation. >> The the $1,800 increase, I believe, is mostly because of uh inflation because they're purchasing the same items that that we're purchasing at the at the grocery store. Uh albeit in a little bit more bulk, but um uh their costs are going up uh just just as as uh the cost that we're seeing. So I I'm wondering would that be important to kind of aser um asex that this is not that we're adding more in we're not adding different foods but this is really just um due to the cause

115of um the infl in inflation or in >> yeah I think we put that on a lot of lines unfortunately um >> then then we need to somehow be able to capture that Ken um is that um we are that that some of the increased obviously is very much salary driven, but that's al but that's also driven because we've had to move to minimum wage. Not that we haven't had to, we should be um but that a lot of our um increases, our purchase increases um have hit the um inflation piece as well. >> Yeah, agreed. Um all right, we'll we'll um we'll have to work on something. Yeah, just I don't know if maybe even when we uh when we speak um on the 2nd to the town council and the um RTM that

116we that that becomes a a big message for us that people understand that. >> Very good point, >> Kim. I I thought we talked about expanding this program and having more access to the kitchens. Did we have a conversation about that at a CO? >> No. >> We're looking to have a study done in the in the area that the two foods programs are to see if we can't get more space for the kids so that we can raise the number from 16 students, let's say, to 20 or 22. >> Yes. >> So, we are >> the same amount of staff. Okay. But >> it's the same amount of staff. Okay. >> And more commercial equipment. >> Yes. >> Yeah. >> Right. >> Okay. What's next on our list? >> Susan, real quick, do the

117students get a certificate in this program when they leave? I think that is one of the career pathways we're looking at in order for them to get a certificate, but we still have some work to do as far as um you know the actual space that they're working in and some of the equipment they're using, but it definitely is a goal that and the nursing program has a certificate as well. >> Thank you. All right. Uh five D page 5-14 is uh function 1107 technology education. Uh we have four teachers at the middle school and two and a half teachers at the high school. And on the 5-15 um shows the uh the costs uh salaries up 3.1%. U employee benefits down. We removed the field trip uh on this function. We have an increase

118in the technology educational supplies of uh of $500 and an increase um in the uh equipment which is uh Mac Lab uh computer upgrade at uh at the middle school. Uh they're they're working on older computers u in that Mac lab and so that they put in a request to have those uh increased. Uh, so that's an increase over prior year budget of 29,254 or 4.6%. >> I'm going to recognize Rita and then Beth. >> Miss Ken, um, across the board it seems that employee health benefits um, are going down like there's a decrease almost in every single one we've looked at so far. Um, why is that? >> Yeah. Uh so uh so the the group um uh claims we're we're estimating to go up 5% over this year. Um so the this I

119think there's an issue with the allocation um how this uh how Excel is is allocating these costs. So it should be pretty flat uh 5% increase. U so I I agree. Um I'm going to have to take a further look at that. Um we we rushed a little bit to get this all out to you before the end of uh before the holidays. So, um I didn't get to review that prior to going out. So, um I do apologize and I I recognize your uh your concern. >> Thank you. >> Yes. >> Um Ken on line 7:30. Um replacing equipment. You said you're going to replace computers. How many are you going to replace? >> That I'll have I don't have that information. And I have that it was the Mac Lab at GMS, but

120I don't have the number of computers. I'll have to get that to you. >> Okay. Thank you. >> Yep. >> Go ahead, Ken. >> All right. on to 5-16 which is mathematics function 11108 grades 6 through 12 uh nine uh teachers at the middle school 12 and a half teachers at the high school and as far as the costs um there is a um uh incre 1% increase in salaries um there's that repeat of that uh group insurance again um Rita I will look into that. Um, again, field trips uh removed, mathematics supplies down, but texts up. Um, $8,000 additional in text. Uh, but then a decrease, uh, in the instructional equipment. Last year, we bought calculators. Uh, and so, uh, we're not doing that again this year. Uh, so for this function, it's an

121increase of $10,79.5% increase. And you see the whole roll out of that core area as like um if you go back to it Ken just so I get the number right or actually I can look at my sheet with my glasses on. >> So that is 2 million 161,363. So like I said ELA, math, science, and social studies you'll see for grades 6 through 12. That's about what it's costing us. for our core areas, >> right? Yep. >> Any other questions about the math? >> No, but we must have a lot of younger teachers with only a 1% increase in salary for 21 and a half teachers. There must be a lot of younger staff members because compared to English, there's quite a difference in the salary range there. >> So, it was just just

122a thought. why there would be such a big difference. >> Yeah, the different mix of of of teachers on different steps and different levels and and resignations, it it always adds up to you can't predict it. Uh but we we could look further at it to try and determine, you know, why that's showing 1% versus others, but um I think it is within the range of what we would expect. >> Yeah, that's fine. Matt, >> thank you, Ken. I found your responses to Beverly's and Rita's questions very illuminative and understanding that I'm probably not atypical for the most of the population that's not that familiar with school district budget. Just as you have a budget narrative, just consider the possibility of underneath each of these breakouts by category just pointing out that we're expanding, replacing

123whatever it is for the uh budget, uh inflation, whatever it is. Just a couple of lines on each one of these pages, I think, would go a long way to inoculating folks to inoculating their worries about it. And your answers have been really helpful. Yeah, similar to what we did, I don't know if you recall last week when we went through the object code summary with the with the with the kind of like reasons why on the right side of it. Uh we could do something similar here. Um we actually talked about taking that box that has the program description and changes to be able to then incorporate some of that information that we had had in the box of, you know, what's caused some of the changes. Okay. >> Yeah, you you've heard us.

124You've heard everybody pretty clearly. I think it's a great idea and thank you very much. Okay, I will move to 5-18. Oops. Which is function 1109 music for grades 6 through 12. Uh there are five uh uh teachers at the middle school, two at the high school. And then as far as the costs, um this shows actually a 0% increase under salaries and wages. And this is we replaced our band um our band uh uh teacher at the high school uh who was a long uh tenure uh employee with a one uh less. So that that's I think that's what's driving that uh that 0%. Um there is a decrease in travel for field trips um as well as music supplies. So overall actually this this function is a reduction of $5,270 or 0.7% decrease.

125Is can is any of this um the teachers at the middle school level taken care of by some of the grants >> u for for music in particular or >> yeah because it's a STEM you know I mean it says here including band orchestra chorus general music theater African drumming guitar >> yeah no all all the teachers are are are are represented here for music uh none on on any of our grants >> but I was just wondering if any of them were were were supported by a grant. >> No, >> the teachers are not in that area. >> The teachers are not okay. >> Right. I mean through the MSAP grant, I think that's how we got our African drums or you know and so we got a lot of supplies and those kind

126of things through the MSAP grant and >> specialists coming in to teach the teachers and the kids. out. >> And and just to be clear, this is the last this is the last year of MSAP. So, um that wouldn't support it for next year. >> Okay. >> Even if if there were any in there, >> Dean, >> yeah, I know that in years past we've had larger bands. I'm about the marching band. I know that's not all there is to the music program at the secondary level, but we've had larger marching bands. they've had smaller marching bands. I I didn't know I'm not aware because I no longer have a child in the program. I'm not aware if there's a um a plan or a program to grow the marching band and if there is

127whether this uh budget addresses it or whether this is just going to be uh put off to another year. I'm not sure whether it's there's going to be a drive to grow it or whether it's there's an attempt to just grow it organically, see who's interested and who's not. I would say there's definitely um when you look at the investment in music across the district starting at elementary with um orchestra and band chorus um and general music. You see that happening in all of our intrad district elementary magnets. You see it happening at middle school where if you are in band, orchestra or chorus, you are in that as a core. So you're in an 84minute block every other day. So I absolutely see the potential of growing that band. What's happened in the past

128is we have the director of the band, but there'll be other stipened positions that help support band camp and some of the the band competitions and that kind of thing. So sometimes the middle school um band or the middle school music people will help out at the high school as well for those things. So that that's a hope that we grow grow this. >> Yeah. And and I think and I understand that a growth in the budget is not necessarily correlary to a growth in the interest, a growth in participation. uh you could the two don't scale together necessarily but >> right >> I was just curious when I see this whether >> we expect to see is there is this is that built in here or are we planning on the same size band

129or I don't even know how the band's finances other than the booster club thank you >> oh no I I had the same question that Dean had because I remember when I was in the RTN that question came up about uh the middle school feeding feeding into the high school marching band. You remember that, Superintendent Austin? >> I do. I do. >> And you said you would look into that and that was a good possibility. So, >> well, and the way that we've done our scheduling at the middle school certainly supports that and we've seen a tremendous interest in the band. We had to have four sections of sixth grade band when we first opened up the um middle school. So you know that that we have a couple staff members that are really doing

130mostly band and maybe some general music. So um we see a great number of students wanting to participate orchestra and chorus as well. I don't want to just do the shout out for the band because a lot of kids are very interested in the coral program as well and the orchestra. Thank you. >> Thanks. >> Nothing further. We can go. We can move on. >> All right. Uh 5-20 is uh function 1110 physical education for grades 6 through 12. Uh five teachers at the middle school, 5.9 teachers at the high school. Um and then as far as the costs, uh one and a half% increase under salaries and wages. Um it looks like uh instructional services up by $500. Physical education supplies uh it's it up by 39%. Um it's an increase of $2,60. Um

131overall for this function up $19,94 or 1.6%. And in physical education, the teachers can have as many as 36 per section where in remember the core areas, we don't like it to go over 24. So there's definitely a difference in in class size and how many students they can see. >> I thought it was 40. >> Um, it I think it typically ranges 36. >> Okay. because I I believe our preferred is is 40. At least it was. I don't know. >> Okay. Move on. >> 5-22 is function 111. Science for grades 6 through 12. Uh middle school nine teachers. Uh high school 12 teachers. And as far as the cost, uh, salaries and wages up 1.4%. Um, a decrease in travel for field trips, uh, $4,000, 49.6% decrease. Supplies, uh, decrease of 7.6%. Uh,

132overall for this function, an increase uh, over last year's budget of 16,954 or 0.8%. Oh, and and as Susan will will point out, there's uh this uh this amount here for this um uh is uh 2 point around 2.2 million, which is consistent with our uh with our core um core core um subjects. Yeah, >> Matt, >> would I be making the correct assumption if I noted that the uh reduction in field trips was an artifact of COVID and that going in further years once CO is over that we'll be doing more field trips or am I mistaken? >> That would be probably a pretty good assumption. We also have partnerships that show up in another line um like with project O for middle school and high school that are kind of built in. So

133they wouldn't show up necessarily on the field trip line. You know, they're a partnership. I think those actually go under the 300s for services. >> Is that right, Ken? >> Function 321. I should I should have um I should have uh highlighted that functions 321 is for Project O. >> Oh, okay. >> And so you'll see that there there's a there's a 1% increase. I believe project O gave us their uh their increase for next year. Uh and so we're expecting uh the total cost to be 59,75. And that's for um that's for the grades 6 through uh through 12. >> So it's not necessarily written under field trip, but it is an experience that you go out in the field and you get on the boat and you know it's a really great um

134experience for kids. >> Thank you. Thank you, >> Beth. >> Thank you. Um Ken, how does Project O calculate their cost? How do we get um what is it 59,000? I lost where it was. How do we get that number for project goal? Do they charge us per pupil or >> um I think they they they know basically our our student count but uh it's more based upon a contract that we have with them um with regard to um um you know what they provide uh the programming that they provide uh and then um u and so so I I don't have an exact uh answer for you other than um we u they know what the program is and and they just they They told us that the increase would be 1% over uh

135this year's uh cost. If we want more information, I could find out. >> Okay, thank you. >> Um Jay England is and um is our science um lead, so he probably could get us information and he also sits on the project O board. >> Any other questions about science? >> I have one more question about project O. How many students typically uh participate in the project O activities? Um that's a really good question. I know that um in the middle school at one point um we had like whole grade levels participating, but I'd have to find out um what's happening. I know Jamie Giardano has also partnered with them. Um and she's actually um had, you know, her students um in multiple grades, you know, full grade levels going to project O or project O

136coming into the science lab classroom so we can get more specificity on that. >> Okay, Dean. >> Yeah, it's a small number. just looking at the reduction in science supplies and I it it made me think uh of for example when my mother went to school or a lot of other people went to school and science class was basically you sat down and the teacher uh lectured and there were no experiments nothing hands-on like when I went to school and so again is is the reduction does that have what does that have to do with is are we actually reducing supplies are we reducing number of experiments or or labs or >> no reduction in labs and experiments, although sometimes there are some virtual models that they use. But I would say that we do

137have a DODIA STEM grant um which we have for another full year and much of that grant has been for supplies and professional learning for our teachers. So I would say that has really hosted um some of the costs for NAS and Project O at the elementary. provided for equipment and supplies in the science labs, you know, at all levels. So, um, you know, it might be really good, Kim, to kind of give everybody, um, you know, when we get back to normal and have a CO, um, you know, a little more information on some of these grants and what they do. >> Absolutely. Absolutely. >> Yeah, if I if I might. So is it is it the case that have the science teachers for example said we'd like more supplies, we need more supplies,

138we need access to more something online, but you maybe you've told them to hold the line. I know this is kind of a delicate question. >> No, I think that the c I think the grants have supported some of their needs. So you're giving it in the operation budget. >> All right. >> And I will say we did provide instructions uh to to ask that we look around and see what what supplies we have that are that we can reuse. uh like beers and these types of things and not to just uh reorder these things. Uh so I'm hoping that that was taken into account when these numbers were um were were prepared. >> Liz, I just wanted a point of clarification because um about the project O which is a you know a substantial

139amount the amount that's listed here on 321 on page 5-23 that's just for the um secondary level. Correct. Yes. >> Okay. Because you mentioned Jamie Gerardano and that's elementary. So I just don't want us to be, you know, I mean that would be in a separate budget, correct? >> Those are Yeah, those are taken care of through the grants. >> All right. So the >> through the STEM grants, >> right? But like I said, I wanted just to clarify this number deals just with middle school, high school. >> That's right. >> Thank you. All right, let's move on. Right. >> Um, we're on to 5-24. Uh, social studies. Um, we have, uh, 10 uh, teachers at the middle school, nine and a half at the high school. And far as the costs, uh, salaries up

1403.2%. Um, we have uh pupil tests of 4,216 uh but a reduction in tax of $1,500. Uh overall increase over last year's budget of 51,300 looks like mostly driven from salaries and wages uh 2.8% increase. Uh and once again, this is this is close to the uh the two million uh uh dollar for the for the core uh subject. >> Liz, >> yeah, that's a substantial increase on the pupil test. Um per is that driven by AP? >> What's what's driving that number? >> I don't have a note on what's driving that pupil test number, but I can um I can certainly find out. Yeah, because uh we go from a FY21 at $334 and then all the way up to over $4,000. That's quite a substantial increase. That's why I'm kind of wondering. >>

141Um I can tell you that it is uh people test it is driven from the high school. Oh no, sorry. From the middle school. >> Middle school. Middle school. >> No, sorry. High school. No, sorry. Got my program my things messed up here. Um 112 high school. Yeah, sorry. High school. >> It just seems to be >> Yeah. And now that I'm looking at this, >> that looks really weird. >> It looks like it should be under text. Uh that that that looks like a a problem. Um, sorry. That should be texts. >> I think there was some sort of linking problem. >> So, the 4,216 are actually text. >> Texts. Yep. >> But we'll verify. We'll double check with the >> Okay. >> Principal. >> Any >> Thank you, >> Rita. >> Um, they

142have Don't we have the pupil tests in another area? in the budget. They're all grouped together. The all the IB tests that we pay for. >> The IB tests are >> Yeah, >> I would assume AP would be too. >> I thought I thought AP students were paying for their tests now. >> They are. We we pay for uh some uh in some cases. Um >> but not very many, but the IB we pay but I believe that's someplace else in the budget. Pupil tests. >> Correct. That's right. Yeah. Yeah, that was that was an error on that and I apologize. >> If there's no further questions, we're going to move on to the IB. Liz, >> I'm sorry, just a quick um I heard someone say that we're having a reduction. there was going

143to be a retirement in the social studies department at the high school and therefore the person who's teaching Latin, she's also crosscertified and she'll be picking up there. Does this number include that reduction? >> So, we're not reducing in social studies. The position will continue in social studies. What is being reduced is what's um the FTE in Latin. Okay. All right. Thanks. >> Moving forward. >> Yep. 5-24. This is IB, the middleear's program. So, this is for grades 6 through 10. Um, and so, uh, we noted that in the previous years, the cost was funded by the MSAP grant, uh, for Gary 6 through eight. Um and so now uh whatever cost uh going forward will be um uh reflected here. Uh so uh for FY23 we have uh uh some quite a bit of

144funding for travel for workshop and conventions. um uh $1,000 for professional um materials and $9,000 for uh dues, which is uh that's consistent with the prior year. So increase uh here of uh 19,510 uh an 83.6% increase. This is driven by by that travel for the um uh for the training for my uh IBMP. And is that necessity for us to keep the middle years program? >> Yes, you need to continue with the training for I international balariat. Um although I would have to say we did move to more remote types of learning especially during COVID. Um so we can still look at balancing you know travel with um with the online courses. They don't always offer them all that way, but the ones that we were able to take advantage of virtually, we did.

145>> I guess I'm going to con encourage people to continue to do virtual um because that's I understand the importance of having our teachers to be professionally trained and and to continue to to do that. Um but that's a that's a hard um that's a hard >> and you know we've aligned ourselves with the National Institute of Math and Science National Math and Science Institute and we had one science teacher trained in a AP and many of our AP teachers have not been retrained in years. So we've really pushed they're actually going to be working on this um a push to really get more teachers trained. um this institute through a grant not only pays a teacher a stipen but it pays for all of their professional learning and they usually give about a week

146in the summertime and then they give other time throughout the year and they get the stipen for it and they have a a network a host of networks of other AP teachers and military districts to to work with. And so the one teacher who took it just really um was so delighted and and just felt it was so worthwhile. So we're really encouraging more AP teachers to be to have this kind of professional learning experience. It's so important to keep up their skills. >> So I'm going to recognize um Jay Rita. Did you have a comment too? I'm going to um do Jay, Rita, and Bev. >> I just had a question. Since we're still in the MYP candidacy period, is that why we need all this training or do you suspect that this will

147be ongoing at this level? >> I don't know that it'll be ongoing at this level, but because we're still in our infancy phase and we are a candidate, we we certainly that's what is estimated that we'll need. Great clarifying question. Thank you, Jay. Beth, >> thank you. Um um Susan, is this classroom teacher is that one teacher? >> Candy or or is that the part-time? So, uh the the the classroom teacher that was uh we had um there were uh uh uh teachers that were coordinators uh and uh the MSAP grant would uh would cover a certain amount of their salaries. This was the amount that it didn't cover uh for this year and for last year. We don't anticipate that to continue into next year. um uh uh that that position um is covered

148in the SR2 uh and our Esser uh grants >> and it's a part-time position for next year. >> Um now Susan, can you help me understand how this, you know, how this program is going to help us close the achievement gap? You know, I'm all about closing that achievement gap. This isn't a shock that I'm asking this question and I would like to ask it throughout the whole budget. What in this budget is going to help us close the achievement gap? >> So the middle years program for all kids from sixth grade to 10th grade and this is my short version. I'd love to sit and go over this with the board is for all kids. And the idea is that we need to fill the seats in those high school classrooms of API highpowered

149courses, honors, and we need a much more diverse picture in all those classrooms. So by giving my to all of our kids, it's not an elitist program. It's for everyone. So that high level thinking that highly engaged problem solving and experimentation that is you know part an element of this my um you know is really encouraging all of our learners to really um gain access so that they can go into you know those courses in the high school and they can be ready for whatever they want to pursue. So the short answer is it's really readiness for all kids so that they can take those courses in the future and um be ready for college, career, workforce, whatever it is that they want to pursue. >> One more question. Um so you're saying that this

150this middleear programs for all students. So, what type of support system is built in to this program to help those students that might be a little lower level that want to be challenged but might need the extra help. So we have a a complete SRBI program that l gives intervention in math and um ELA and um you know all students who who need that kind of support have that support available and this is for students who um you know might not be having an IEP or a 504. These are for, you know, other kids in the tier, you know, the regular core instruction to be able to have extra support >> through the classroom teacher or through the specialist or interventionist. >> So, that's kind of all woven together, >> but that's a short answer

151during a budget talk, but it's something I can absolutely come back to the board with the staff at the middle school to talk to you about. been kind of instrumental in helping us with this. >> Thank you. >> I I'm just a little confused. Um I know we had two coordinators. So we're no longer those two coordinators have are going away because the MSAC grant is ending. So that is why there are no FTEEs up here. The middleear function program 6 through 10. Is that correct? It's zeroed out in 2223. >> Yeah, we're not no longer um paying for that in the operation side. There will be some part-time work that goes on and that's paid for through the esser grant. >> And the esser grant is for how long? >> 2024 till two years.

152And then you feel then that position would go away. We're we're hoping that it'll be sustainable like these other things that it'll already be embedded. >> So we we we wouldn't need the coordinators anymore because it's already coordinated. >> Well, that's that's the hope. >> Right. Right. But the work the workshops and hopefully that comes down because that just seems like a huge increase from 2021 22 to 32,000 you know 10,000 $50 up to 32,000 it just is a >> remember that a couple things there's a couple factors we've had co 19 and there hasn't been much traveling at all >> right >> you know and then we've also um had an MSAP grant that in the beginning of this whole thing. Lots of people traveled. There were a lot of teachers who really got

153that firsthand experience because of the MSAP grant. >> Andrea, >> I I just wanted to follow up on what Beverly said about the importance of providing support for kids because I can't tell you how many Martin Luther King scholars have said, "Why am I the only student of color in this class?" And then um a short glimpse one of the scholars was here and on my coffee table was the knowledge gap and he picked it up and I I saw him while the people were u doing speeches I saw him reading and after the session he said to me Dr. Arian this is me. So that's how important it is. >> Yeah. >> Follow up on what Beverly said. >> Thank you. You're right. and you were part of the reason we we you know

154this board chose to do my for all and and that was the to lift lift us all up and make sure that we have a diverse population that mirrors our community in all of these classes. >> So let's move on. >> I just want to say one more thing but don't forget Susan they need that help you need to provide the help. You're right. Right. >> And and that those conversations are going to happen next next time we meet, right? Are we looking at tutors and stuff next next? >> Yes, I think we are. Yep. >> So, Bev, stay tuned and really hold um accountable um making sure we have the staff for that. >> I think we skip over a couple pages next. Uh, no. We're going on to 5-28, which is health education.

155>> Oh, okay. >> This is function 1114, health education, grades 6 through 12, uh, a 1.0 FTE at the middle school, 1.1 FTE at the Fitch High School. This is made up of a number of teachers, portions of their of their day. >> Um, and as far as costs, uh, 2.6% increase in salaries. um 2.4% increase under supplies. Overall, a 2.4% increase or $5,283 over last year's budget >> and the majority of that is the teacher salary >> and it looks like it must be top step. >> Rita, >> yeah, that's what I I can you know, I was wondering about the classroom teachers. It just seems like a very high amount. And is it because of the teachers are at the top? Is that what it is? The >> Yeah, I would assume I'm

156knowing the teachers who teach those courses, they are top step teachers. Yeah, >> I believe so. Be >> sorry to be a nuisance here, but um we had a couple of people um come and talk about the social emotional um aspect of students lives and um I was wondering would that be incorporated in the health or is that some other place? >> It's it's in the health curriculum K through 12. It's built in. There are also um additional places where it is built in like their advisory or their CTL that we have programs that um in small groups where kids are able to um have some um you know work around um everything from conflict resolution to getting along to dealing with you know anxiety and and stress and COVID and all those things. So

157I would say it's in a few places, >> but I think >> definitely in the health curriculum, >> but I also think it's going to be next week. It's also going to be in next week when we talk about special services and looking at the increase we've had for social services. Right. >> One of the speakers specifically talked about the fact that there was not enough um individual support um for for her kid. So >> right, >> her students, excuse me, kid is colloquial. >> Thank you. So are you saying that the these classroom teachers that teach health, don't they also teach physical education? >> So these this isn't just one per two people up here. >> No. No. >> That's what I was getting at. >> It's two FTEEs. >> Two FTE >> knowing

158the department and who's actually doing the teaching of health. And some of them teach let's say halftime health and halftime says zed. But knowing the people who are teaching the health um they are experienced teachers >> full-time. >> Well, not they're not teaching it full-time. Let's say they're doing half social PE and half health. >> So, they're in both budgets. They're in under the PE and under the health, >> right? Just to clarify fulltime. >> Yeah. They're they're like they're like 80% uh physical education, 20% health. So we we we charge 80% of the of their salary to the physical education uh function and 20% to the health education function. >> Okay, that would be a nice clarification. That would be another one of those um things in the bo in the box that kind

159of talked about those positions. Read a nice find. >> Anything else? Bev. >> So I'm not understanding that. So this is this salary is 20% of their salary >> for two teachers. >> no. >> Okay. I didn't think I understood it. Um what we're saying is it it amounts to um a full-time person at Grten Middle School and a 1.1 type person, but it doesn't mean that a full-time person is teaching. might be two people who are doing half and half. So, we're going to bring you more details on actually what's happening. At one point, Grant Middle School was going to have one person do only health and um very experienced person and but because they needed this teacher also to do some specific things in PE, other people took on some of her health

160FTE to support that. >> Okay. Okay. >> But we can get you more details. >> Yeah, because I'm still lost, Susan, for that. It is confusing. It's hard to keep up with, I'm telling you. >> Well, I think this is the whole per purpose of the workshops, right? Is to ask those questions and get the information so that we can understand it so that when it becomes our budget, we can speak to the budget. >> Right. Exactly. >> So, none of these questions have been have been phenomenal actually because I think it really helps spur on conversation and also helps us think about this as what is our story. Um, and I'm also very appreciative, Bev. I don't find your questions to be pain. I think that your questions are incredibly spot-on and also helps

161us understand someone who has both been a board member in the past but currently, you know, just recently was an RTM member. It's nice to have your voice on this because you're because you know what a lot of the RTM members might be wanting to ask and that prepares us um to understand where other people might be coming from. So I I'm finding these conversations great. So if if it takes us a while to get through it, it takes us for a while to get get through it. We'll just meet up more often, I say with a smile. >> All right, I will go on to 5- uh 30, I believe. >> Yep. And this is function 115, magnet school support for K through five. Uh so we had this uh that we were using

162this when there was only two um magnet uh elementary schools. Uh starting this year we have five magnet elementary schools. So we're actually uh those costs are are embedded within each of the uh the school site budgets. Uh so there actually is zero dollars um allocated to this. The only reason that it's it's on this uh in this uh book is that there was some costs that came through last year uh that um uh I needed in order to in order to balance. So um see I can take that down. I don't know if you want to talk about that one at all. >> I think it helps us to keep track going these are going toward it's being captured in individual site budgets. >> That's right. >> Right. >> Okay. I think it was

163um was it $30,000? >> 30,000 >> 15,000 per school. >> So now it's 30,000 split between five schools and it was put in their site budget. >> Correct. >> All right, we'll move on. >> Yep. Uh 5-3 two. This this is uh this is IB the DP program. This is for grades 11 and 12. Um, let's see the the cost costs um increase of $6,000 on instructional improvement services. That's um that's uh for for the training for the teachers. Um a decrease in workshops and conventions of $1,000. um overall decrease in supplies, um tests, texts. Uh so there's a $12,000 decrease in supplies, 35% decrease. Um a decrease in instructional equipment of 6,000, but an increase in uh dues that we pay to uh IB of $2,000. Overall, a decrease of 10,750 over or 16%

164over last year uh this year's budget. I have a question. Why are there no teachers listed here? Any FTEES? Um so we we made a we made a decision what was it two two years ago where the teachers are all being um um charged to their subject categories uh and not being um identified uh in in the IB category. It was difficult to understand what it was. It comes back to that um that 20 and 80% of an FTE thing. So we were getting ourselves all um um confused under that. So, so we we we had we removed that. I believe it was not last year but the year before. >> Y I do remember that do teach IB classes. Yes. >> Right. So when we get the breakdown of what classes and what teachers

165are teaching, we'll be able to see that captured, right? What courses are being taught at the high school, which are the A, you know, the IB, which are the AP, which teachers are doing what. We'll have the we'll have that breakdown then. Thank you. Any other questions? >> Um Susan, how many students in that I IB program? >> So there's the IB diploma program, the IB careers, and then there are many kids who take um kind of a a variety. They might take a Yukon course, they might take an IB course, they might take an AP course. So, I'd have to get that from TED to get the actual numbers. Um, I know that we were seeing a trend up on kids who are graduating with a diploma. So, I just have to find out

166what the current number is now and how many are actually involved in the program. >> Okay. >> In total, >> because the IB diploma programs only for the 11th and 12th graders are taking it, >> right? >> Okay. But the I and IB careers is similar to that where you get a certificate and you you explore one of the career pathways as well. So you might get a certification in nursing and you could get an IB certificate for careers pathways. So I just need to um have um Ted give us that information or I'll pull it from our student data manager. Okay. This function here is only for the international battlord DP. >> Right. >> But I'm saying you can take DP courses without >> Well, we know that. But I'm just saying this function

167is just for the DP program. >> That's what these expenses are right here. For the number whoever how many students there are that take um that are in the diploma program. Any other questions? >> Yes, if I might. >> Yep. Have we been doing this long enough that we can do some polling of our graduates two, three, four years after they've left Fitch to get some testimonies on what they feel in retrospect really was most helpful where we could improve stuff like that? Can we do any uh user testing? I know that's not a budget item, but it's just throwing it out. So, Matthew, if you could if you could keep that note um because that's actually not a really bad idea is to um to do some surveying around that. And I know Susan,

168you have talked about, you know, other times about, you know, finding out from other alumni of the program of of of actually graduates of Fitch, you know, what they have found helpful. So, that's important, but I want to kind of stay to true to the budget tonight. That's >> Jay. Yeah, and I think um I mean since we've already invested so much time in it, I think it's important to know that we have invited them back. We've actually recorded them and we do have recorded testimonials. Um and uh I think that's something that you know I hope we can share with students to encourage them to take these higher level courses. I think people think that they are not up to it and uh I know that one of the groups at the high school

169is also encouraging uh a more diverse group of students to um to reach for these higher level courses. I also think that we as um a board throughout the years have gotten much more um averse in how to talk about the IB program and it's not just the diploma program but that it's a form of of of learning and that's why we're going through the MYP and maybe possibly YPP but I think that that's down the road for us but we're going to move us on to the next >> uh the next on 5-34 this is function uh IB career related program. Um this is a new program for starting this year I believe. Uh yep. Um and the costs on that um u a reduction in tax of uh $3,500 uh in dues down

170uh $1,500. Overall a reduction from this year's budget of 25.7%. And Susan, is that because the um the grant? >> No. Um >> I don't think that was grant related. I just think that was efficiency. >> All right. >> I have a question about the dues for administration around 10,000. And then if you look the page before EIP 11 and 12, the dues is about 12,000. So that's $22,000 in dues for school administration, which is separate from dues and fees. I I I was just a little confused. It's it's the cost that that we pay in order to be uh in the in the IB program for either the DP or the or the career related uh program. >> And that's every year. >> Yeah. >> We pay those. >> Yeah. >> F. Sorry, missed

171you for a second. Beverly, you're on mute. Did you want to say something? >> Yeah, I actually was gonna say the same thing as me. But I'll talk a tag team. >> But uh what do we get for the cost of being in the IB program that it's costing us for the two programs about 22,000? Um and I didn't even count the dues and fees. So what exactly are we what what are we getting for our money? So I would say it's a program that has um continuous oversight on how our kids are doing and um they actually have to um look at tests and the tests are written responses. So there's a lot of assessment on how the children are doing over time and that's um you know and a lot of um collaboration

172with the teachers in the program. So I would say that it's kind of making sure that we're authorized as a program in an international balarat when a student has a diploma. One of the things that um we found is that um they tend to get into their top school and um that program holds a lot of weight in the college admission program. Um, so you know, I think it's um I know I've heard this from the students who participated and um every year in the spring they do a testimonial. So I will definitely invite board members to join us at that final breakfast or that final meeting because it's really um critical to see kind of the community service projects they're involved in and all the things that they've accomplished. Um, and I just want

173to see it grow. We actually Ken, did we end up with three students from out of district who came to Fitch because of IB this year that paid >> per pupil? >> I think it was just two. >> Two. Okay. >> Okay. So, dues paid just for the oversight of the program. I'm not really questioning the value of the program and what the students get, but I'm just asking what do we get for paying our dues? Do we get uh workshops for free? Do we get uh do they look at uh tests that the students take? What exactly? Uh other than just saying, okay, we paid our dues and now we're in that program, do they do anything for us? >> Yes, they do. But I I want to tell you that I do know

174about the assessment piece that they have oversight to the assessment and kind of the verification. They do verification visits. So they come to the schools kind of like a NEAS would do for the high school. But to give you really more solid information, I think this is something that could come back to a CO and have some of the experts in the program really talk to you more about this. So, if we could put that on an agenda item. >> Susan, your agenda is going to be full. >> I know. I've got a full agenda for sure. I'm writing them all down, too. >> What do you mean Susan's agenda, Beth? This is ours. This is our agenda. This is for our learning. This is not Susan's agenda. This is our agenda. >> Jay, >>

175yeah. And I also wanted to point out, you know, when all of us decry the value of like a standardized test, you know, these folks are actually reading the answers and evaluating the writing, um, which, uh, is a lot more intensive than putting it through a computer and reading a dot that was filled in by a pencil. So, it's a it's a totally different way of evaluating uh, students. And I might add several students that I know who have uh gotten full scholarships uh at college because they have the IB diploma. And of course that's open to anybody who wants to pursue it. >> Kim lost Kim, but I see you. >> Kim, are you there? She's logged out. I think she froze. So, >> oh, this was really important for her to hear, but

176I pardon me. I think the saturation point is nearing like it's it's like all um what's the word I'm looking for? It's getting to be non-productive for me anyway. So, just so you know, >> I agree. I h I have I have three I have three more functions that I'd love to get through because that would get us through that first secondary instruction, but I understand if if the board wants to um um um >> how fast can you talk? >> I can't talk too fast. But uh >> can we get it done in 10 minutes >> by nine o'clock? >> You know what this is? This is what I propose that I go through those three functions uh >> just one after the other and then >> Yeah. How's that? >> And then Yeah,

177hold on to your questions. >> Yeah, because I really had a question about that next one coming up, the unclassified. >> Yeah, unclassified. So, function. Do you want me to go on or or No, I'm I'm not sure if uh it's it's clear if uh >> Well, I I really think if you're going to rush through it, I would prefer that you don't go on because this is regular and special education and um I I don't like to rush through stuff, but I I that's that's my opinion. I'm only one person. >> Well, I'm I'm just putting it out there. If everybody else is up for it, go let's go for it. It's just beginning to me a saturation point. So what are the three K just tell us what the topics are. >> Uh

178so the three functions are uh unclassified for grades 6 through 12. That's that's um costs that don't fall into any of the other function codes. Uh >> so they would be like what? >> Um so there's there's there's a lot of uh substitute teachers. Uh there's costs uh such as um uh the contractual severance payments for retiring teachers. There's uh supplies uh for the uh for the secondary uh school that aren't necessarily tied to a particular program. Um >> is this like a miscellaneous section? >> Yeah, it's a big miscellaneous bucket unfortunately. Um >> Okay. >> And then education and health occupations. Um, well, since Kim is not with us, Andrea, >> she's coming. She's here. >> Oh, now you're back, Kim. We're We're talking about leaving. I mean, ending the meeting and we were

179wondering if you were coming back and what your two cents is. >> You kind of missed. >> I I um I'm I left I just all a sudden you guys like disappeared um and uh almost like a swirl. Um, where are we in the process right now? >> We have three more functions to go, but people were feeling a little swamped. >> So, why don't we um add those? So, let's let's wrap up. Let's um move just kind of move them back down. But I want to make sure that I understand what we've asked Susan and the staff members to do. There's some corrections that Ken needs to get back to us on. And my question to the board is, do we want them now? Do we want those like not like this second, but

180do we want them before we go into Monday's meeting? Um so that we can then also talk about that. Um and and second, um to understand Thank you, Cat. Um the other the other piece is um I think we're going to have to Susan and I are going to have to find possibly another time um where we can then have a further discussion about all the things were asked about secary which is class sizes um where kids where people are being delineated um is what I is what I have and I'm hoping that um we can also make sure that the agenda items that were talked about for future board meetings have gotten captured. I didn't capture them. Um so I would I would make sure that we could then add them, sprinkle them into

181conversations um as we go post budget. Um does that sound like that's reasonable? One, can bringing back the corrections to us so that we can have them. to um finding another time where we can kind of take a look at secondary um and team uh staffing um wise. I consolidated those conversations. I know they're more in depth. Is that okay? Can I just can I uh put my two cents in, please? I'd like to see the class sizes and teams sooner than later and the conversation could happen later, but I I'd like to see the data sooner. Okay, Bev. Um, I'm not quite sure where that's a good point. I think that that would be true for everyone. Um, and um, I'm just not quite sure where Susan and her staff are in putting it

182together, but maybe she can indicate to us in the boardnotes about where she is and when when we could anticipate doing that. And I will make sure that that gets back onto our budget workshop agenda, but it won't be until after we have a chance to individually kind of glance at that. Does that sound fair? there. It's a process just that I have to get the student man data manager to pull the data. We've started to pull some of it in some of the core areas at the high school, but we haven't addressed all of the high school courses and all of the middle school courses yet. So, I could either do peace meal or I can do it all together. and and Matthew um you were isn't that part of his correction um that

183Ken is going to be doing a footnote costume source would be helpful um >> yeah I would I would just pass that one on as a suggestion to incorporate the footnotes >> okay so um are you seeing that for this current budget season or for us to be moving forward on that >> I think if I were an RTM member or a town counselor I would immediately ask uh under blah blah blah business education, you've got teachers and you've got no salaries. Please explain it to me. I mean, if they're going to ask the question, we should just put it in the footnote and avoid having to deal with the question, >> but I've been wrong before. >> So maybe um maybe maybe we can kind of think about that. I'm not quite sure where

184I land on that. >> Okay, >> Liz. Um, Susan, when do students register for next semester's I mean next year's courses at the high school? >> In the spring. Um, >> so those numbers, >> but we won't have those numbers right away. So to make those decisions based on the numbers we currently have may give us an idea, but it's not going to give us the solid data. >> Yeah. You're not gonna you're not going to have next year's classes. The only thing I could look at are this year's classes and kind of >> project. >> But yeah, but I don't >> I just wanted to I didn't think that we had done that the high school had uh registered yet for next seme I mean for next year and that's the part we're talking

185about. So >> and the same thing is true about the middle school, >> right? So >> exactly. I'm I'm concerned that we're going to make decisions based on data that is from this year that's not going to be relevant for next year. >> That's a good point, Liz. >> I mean, as much as I think that's important, I and I do believe that is important, you know, we we have to go with I we need to consider that. Thank you. On the other hand, we are preparing a budget. We're working over a budget for staffing the 22 23 school year. So somewhere in there, we should be thinking about at least an estimate of where the kids will be next year. I realize it's variable. It's not completely variable. I think in most cases kids

186are going to go from one course to another because it's part of their natural progression. Things get wild when they choose electives. I understand when you get to high school. So sometimes it's a you know it's a joker. Uh but I I'd like to think even though I haven't worked this whole thing myself, I'd like to think that some reasonable prediction with some caveats uh to us is is is uh is is doable. Um, so in other words, it just can't be the case that we're planning on staffing 22 23, but we cannot entertain anything any notions at all about who's going to be in what classes because there's got to be something. >> Quite frankly, people are going to be asking those questions from us. So, we might as well we might as well

187have that information because after February 28th, we're defending our budget. So, um, it makes sense for for us to have some of that information, um, and have a have have a ground for us to walk on. Beverly, >> yes, I was going to say the same thing actually because the whole thing is a projection. The budget is a projection how much you're going to need. You don't know exactly how much you're going to spend on oil, but you're projecting it based on last year. We spent this much, so we're probably going to spend this much. So the whole thing is a projection. So >> give me the numbers for the high school and the middle school, >> right? >> I can do I can certainly do the numbers that we have currently. >> Yeah, I

188think that that's I think >> we can also make the projection about what we think is possible for next year. >> Yep. >> Can I just add I I wasn't trying to undermine that. What I was trying to say is we we I just wanted to make everybody aware that people were not going to have the solid numbers, but we had projections. That all my point was that was it. >> Yeah. Perfect. >> Cat. I'd like to make a motion to adjourn till January 31st at 6 PM. >> Is that is that our next um Well, I would prefer January 25th. >> Next Monday, we're going to be meeting >> next Monday. >> All right. I don't have that on my list. So, I'd like to make a motion to adjourn to January 21. 25th

189at 6 PM. >> Second. >> I I think it's the 24th. Yeah. 24th. 24th. >> I think the 25th is on a >> Let's just adjourn the meeting. >> Yes. >> Yeah. I make a motion to adjourn. >> Good night, Gracie. >> Don't move. >> All right. >> Have a great week, everybody. >> Bye. >> Thank you. >> Bye. >> Yeah. I wish I had your courage.