001Okay. So, it is 7:05 and I'm going to start the budget workshop um for the B um yeah the from the Borton from the Grten board of ed um and it's February 2nd and um take it away Ken. >> All right. Um we are back to our pages. So, let me put up on the screen. You're not on it. >> I can't find it. >> 564. >> Yes. 5-64. This is a function. It's actually a a combination of functions, but they're all function 15 under 1500. This is student activities for uh the secondary school. Um on this page on 564 uh we have uh we have two employees athletic director uh split between a school and the high school um 310 and 710 and uh an athletic trainer uh split in the same uh percentage.
002Um and the changes is is the addition of the athletic trainer that should say to to salaries that will be adjusted and a corresponding reduction to other professional services uh for those athletic training services. Uh if we go down to 5-65 um for the expenses uh we have um the athletic director uh salary. Uh you'll see under other 119 uh the a that's for the athletic trainer and that will say athletic trainer on our final version. Uh line 126 is um the stipens for the coaches. As of this point we actually don't have final stipend amounts uh in the last um um uh contract with the teachers. Uh that was not uh finalized. That will be finalized over the next coming months. Uh so we put in a uh a 2% uh placeholder uh on
003those stipens. Um as well as we added uh stipen for uh wrestling at the middle school. Uh 127 is uh other uh so non non-sports um uh stipens uh using the same 2% increase uh placeholder there. uh social security and Medicare uh wages is a calculation based upon the salaries and wages. Uh the remainder of these expenses uh the athletic director did provide uh detail by sport uh or by um um function uh uh non non-payroll expenses. Um and this just rolls them all up into one. Uh instructional improvement services uh that's for some PD for the uh athletic director. Uh other professional services, you'll notice it's zero. That's the reduction uh due to the fact that we have the athletic trainer in the salary section. Um athletic athletic um trainer. Did we lose you?
004>> Yeah, he froze. >> Oh, officials. Oh, we're losing. You're going back and forth there, Ken. >> Yeah, >> we hear you now. >> Okay, you hear me now? >> Yep. >> Commercial time. Can you hear me now? Sorry. >> Where is the page? Is the page still there? >> The page is here. >> All right. Somehow I don't have it. Um, but I will get it. I got it right here. Okay. And so um athletic officials a reduction a slight reduction of 300. There is an increase in other uh athletic services. Uh these are services such as um uh the timekeeping uh maintenance of equipment. Um under 441 rentals there is a reduction of $1,000. This is a swimming pool uh rental for the swim teams. um as student accident insurance is um the
005same year-over-year. Uh there is a reduction to the travel for athletics. Um a reduction of uh about $9,500. Um we attribute that to uh some uh to swimming and I think it was cross country. Um, uh, Mark. Um, and let's see. Uh, going down, entry fees, $100 more. Computer software. That's, um, the family ID. Is that what that one is, Mark? Yep. >> Yep. Correct. >> Increase in that one. Um, and then other dues, the CIA dues. Overall for this function, it's a 3.2% 2% increase or an increase of $30,320. I wish I could. >> So, I'm going to recognize his >> Ken. Um, could you do go over uh 332, that line item again, please? I I didn't quite catch it. >> 332. other professional services. >> It's got quite um I mean we
006go from 42,600 down to zero and I don't understand that. >> That's where um the athletic trainer uh we used to use a third party. Uh and that's >> get charged here. Uh it's no longer a third party. So that's why you're seeing increase under salaries. Um so >> thank you. We have our own and and the person's able to do both the middle school and the high school where before it was just the high school. >> So that's the trainer. And I have one more question Mark. This one's for you. >> Um Mark, why do you why are you anticipating a decrease in travel for athletics? >> Um well, it's a good question with specifically with swimming. um you know with a a lack of pools I guess you'd say in our area predominantly
007most of the swim meets are being handled at Yukon every point >> that's good >> that's a that's a large piece of it right there >> um with cross country you know they're sharing buses be you know um with girls and boys um you know because of the sizes of teams are not huge so we're able to you know fit 50 kids on a bus Um, so we can kind of reduce that as well. I think with some of the subvarsity sports as well, um, you know, a lot of the local areas aren't offering as many subarsity programs. Um, so, you know, the schedules may not be as full, we'll say, as as maybe in the past. So, there's that piece of it as well. >> Thank you, Mark. Can I ask who the athlet
008athletic trainer is? >> Sure. It's uh her name is Bethany Grady. >> She she was with us in the past um with uh the third party service that Ken was referring to, >> right? >> And she ended up uh she ended up stepping away, I guess, for what, a year or so. And then um you know I think the need for athletic trainers and I've seen the need um at other high schools, middle schools the same. So a lot of schools actually are now following suit with what we've just done as well. >> And and how often is she at the middle school? Um I think we had a a comment from from a parent about how someone was injured in lacrosse and there was no one there. So, ho how often are they, you
009know, does she share? It's only three, I believe, at the middle school. >> So, she's been at um every every middle school activity or I should say game that that is uh that has happened since she's been hired on um January 1st. So anything so she, you know, so for example, if um if there's a a middle school basketball game, we'll say at 3:30, she's there um until probably about 5 5:30 and then if there's a high school game followed, you know, at we'll say 5:30 she transitions over to the high school. So she, you know, I would say she's there at minimum, you know, two to three days a week. Um, as well as, you know, handling a lot of the the medical stuff that's going on with athletics, whether it's return to play
010protocols for uh middle school students. >> Um, you know, dealing with injuries, talking with parents, sending uh emails, that stuff. She's it it's definitely a full load for her between high school and the middle school for sure. >> And COVID hasn't helped because we've actually had return to play around that too. >> And I actually I said to Ken, >> Sure. Go ahead. Sorry. had one more quick question. Where do they go now for physical therapy? Because our third party, you know, would they would go right to where the physical therapist's office was. So now, where do they go for physical therapy? >> I think honestly it depends on, you know, a lot of it depends on the insurance that the students have where they're where they're allowed to go and where they're not allowed
011to go. Um, a lot a lot of times it's comfort what the parent feels comfortable with or maybe a past relationship that they've had with uh a previous physical therapy company, but she also has been seeing kids after school as well and and treating them. So, she's been kind of doing um some injury um injury return to play type of stuff as well. Um so, she's kind of doing a wide variety of things. >> That's great. Thank you. I'm gonna recognize Beverly and then um Cat. >> Thank you, Kim. What What are the duties of the athletic director? Does is that his full-time position? Does he teach part of the day? Can you tell me more about his duties or her duties? >> Sure. You want you want me to answer it? >> Yes. >>
012Okay. >> You're the one who would know. Well, I I mean, honestly, I uh being an athletic director, it's you're wearing a wide variety of hats. Um you know, whether it's budget, um officials, phone calls to parents, um being at, you know, pretty much I'm at every single contest that we have. Um actually, I could say I am at every single contest we have, whether it's at the middle school or the high school. um dealing with officials, you know, parent concerns, um ordering of supplies, um you know, scheduling, uh transportation, >> evaluating coaches. You're an administrator. >> Yep. Evaluating coaches. >> It's a big deal. >> There's a there's a you know, dealing with fields. Um you know, observing that. Um what else? you know, working hand in hand with the nurses, working with the
013athletic trainer. Uh, it's it's there's a lot of stuff I could probably there's probably more that I'm not even thinking of, but um yeah, that that's probably the off the top of my head, those are some of the things that I I do. >> Thank you, Pat. >> Um, do we have This is a three-part question, I think. Do we have ambulances available at every game? >> It's not required because we have the athletic trainer. Um the only sport that we we definitely do is football. Uh varsity football is the only requirement. And technically because we have an athletic trainer on site, we we don't necessarily need to have it, but we always have it um just as a as support. >> And do we pay them by visit or do we have a contract
014with them? there's no charge. It it's um if if there's a call and they're usually the last one to be, you know, we'll say, for example, if there's three calls that go out at the time of a game and they're the third call, they may have to leave, but they they do return. So, they're kind of on an on call type basis, but again, because we have the athletic trainer there, recovered from from that standpoint. >> Thank you. >> Any other questions, Dean? You're muted. You're muted. >> Sorry about that. This may have been covered many, many, many meetings ago. We were talking about an athletic director, but um I'm thinking for the size of the pay especially, do we have a compendium, a description written of the athletic director's duties? >> Yes, we have
015a job description. >> Yeah. I mean, I can forgive Mark for not remembering everything off the top of the head. We actually have a written >> Okay. Well, especially if you remember, it had been a teaching position slashadministrator. Well, not even administrator, it was a teaching position and there was some teaching responsibility. So, when it became an administrative position, we definitely made some some changes >> on the job description. >> I thought as much. I just want to double check. Thanks. >> Yeah, >> Dean, I think that that happened as you were coming onto the board. Um, and does that mean that you'd be playing a drum solo for us at the end of the >> Oh, goodness. Not me. I have no rhythm. >> Okay. All right. Just want just want to check. All
016right. Any other questions for um this page? >> No, Kim, but just I uh that was a comment that I was going to make. That's why my hand went up. It's Liz. Um that there is a job description and this was voted on by the the past board. So, this this position I just want to know just to state that there is a a clear job description for this administrative position. >> Absolutely. Absolutely. We fought hard to get um um and this was part of our way of making it a campus right between middle school and and high school was to use Mark as one of the beginning links of that. And we're glad that you're here, Mark. >> Welcome back home. >> Thanks. Glad to be here. So, so the other pages that um
017I don't I should have gone through these as well before uh um just because these relate directly uh on the back of the uh of the um this pink section uh pages 5-108, 5-109, and 5-110 uh give like more more detail, basically the same numbers just in a in a different format. I I'll share it real quick. Um so this this just breaks down the stipens um uh by by the different uh sports and or student activity. Um and so that is the high school. This is uh the so the total for the high school is 772 367. The middle school is uh 196559 and that equals the 968 926 which is was on the previous page that we looked at. This just gives a little more detail. And then page uh 5-110 uh just
018gives a a view of um what we actually uh did last year and last year's uh last year this year's budget and this uh and FY23 budget. So, it's just a uh more information uh breaking down the same uh same same amount just different ways. A >> and the reason um why we're not really having a conversation is is that when we were negotiating the teachers contract, the stipen piece, we agreed to meet with the um negotiating the union and the negotiating team at a separate time and it hasn't occurred yet. And so what I what I've heard you say is that you put a placeholder for 2%. Is that correct? >> That is correct. >> Okay. >> I know Lori Leine is working on um trying to get the get some dates from the
019GA um and I see that she said planned for March to negotiate the stipens. >> So that means that that will be after um we have signed our budget or it has become our budget. But um I'm gonna recognize um Rita and then Liz. >> Um Ken on page 5-109 um under 1549 other expenses for athletic director and trainer. >> The the salaries um well first there's there's a difference in the salaries which I don't understand how it's broken out here. So because we we break it out, we're we're assuming 3/10en um gets charged to the the middle school and 710 gets charged to the high school. So if you up on page 5-108 that is part of the athletic director and athletic trainer there. >> Yeah. It just >> so in other words, what
020is the dollar amount for which >> the dollar amount is different from from this other page? So adding them both together, the middle school and the high school, it's a different dollar amount than that is on page five-65. >> Oh, that's what I was curious about. I mean, I think it's a different dollar amount. >> 423 441 141. I get the same amount for the athletic director. >> and the trainer. >> The trainer. Let's see. 342728 48960. I I get the same amount if you add them together. Um, >> so you're adding them together and that's included with their whatever the increase was in the salaries. >> Yes. >> Okay. All right. Thank you, Liz. >> This is not to be answered tonight. It um I just wanted to ask that when we go into
021negotiation about these um this schedule C. Quit Kim, quit g laughing at me. Um I I just don't understand why football a football cap u coach earns so much more >> yep >> than um you know than anybody for the budget um than a basketball or a baseball. And I I just don't understand that. And um I just I would like when you get negotiations or when we come to that point, I really would like an explanation of why the football coach if that's just or is that across a number of coaches? Is that $61,000 dealing with um seven people? Is that how it's broken down? >> Mark, can I be Mark? Can I be see if I can be smart and understand this budget after so many years? My understanding is that that number
022doesn't isn't just for one coach. It's for the multiple different team coaches, which is why football looks more expensive because there's multiple different teams. And this is a chick that doesn't know a lot about football because she's the swimming parent. So, >> yeah. Well, this is a band person, so you know, you're talking about apples and oranges, babe. So, I I I apologize. I didn't I didn't scan far enough over, but thank you very much for the clarification. >> Liz, I think that that's a great question. I think that that's a great question. >> We've all We've all asked that question >> over the years. >> I know, Rita. I know. I just >> Yeah. >> Keep revisiting it. My brain doesn't engage some days. >> No, no, no. I mean, in years past, all
023of us. >> Oh, I I know I wasn't taking it as a Is there >> Is there any other questions um for the athletics? hearing none. Mark, you can be released. Mark, once again, >> hi Mark. >> It is so good to see you. Um, and I am just I am just really thrilled that you're you are you are back home. >> Thank you. I appreciate it. >> Guys, have a good >> took the nest plunge. Knows the kids, knows the families, some of the situations we've dealt with. He's been right on top of it. So, I do appreciate your communication and your hard work, Mark. >> Thanks a lot. See you guys. >> Bye, Mark. >> Um, I also just wanted to say thank you to our colleagues from other um town um bodies
024that are here listening in to our budget workshop. I appreciate their willingness to kind of um kind of hang with us and hear our work. Um once again, um on Monday I talked about we were given a whole bunch of um paperwork um over the weekend um and that we were going to then parcel it out um so that we could kind of digest it. And so, um, I'm going to, um, pass that on, pass the next part of the conversation to Susan, um, where you can talk about sort of what does the, um, I think that that's what we're talking about is the adjusted superintendent budget. Right. >> That's right. >> Okay. >> I'll ask Ken, can you share it on your screen for me? >> Certainly. So, as we've gone through and some
025things have come up, we've been able to go back and take a closer, harder look to try to make some adjustments on this budget. Um, I'll have Ken start with where we, you know, kind of the preliminary initial when right out of the gate and then what were some of the things that we added and then what are um some other things that we've been able to really comb through some of it with enrollment and we will have a presentation on enrollment and talk to you a little bit about our plan for the future which is very exciting. It's um so let me have Ken start us out. Sure. >> Kim, could you enlarge that a little bit, please? >> Sure. >> Thank you. >> How's that? >> Beautiful. Thank you. Okay. >> So, um
026we we first talked about uh this this budget uh pre uh pre the holidays. Uh and that's what that line number one represents. We talked about a number of 79,749 uh 421. Uh there were some adjustments that we made prior to uh completing the book that you all have in front of you. Uh and it was these uh items here, lines three, four, and five. Um and so line seven that that's that's what that's what we that Susan presented and and you have in the books in front of you. Um and I apologize I have two line number nines, but uh we can get through it. >> It doesn't change anything though with the numbers. the the real numbers we need to look at. >> Uh so uh in in in in doing some work
027and and looking at uh some of the uh coming upcoming retirements, uh there has been um uh some thoughts to uh uh not replace uh four of the four of the FTEEs uh which would uh save $348, uh17 off of off the budget. Um we did get a an actual calculation of the severance number. Um and so that is an actually an increase to the budget of 45,000. Uh we've got the report from the uh from the town on uh the board's uh portion of the pension and that is an increase as well to the budget of 30,894. And then in doing the recalculation of the health insurance um it actually reduced it uh slightly by uh by $10,960. So, so we we have a uh a budget at at that point of uh of
028a 2.68% increase. Uh and then we've we've uh there are some funds in the ARPs or that should say ARPser not just ESSER um that we could uh offset some costs. We have general supplies, software, uh custodial supplies and instructional equipment. Uh that could be >> and these are all within the framework of ARP esser and our plan. >> That's right. >> So we were able to offset some of the cost in the operating budget and put it on the ARP esser. >> Yeah. >> For next year. >> And understand this is a one-year uh one-year deal. One year. We'd have to put this back onto the budget uh come 2024. Um, but if we applied that uh uh $400,000 uh decrease, that would bring the budget uh down to a 2.16% increase. Um, and
029then lastly, we were informed by the town that uh our portion of the liability insurance uh is going to require us to pay an additional 44,792. This is due to the new schools and the new schools having a much higher value. um it the the the schools um are now uh about 60% of the total um value of all um of all the buildings in the district and so uh due to that uh we have to pick up a larger portion of the of liability insurance. >> We were actually given a bill for this year which has already been budgeted for. So I guess we have to find the money for that for this year. And then you know they gave us the heads up last week that we had to >> um you know
030add this in to this budget. >> Yeah. For this year we did we had some budgeted because we knew there would be some increase. Uh but uh for the remaining increase uh we are splitting that remaining increase with the town. Uh they will pay a portion and we'll pay a portion. Uh but uh after adding in the adjustment for the liability insurance um it actually comes to an increase of 2.22. I see a hand up from Jay. >> I got that. I got that. >> Okay, >> Jay. >> So, I don't want to get ahead of the um the narrative, but the four FTEES that uh the decision has been made not to replace. Is that due to um enrollment? And and where are those FTES? So, three are at the high school and one
031is elementary. And um you know, we really feel the efficiencies in the in the size of our new buildings is part of the reason why we're able to do that. And um it may change, you know, the next year. We can't always be certain, but for this year, we feel pretty certain that we can do this. And I I have talked to both Principal Keller and Principal Bass uh about some of these efficiencies and and they're really doing a a a good job planning and scheduling for next year. looking at classes that weren't fully enrolled and not offering them. looking at classes that really are sought after and making sure that we get plenty of kids in there and really taking a close look at those high level AP you know the honors and the
032um IB international balarat and the careers pathways to encourage more kids there's part a career counselor that's helping us with this a whole team effort to really tap kids on the shoulder and give them support as Bev Washington would you know, and really enhance and diversify those classes. So, they'll be coming to you to present more about that in the, you know, in the next two weeks. >> Thank you, >> Rita. >> I had a a couple of questions. Um, is one of the FTEEs the Latin teacher? >> It's not the Latin teacher. She'll be teaching um a section of Latin and or a couple sections of Latin and she'll be doing social studies as well. >> So, we're still going to have Latin >> certified, >> right? And we'll still have Latin in our
033high school >> for the kids who've been in taking Latin. Yes. >> But what about someone who wants to take Latin? >> Those classes are so under served, Rita, that it doesn't make sense. They are not kids are not signing up for Latin. Well, again, just like you have to do with the AP and the IB to sell it, sometimes you need to sell the Latin. >> Um because I as much as I really feel the um the American Sign Language is extremely important, it is doesn't have the rigor that you know Latin or French or Spanish has, you know, in terms of really understanding another language from another country and understanding the verbs and so forth and so on. So I I would not sell Latin short. I think it's extremely important and it's
034it's um people we actually at one time people from Ledger would come over to Fitch and take a Latin class and students from Fitch would go to Ledger to take German because um German was offered at Ledger High School and it wasn't at at our high school. So, there are benefits and maybe it's a way of selling it to other districts, but um when I when I look at this um I I'm I want to know when we're turning over the schools to the town. When is that going to happen? This the schools that we're heating, providing electricity for that we don't have students in. Was that on the agenda? >> No, >> I do think I sent out the form though with the the turn the dates and times. I think I sent that
035in board notes. I've sent you so much I can't remember. >> I think sometimes board notes is nice, but sometimes it's nice to also get the like a separate notice about it, you know, or get it by email and say this is what's going on. When sometimes it's all in the board notes, you miss it. But um because obviously we're paying for those schools and you said some things are going to be split with the town. What are those things? Are those some of the buildings that we still are paying for the electricity and the heat? >> Sam is on here. Do you Kim, do you want Sam to speak to that question? >> Absolutely. >> Okay. So, um we have not uh completed uh removing everything out of those buildings yet. Uh, and we
036would uh need to continue to at least keep them well Mary Morrison will will keep uh uh up to date because we're actually going to have uh a program in there. Uh but the Claudechester and the SB Butler school, I'm hoping to uh of course this uh little snow squall that we had the other day has kind of put us behind the eight-ball, but I'm hoping to get us uh out of those two buildings by the 15th of the month. So that's what we're working toward. We have a few more things to get out of the buildings to remove from the buildings and then we'll be ready to turn them over to the town. >> That'd be great. Thank you. Will we have to continue to pay for the heat in those Sam when we
037turn them over? >> No. Once once we turn them over to the town uh they'll take over the heat and electricity and we will just continue at Mary Morrison because robotics uh will be there. >> Okay. Thank you. >> That's what I was thinking that maybe we would reduce some of our electricity and our oil costs if we >> Good thinking them. Well, it that we it may be reduced, but we have to also understand that our new buildings actually use a lot more electricity than the older buildings did. >> Oh, really? >> Yeah. Well, there's a lot more uh equipment uh providing more fresh air, etc. that are running and of course air conditioning, all those things um run more efficiently but run more often than uh the older buildings did. So, >> so
038that's that's really why we need solar panels. >> That's an item we're working on, too. >> Yes. >> Yeah. >> So, I'm going to recognize Liz and then Dean. >> All right. I just wanted to respond very quickly. Um, the curriculum committee has just looked over the American Sign Language new and improved curricula. It is a very rigorous curricula and it is based on with um it's in the same rigor as Latin as in Spanish as in any of the others. So I you know I understand where you're coming from in terms of numbers. Um but I also think I I just want you to be aware that there is a new curriculum that has that will be presented to you but um the curriculum committee has reviewed it and it is a rigorous curriculum.
039>> Thank you. Dean, >> two things. One, one has to do with Latin. My my daughter happens to be taking Latin, so I'm kind of glad she's grandfathered in. She had switched out from French. She's looking to fulfill her language requirements. She has for the last couple years thought about going to medical school. She's not thinking about anything else. She decided that some exposure to Latin would help her with the terminology. schools don't offer Greek anymore. They haven't for a hundred years, but I'm going to have to handle that end of it, I suppose. So, that's why she thinks Latin would be a better choice for her than French um and would still fulfill the language requirement. Do we have an idea of why kids take Latin? >> So, yeah, >> Dean, that's a great
040question, but I'm not quite sure if it's budget related. >> Right. No, I I understand. But on the Latin on the Latin, since we're cutting things and rearranging deck chairs here, uh it's a question to be answered in the future. Why do kids take something like Latin that frankly has been dying along with other languages for many many years? It was a small class when I took it uh when I when when I was taking other languages in high school. So my broader uh question is this. Um, it was mentioned that some of these things we can kind of take off the budget and kind of reduce from the 3% to a 2.22, but you know, we're going to have to watch out for next year. I I've mentioned this before as a general matter.
041I do not like taking things off the budget this year uh as a way of making the increase look more attractive only to have to pay for it next year. I'd rather split the difference. Uh I mean, this is just a general principle. Split the difference because if we're going to have to catch up next year, it's going to be uglier. But that's presuming that next year we're going to see an increase like this and we wish we hadn't thrown this on the next year. Do we have an idea of what next year's might look like? I don't I'm not asking for firm numbers, but is next year also going to be a two to three% increase worse? I would say that historically these budgets have been coming in based on contract and now with
042the um minimum wage they've all been coming in at like 3.0 to get us started, >> right? >> You know, that's just been the trend. It's, you know, when Mike was here, that's what we, you know, I said, "Oh, let's guess it's 3.0 or 3.04 or something 3.4." So, I think that those salary and benefits are what drive they're they tell the story. They drive our budget. So, next year won't look pretty either. Um, yeah, again, I just rather just swallow it now than than have to deal with it next year. >> But anyway, thanks >> Dean. I think that that's um I'm hoping that you can keep that thought process as when we go to set what we think is going to be our final number to keep that in perspective. Um, so please
043keep that thought process because I'm not going to any other questions about this sheet. Once again, this is just for us to talk about it. I think people found it very helpful through the years to understand what it would look like if we were to move it to a lower number. Um, so that it's just a more concrete way um of kind of taking a look at uh the budget. So um Susan, just wanted to to get it to you sooner than later. Um, but we're also going to be looking at it later. >> And just as a reminder that the way we've reduced it down to zeros in the past has been taken from the health savings account and that's just not we're not able to do that responsibly this year. It would be
044cutting into that yield sign and the and the red zone. And I just talk about being on a cliff. I just would not want to have to go back to the town like Mike had to do in the very beginning when he got here to say, "Oh, well, you know, our health health savings account or our health account needs, you know, some support." So, I'm just trying to be very cautious about not doing that again. If there's no other comments about that, let's move on to um our next agenda item, which is the review of the Yes, sir. Once again, just for the board to understand, for everyone to understand, but for us to understand how um the um Susan and her staff are thinking about using the esser, >> this one we call the
045story of the three essers. >> That's right. That's the storyers. Um and so Esser one at this point um has has been um uh completely used. Um it it was it was the very start of uh of the towards the start of the pandemic and so most of these um these costs were were addressing those needs. Uh so at this point we we have spent the 68682 for the uh for the first esser uh er 2 uh was 3,ion45,000. Uh we and this was uh the way we planned it out as we plan to utilize this uh for FY22 and 23. Uh >> Ken, can you make this a little bigger? I just see in the chat people are saying could we make it a little larger for them to see? >> How's that? >>
046That I can read it. >> Yeah. How's everybody else? >> Yeah, good. >> So, ESRE 2, uh, it was it was it was meant for FY22 and 23. So, we are we are utilizing it we're utilizing it in in the way that we laid out here um you know quite a bit in salaries uh for teachers and tutors um and um let's see >> substitute teachers. >> Yep. And social workers um and and for the software we are we are supplementing the software as we had laid out here. Um so uh Esser 2 is going along uh per per uh per planned as planned sorry and so that one it goes through um 930 2023. So we have it for all of this year all of next year and and if there was any leftover
047we actually can spend it into uh into the following year uh up till September. uh the the final esser or most recent esser ARP esser um that one we kind of planned it uh to be utilized in FY22 23 and 24 kind of overlays uh esser 2 and so um here's uh some additional teachers and tutors uh substitutes um uh >> these are all total amounts from that grant and they're not laid out over the years we actually have it laid out for us to examine over the years. So, we're careful about um ensuring how they're covered, but these are total amounts for SSR one, ESR 2, and then SER ARPs 3. And but they do go over several years. >> Yeah. >> And we've utilized some of the ARPs at this point, but not
048not a lot. But, uh we will, you know, uh the total amount that we got for the ARP esser was uh 6,572. So, you know, it it's it's a fair amount of money and um uh three years sounds like a long time, but uh uh you know, we we we have to uh uh make sure we stick to the plan and continue to uh utilize these funds as we've laid out here. However, because we've made these plans and they take a few years to graduate, we can go back and re-examine the plan and tweak some things if we want, you know, so that um we we kind of in a sense did that to make sure that we could take that 400,000 and you know have it in ARP esser so we ensured that that
049was very doable. So um before we laid it out for the board to look at and there are a couple years. So when um Dean was saying you know be careful that we're not on this cliff that's something that we can look at again next year to make sure that we're not just adding on that 400,000 to a budget. >> Yeah. One of the uh gradual >> got uh for our Besser was um you know you got to lay out a budget of course uh but if if things change um we have the opportunity to to re-examine and reapply uh uh going forward. So uh Susan's exactly right that that that we can and should uh re-examine how how these funds are are getting uh spent. I'll take it down. Um see Matthew, you are
050needed to be unmuted. Thank you. This may not be the time to talk in detail, but I would like to raise something that I think needs to be considered. When I read the intent of the ARP esser in the handout you gave from the department of education, it was pretty explicit that the intent of Congress was to meet a national emergency for the impact of COVID on our kids and we have generally done a splendid job on this. But when I see offloading of operating expenses to RPSer funds, when I see certain capital expenses, if a capital expense is for air handling or for safety, I see that immediately relating to this cohort of students. But operating expenses, I I'm really troubled by that, particularly when I know that a couple of my colleagues on
051this board have made some beautiful suggestions. They're not mine. I wish I could take credit for them of bringing some direct services to the kids, lowincome, minorities, high concentration neighborhoods, and bringing services directly to them. So I would say to my colleagues, if we can truly say that we have met all of the needs of these kids, this cohort, this group now, not something that's going to benefit over many, many years, if we've truly met all of those things, then I'm all for the offloading. But if we have opportunities to meet those most at risk that we've not exploited, I'd like this discussion to happen before this budget is solidified and voted on. Thank you for permitting that. >> So when we prepared the ARP esser as a committee, we actually had um an ARP
052esser facilitator through Connecticut Association of School Superintendent. So everything that was put in there um was part of what the was authorized. So when you say um things like HVAC systems, those were absolutely part of what was to be determined. and even the the costs that we have in there that um offset the operations. Those are all things that go directly to our students that really support during COVID times whether it's softwares and computers and you know we're still in this world where we're kind of balancing technology with you know with in-person learning. So all of those things are really legitimate and according to the ARBs document. >> I I concur with you that there is nothing at all either wrong about what we're like to spend it on or what's in the budget. There's
053nothing wrong or have any problem with nor does it violate any statute. But I think the prime directive from me and I acknowledge that I wasn't here all along and that there may well have been discussions that I wasn't a party to. But all I'm asking is to reflect upon direct when I was going doortodoor during the campaign and I'd see go to a door and there was a bike on the ground and I'd say to the guy, the person who answered, "How's it going for the kids?" And the guy tells me that he he had to work two jobs and he hired somebody to take care of his kids and they lost a a full year because the the nanny or whatever the person was called. There's a lot of suffering going on and
054if we're meeting all of that, >> we understand that. If we're meeting all of that, God bless us. But if there are opportunities, I'd at least like to discuss it. And if I'm voted down, that's fine. I can live with that. I'll support whatever the board does. But I would like to have this discussion. And I'll say nothing more for now. >> A great chunk of the ARBSER is in salaries and in substitutes and in tutors. So there is a big push for those um extra services for all of our kids and for the kids who need them the most they're getting the most. >> Dean, for what it's worth, I had pointed out some of the very same thing earlier which is how does money supposed to aid for problems with COVID? How does
055it get offloaded into other problems? And there's always a rationale. But let's be honest, notwithstanding the prime directive that Matt pointed out, I think we all know what the big package was about. Some of it was for relief. The rest of it was what Congress normally does. They just put a label on it. So, there's a spirit and there's another spirit behind this. But I I still have the same problem. Wow, >> Beverly >> and Liz. >> Thank you, Kim. Um, I agree with Matthew. Um, I like to see the money spent where it's going to really affect the kids and help the kids. And if and if you could show me the data how spending this money is going to help the kids and if you already spent the money in the past and
056that we see a lot of improvement or just a little improvement then I'm all for spending it elsewhere. But I'm I'm really want to see the money directly affect those kids and especially the kids that are struggling and because you know Susan I want to see that achievement gap closed. I know and I tell you, keep asking that question. You're right, >> Liz. >> Yeah, Susan, I I I just want a little bit of clarification. You said that these these funds, and if I because being on the facilities and finance committee for two years, these funds are earmarked for certain things. Um, correct. Am I correct in that? >> Yes. >> Okay. And is are some of those funds earmarked for infrastructure >> for um >> like the systems? Yes, they are. >> Okay. So,
057that's stuff that we can't really adjust. we c we could if we if we needed to if something else came up but those are the things that we set out to do in this grant. You know, there was a huge application process. It went through the state. It went through several renditions and um in working with the state and and got approved the way it was. So the the things that we're saying that we would like to charge off to the grant were things that we were intending to get like software and computers and you know the supplies. All right. I I'm just going to um I'm going to gather my thoughts a little bit further, but I just think this is an area that we still need to have more conversation. >> Thank you.
058Mhm. >> Would it be helpful if um we if those I I know once be wow let me try this sentence one more time you had sent out that information about what the committee and what the state approved in terms of the ESSER grants. Is that correct? I sort of remember that. How about if that gets resent so that um for those of you who are new or for those who are like me who don't retain information, we can have that and that allows us to have a better conversation and a more intelligent conversation and that ma maybe Matthew um some of your some of your cons your concerns would be belied because it's matching or how it matches what needs to happen and it shows a direct result back to um how it's impacting
059posit hopefully positively impacting um our students who have not who have had a hard time in the past couple years. >> And to answer Beverly's question, we do create smart goals that we really are looking throughout the year to see that kids are growing because of the plan. So we do that with the alliance grant. We did that with the first ESSER, the second Esser, the third Esser. Um also, you know, being an alliance district and we actually have um you know, administrators at the state level that meet with us periodically to review all the data and then we tend we'll bring the data to the board as well. >> All right. So we'll so stay tuned as a question about the esser. Could we just have the dates of these? The SR1, SR 2,
060SR 3. I mean, what was it? SR1 has already passed. Correct. >> Right. It was all the way through 22, I believe. Then the next one was through 23 and then the last one was through 2024. >> Okay. So, when I look at the SR3, the ARP SR3, >> the HVAC is pushed off to 2024 then 92. >> No, that grant started in in 2022. We just got that grant the beginning of 2021 actually and it goes all the way out. So, we're actually um we're actually taking care of $179,000 worth of HVAC this year, but it's not all those improvements won't be made in one year. They're over a threeyear span. But I thought we did a lot of that last year or in actually in March of 2020 when when you know when
061co started >> but that wasn't through the ARP funds. >> It wasn't through the funds but we did do a lot of HVAC. dance group has been working really hard on I know you knew NEA and CK and some of the issues we were having >> and they you know they've had Mystic Air come in but that's through CIPs and operation funds that that was happening >> and so we need more still >> well yeah Fitch and and Charles Barnum are the two older schools now you know older wings that um require >> which Sam talked to about that at um the earlier meeting. >> Beverly >> Susan, where are we ranked as an alliance district? In the alliance district hierarchy, where are we ranked? Do we move up any since we first? >> We've
062always been at the top of of alliances, Beverly. We're the top. We're we're the last ones in. That's why we probably get the least amount of funding. But um we when we compare ourselves to our DUR and to the other alliance districts, we you know whether it's through the ESPbacks in 3 through eight, the NGSS or the SAT, we really outrank the others. >> Thank you, S. So Beverly, that's an interesting segue because our last conversation is on agenda is going to be on the alliance, but I want to make sure are people done with asking questions about the sir. >> Jay, >> I see Jay. >> Yeah, I I think we can all agree that that we all want to make sure that that this money is spent responsibly and will actually support the
063the students. I think it's a it's a matter that, you know, we need to analyze it a little more closely. I know there were parents that were very concerned that that uh the spread of COVID and other viruses was directly related to um air circulation and filtering. Uh and I know that we did upgrades uh to get the existing systems up to the highest filtering standard that was available for them. Um, so maybe we could have a CO where we go over all this again. Um, and as Susan mentioned, this can be tweaked over the next few years. Um, but you know, I I I would uh welcome, you know, looking at this, you know, line by line again and understanding how it supports uh the students directly and and making whatever tweaks we think,
064you know, are necessary. Well, just like as um an administrative team, we go through this periodically like almost once a month. It just keeps us refreshed. You know, it could be the kind of thing that I do with the board so that you're refreshed too and understanding what's happening. What do we still need to do? What additional things might we do if we offset it with something else? It's still going to be x amount of dollars, but I think the total, Ken, is like $6 million. I don't have the exact number in front of me for our passer. >> Yes, I believe it was or it is 6,572. So, it sounds to me like this will be a nice agenda topic for us once we the budget is to um is kind of um with
065the with the supporting documents that you're going to give it give to us before we vote on the budget um to kind of kind of talk a wow kind of take a look at how it impacts um um what we do as a district. Rita, do you have other questions about the um Esser? Okay. All right. So, let's move on to the alliance. >> Put up the um what we sent out. Let's see. >> We can't Oh, here it is. Good. All right. So, this >> Oh, you want you want to go ahead? >> I just wanted to say the alliance districts are priorities are similar. We we use the acronym Taco for talent, academics, culture, climate of our buildings, and operations. So those are the four categories that your alliance dollars are spent. And
066I have smart goals for each one of those. And with a smart goal, we're looking for growth. So the alliance districts has us looking over years to make growth. And fortunately, our state when they do assessments for ESPback, NGSS, you can't compare because they're every three years and SAT is a oneshot deal. But we do look at PSAT and relate it to SAT. But I would say that um the the good news about the state is that every single student who's taken the test before in our state, whether they move from, you know, town to town or school to school, we can keep track of their growth. And one of the reasons we've been acknowledged as having two blue ribbons in five years is because of closing the achievement gap in those schools. So, and
067I know Claude Chester got really close last year that she was a school of distinction at Claude um you know before COVID hit. And so um just to know that those are the parameters, those are the kind of goals we're looking at and it's in those four areas. So looking for you know the diverse talent pool of teachers and administrators the academic progress the climate and culture the also operations. So um this year um one year we didn't get anything. One year we got 600,000 another year we got 300,000. We never know what we're going to get but because we were the last one in um we they gave us something. So that was 200,000. So, I'll let Ken speak to some of these priorities. >> Yes. So, we laid out uh the the two
068years FY this year and next year uh how how we anticipate um utilizing these this 200,000 uh in funds. You see at the top there are uh there is a teacher uh and um and a tutor uh that we anticipate uh uh using these funds to uh pay for uh as well as some curriculum writing um uh which will happen uh uh at the end of the school year. Um there's those costs for talent recruitment, the mentor uh minority recruitment um PD and scholarship. Uh and then as well there's some software actually not this year uh because we've got that covered through um through other means uh but then next year uh covering the investigations and the CMP3 um software >> those are both math >> right uh and supplies and and classroom libraries uh
069for this year uh and then um uh offsetting some of uh the uh costs to to manage uh the the grant and all grants That's really >> and this grant is a little different than those ers. The ers are like over a period of two to three years. This grant you have to spend all the money by the end of June. Um and we don't like to give anything back. So we do we spend it all. >> And if though if this needs to be adjusted in some way, let's say we don't get all the curriculum things done, maybe I buy more books. We're looking to diversify our classroom libraries. So, we have um ample books that mirror our community and um they're either mirrors or windows um to understanding each other and so we
070might buy more books or something that you could purchase at the end of the year. >> Questions about the alliance grant? Beverly. >> So Susan, um by spending our money in these areas, that's going to help us to um Yeah. Okay. The Alliance district, they must have identified areas that we needed to work on. So would this money help us to work on those areas that were identified that we were weakened? >> Yes. And we actually do a lot of self-reflecting too, Bev. And then we talk to some of the state um administrators and um we get some professional learning around it. We get some, you know, counseling ourselves around these different areas. So, it's been very supportive for us. But we we make those goals, we earmark those goals based on how our kids
071are doing and what progress we want to see happen. and they really they evaluate that. They evaluate if we're making progress. So, um we're held accountable. Um they're giving us money, but we're held accountable in all of these things as we are even with DODIA grants, you know, those competitive grants. So, um and the MSAP grant that was a federal grant. So, they are monitoring always our kids' progress. Um and not only by numbers but also you know we used to have that yard stick. So they look at also very progressive ways to monitor who's involved, how much tutoring, who you know what were the teachers saying about the professional development, what was the survey showing from the community. So we look at the numbers, but we also look at um the responses that we're
072getting from teachers and students and families. And do you share those numbers, that information with the board? >> Yes, when that comes available, that's um we actually have a chart that identifies different times of years and when we tend to get the data back so it gets shared with you um you know once we've had time to analyze it. >> So you still use that gluttony ad stick? >> No. >> Well, we don't. The state has moved to include some things like graduation rates, all those things that you all put in there. The state has really had a pretty open mind about looking beyond just the numbers. >> Okay. All right. Thank you, Susan. >> Any other questions about the alliance? >> All right. Thank you guys for spending another evening together this week. I
073would entertain a motion to adjournment. >> Andrea, I can't hear you. >> I know. I know. I'm I'm muted. Motion to adjourn. >> Second. >> Right. >> Say good night. >> Bye. Good night. >> Good night.