1-3-23 Groton Board of Education Meeting

001I'll call the meeting to order at 6:06. And the first item on the agenda is a debriefing of the U December 20th meeting, special meeting that we had with the um state representatives. And I know that we're going to meet again and that we talked about of impact aid and the being an alliance district and the ECS, which is the educational cost share. But I have to tell you from my own experience at that meeting, I learned things that I I had no concept of. And I think Susan that you may have. So maybe you can speak to that to that and then we'll open it up to to the to the entire board to uh to debrief as it were. But maybe you can. >> Well, I I think it'd be really good to

002have them come to see us. There's something out there from CAPS, the Connecticut Association of School Superintendent called the Blueprint, which is also a bill that they're trying to get through that will try to, I guess, be make things more equitable and reasonable going forward. Um, and certainly our legislators are kind of in the no right now. >> Oh dear. >> So I think that >> No, >> I think I hope not. Um, so I believe that having them come to a board meeting, um, it's really very appropriate timing since we're working on a budget and these are all items that would affect our budget. So I think that's going to be our next step. So I know that Kim did reach out to them today. I saw that and I just heard from Matthew

003that the legislators have actually met with the town with the city council. >> So I guess there's a videotape we can all watch. So, I'll try to find that as well. >> I don't know if any other board members want to contribute from their impressions of that meeting. I know Beverly or Reed or Jay. I don't know who else is out there. Oh, Dr. Morgan is there. Does anybody want to speak to that meeting? >> I can't see. Was that >> I heard a voice. But more to more to be discussed and and to learn about coming right >> more to come. >> In that case if we have no more discussion as it were then I'm going to the next item on the agenda is the budget work session. So in that case I

004think it's all you. >> Okay. So this is one of my favorite nights because we get to orient to the book. you all received your book as um kind of a holiday gift ahead of time and I just so appreciate Ken and Lori and my central office team that's and Phil that have put this whole thing kind of together um since October we've really September October we start our work >> and we knew that with a lot of the inflationary costs and having you know the buses go out to bid and some contract contracts um that we knew that we were going to be going for a really um it's going to be a very productive budget session trying to figure out and resolve um you know this budget. So um but I look forward

005to doing it and I know I'll get great help with the board and we will do our due diligence like we always do. But um I think Ken wants to kind of show you and remind you how the budget book is made up. We actually also have um some templates that we can show the rest of the people who are online who may not have a budget book. So we want to make sure that um you know everybody can see this lovely book. And on the left hand side there's some really interesting information about the budget development that Ken's going to go through and he can lift those up. We can speak to those. Yep. Um, and then the contents, the table of contents, and what yellow, red, green, and pink mean, and white. >>

006Yeah. >> So, we'll march our way through, and then we're going to um talk about prior years, some salary, um, and we've already had a few retirements come in early so far, about seven. >> Um, and then of course health insurance, and then elementary. That's that's one of our shortest walkthroughs of of the of the journey. So >> So um so I guess I just wanted to orient everybody to the book that you received. Um it's it's the white binder. Um it's set up just like the the book that we send to the uh the town council and the RTM uh at the after it's been um approved. And I just wanted to go through it, make sure everybody understands the sections and and what we're talking about. And then we'll talk about what's in

007the uh in the lefthand pocket. Uh so in the book there's a yellow tab that's uh that's where you have overview of the uh of the budget. Um it gives some overview of revenue and some grant information. Uh so it's kind of like a high level uh view of the budget. Um and and and we'll we'll go into more uh specifics as we go along, but I think I just want to get you to understand what we're looking at here. Um the the red tab, this is a little more detail. It's the same budget, but it's broken down by object code, which is how we spend the funds. Uh you know, for instance, object code for salary. There's an object code for uh employee benefits and so on. Uh and so that's what this section

008represents. Uh the white section, this is uh enrollment. This is an estimated enrollment. It has some history going back to FY20 17 2017 uh and it goes through actual of this year and then we have a projection for next year. Uh the green section this is uh our our FTE report. And just so everybody understands what an FTE is, FTE is a full-time equivalent. Um, and you can think of that as one full-time employee being equal to one FTE. If you have a part-time person that works half a day, that would be a 0.5 FTE. And if you had two of them, then that together they would make one FTE. So, just so we have an understanding of what FTE means. Um, so that's the green section. And then the pink section, this is the

009detail by by function, by program. This is the deep dive that we take and we really spend time. That's right. >> Scrutinizing this and going through this really carefully. >> And this is where it starts. You build up from the bottom here and it feeds all the way up into these other schedules. Uh so this is what we'll be going through uh page by page uh in the coming weeks. Um then if you turn back to the front and you look in that front uh lefth hand pocket, there's additional uh documents here. Uh there should be a >> I have them up. Do you want me to put them up? >> Yeah. >> Um if I share >> I am too. >> Um Mark, am I able to share or >> Yes, you you can.

010>> Are you? >> Oh, I'm not I think I can do it. I think >> that is the generic. >> Okay. account tonight. >> Yes. >> I don't think I have the budget calendar, but but it's if the the first one is the budget calendar. We've seen this. We've gone over this before. U the next one I'll put this one up. This is the budget development uh schedule. Hopefully everybody can see that. >> Oh, >> are you on? >> I am. You are screen sharing. It says, >> am I doing something wrong, Clint? Uh, >> we see it online. >> You do? >> Yes. >> Okay. >> Proceed. Let me play with this. >> Yeah. They can see what's on. >> Okay. Um, so this is this is how we're going to walk through this

011budget. Um, so by day, it also includes the pages that we'll be looking at. Uh, and then if additional staff is required for that. Okay. um that is followed by the um the adjusted budget from last year. So just a little bit of um history as far as u how last Oh, there it goes. All right. Um ju just a little bit of uh history as far as uh how went last year went. We started off um last uh January at a 3.04% increase um in our budget and then through work uh we did throughout the months of January and and February uh it came down to a 2.22% 22% increase which was eventually approved by the by the uh town council in RTM. So that that's that page just a little bit of history

012>> and we will get to that point as we go through this methodically together. We'll be able to find some things that you know we'll be able to hopefully reduce the budget by. Um, one of the things that we're doing right now, working closely with Clint on a scheduler, um, who will help the middle school and high school be very efficient with their scheduling. We've done a history walk of the schedule and what kids have attempted to take and what they've actually been taking and kind of which classes have filled up and which have not. So, that's going to be really good information. And we'll be m meeting with the administrative team of both middle school and high school this week. So, that I am really looking forward to. We will also have for the

013board to see our actual by classroom, by department, um the exact numbers for the different courses. So, you'll see all the teachers teaching algebra and how many average, you know, are in there. You'll be able to see all of that. That's coming very shortly as we get ready to look at the deep dive of the middle school and high school. Um, and so also included in in the in the book originally is is what we call a payroll reconciliation. This basically looks at last year's budgeted payroll um uh which you'll see in the in the lower um lefthand corner 51,446 and all the changes that happened to bring us to the FY24 uh budgeted number at this point which is 52,821697. Uh so we we will go through this in more detail as we go

014forward and >> and this is just our salary account. >> This is just salary. >> This is just with the salaries. Um I I have a quick question about this when on this page could you also show exactly how much the administrative like that line is that we're paying the administrators you have the increase but I'd also see like for administrative teachers all the way down the line what what really are because it's a little deceiving the way it's >> you have you have that we'll we'll be showing that >> I know I have that but I would like to see it on this page >> because it it's a very good comparison to show okay this is how much we're you know our teacher you know is is costing us and then right next

015to it and next year it's going to be a million dollars more >> is that this speaking >> if I could I >> this is the one I think that's saying one this one that's on the screen that um >> yes the one on the screen >> okay >> it's just showing additions But it's not showing actual and they should be next to each other. >> Okay. >> Thank you. >> If I could take a moment, if you would do what Rita did, if you have a comment or a question, just speak up because I can't see the um >> I can't see this up. >> So, thank you. >> You're welcome. >> I'm going to stop sharing that one. I think I have this last one. >> That's the most that's an important one.

016Isn't that the driver of budget? The story sideways. Um, I'm sorry. How to make this not sideways. >> Keep rotating >> counterclockwise. Okay, there it is. >> Okay. And then finally, what was also included um is is this this this is the object code summary. It's it's the same exact numbers that are on the red tab. Uh but it uh it goes the other way a long way. So it's a little bit bigger. Uh and then we've added some comments on the right hand side to help uh give some Oh, is it not showing up again? There it is. No, >> you make it bigger. Oh, no. That's not the right one. this one. Are you talking? >> No, no, I'm I'm sorry. I'm on to this one. >> Okay. So, we haven't done the

017>> No, not yet. I want to go through the what's in the book and then we'll >> Okay. And so, this is this is that same uh uh schedule as the as the red section. Uh but like I said, it has comments to help uh help us understand what's driving the uh the change uh in that in that line. And Rita, this this is the one I was thinking you were referring to. I understand now better what you were asking for, but this does show you um the actuals from 22 to the budgeted 23 to what's budgeted 24. So it gives you a little bit of a history walk >> of the actual numbers. >> I don't see the numbers lining up the same way, but that's, you know, we when when we go through

018it, um >> yeah, >> I'll have questions. And then of course I think that the board has always appreciated those comments and certainly we can give more details as we walk through this. Um but you see a lot has to do with contractual increases for our salaries. Um some of them we don't know yet. We might not have negotiated yet and it's you know we're looking at competitive wages. Um and we'll we'll go into that a little more. Um Lori has some Lori and Ken have some good information through a survey that Learn did um showing us what different um southeastern Connecticut school districts are paying for their subs in their paras. >> So that that's that's what's actually in the book. Uh there is one more page uh that what did not make it

019into the book. I apologize I admitted it uh in error. We did include it on the board notes in the hyperlink to it. Uh, but that's this page here. >> And I'll make sure that everyone gets this. >> And and what this page is, and I'm going to put it up so that those at home can see it. That one. Sorry. Oops. All right. This is right. All right. And and what this uh does this is uh this is what we're calling our story. This is u this is taking last year's final budget which was 79,157271. And uh what what changed? what is the difference between that budget and what we're uh we're we're proposing in this book. Um so you you'll see it starts off uh with the salaries. Uh so overall for all

020the changes in salaries it's an increase of uh 1 million 375 benefits transportation and and so on. Uh so this this is this is the story to how we got to our uh preliminary budget of 83,098200 >> and there really are only two additional um positions in here. They were um positions that were paid by ART which was a grant and very valuable. One is um an additional behavioral analys analysis um staff member who really does oversee some of the programs like the ABA and the academy to help with some children who have some you know challenging behavioral needs and um this person has been highly trained at learn and has been really um so beneficial. He's almost a teacher of teachers in this field, you know, he really is a leader in this field.

021And um then there's an additional security guard also as well. >> But other than that, there are no additional positions and I think on that sheet you might have even seen a a savings of at least one FTE so far. >> Well, actually there's a there's or balance. >> It's it's it's actually a net because there was one added but one taken away. So net there was no change. But um the these are the only additionals that we have, >> right? And then of course benefits are up and you know we'll get into that and what's driving that. Um and transportation you know um the bid has come in and um there were only two that came through. So this is according to the one that was probably the most efficient but it is really

022higher. you know, our our bus drivers are unionized. So, they had already negotiated a contract with them last year. So, part of what you're seeing in this increase from what I'm understanding is their increased wages. >> Sure. Yep. Um >> and then uh the out of district tuitions uh we're seeing a reduction in the state placed um uh uh special education students but uh it's being it's being made up for by increase in rates and um and for the in district placements. So it's kind of a balance but overall we're we're seeing a small decrease. Uh and then there is a is an increase in general education just due to increased rates. >> Then we were going to tell a little bit about those professional services. >> Yeah. Uh so professional services these are um

023um uh OTPT there is instructional improvement uh preventative maintenance uh that are driving up uh driving up this cost. And of course, as we know at home, we're seeing we're hearing the electric bills going to double any time now. Um, you've got diesel fuel and, you know, electric and heating um fuel costs that have definitely escalated in this time frame. >> Yeah, we want >> uh we had the benefit in the prior years of having leftover supplies due to the um the COVID 19 uh pandemic. we we didn't run the buses as much uh in that first year and those supplies kind of went into the next year and then they went into this this year. Uh this year we're using up those supplies. We have to use those supplies this year. Um so we

024have the benefit of that this year, but come next year, not only is it an increased price, but then we don't have any we're not anticipating having any leftover supplies to to offset anything. So it's it's a very big increase under diesel. I would have to say that um the site budgets are really nominal because we really usually they we look at 2% for each of the site budgets which are the school budgets but this year we tried we told them to see what they could do at a 1%. So we did streamline some of that already. So that the total increase um after all those um ins and outs uh is just under $4 million 3,940,000. Um and that that's what's driving our our budget at this point. >> Are you up for questions

025or you want them to be help? >> Uh yeah, at this point uh we are uh yeah, definitely. Uh on the fourth line on this last sheet, uh teacher retirees estimated seven retirements savings of $115,000. Um I guess I don't understand how seven can retire and that's all they say. >> Well, uh they retire, but they have to be replaced. And so the assumption is they'll be replaced at a lower rate. And that's what that's what drives that uh that 150. >> And there is a payout that comes along with that when they first retire. according to their contract. Um, so >> thank you. >> I believe that has sunseted correct in the new teachers retirement that payout is that does that continue or is that that has been sunseted for new hires? >> Sunseted

026for new hires, Rita, but continues for those that are >> Okay. >> I just think it's good to let people know that. >> Yeah. Thank you for remembering that. >> Hi. How are you? >> Did you want to Should we go through this? >> Yeah, we looking at the agenda. >> Oh, yeah. So, the agenda, let's see, said um overview orientation of budget materials, which I feel like we've done. Um, >> unless we have anybody who has questions about the orientation of the book and what's in it or what's on that left-hand side and what we've just added to. Um, Tim, I think you were walking in when we had brought up this page which is the story of the budget, the drivers of the budget. >> Yep, I got that. >> You do. Are

027you sure? >> You sent something came out a couple of days ago. Is it the same thing? just slightly adjusted, but I did put it in board notes. >> Yeah, I >> because we didn't have a chance to get it in with the book. >> Yeah. >> Okay. >> Uh we we looked at the prior year um and and what what happened last year. Um >> so I feel like we've covered that. Um salaries and retirements. I guess we're on that. So in addition to this page that we're looking at, um let's this this page right here gives gives you a little bit more detail. It's essentially the same numbers, but um um you know this this shows the contractual increases uh for all of our groups, which comes in at 1,493,000. There are the

028positions added. You'll see that there is one special education teacher, but there's a position reduced on the next side. Uh so they kind of net themselves out. Uh there's the behavior analyst um and the security guard 1.0 0 FTE. And on the reduction side, there's the retirements number that we looked at. Uh we did we were able to replace some positions um at a net lower salary. Uh so there is a little bit of savings there from uh from what we had budgeted. So there's 96,000. Uh and then there was a reduction at the high school and point4 FTE of a language arts teacher. That means this teacher is only working um three days a week instead of five days a week or something to that effect. be put on their own. >> But the

029four FTEES that we saved in last year's budget um continue >> continue. Yeah. >> So those are >> cost savings. >> Yeah. There cost cost savings that >> cost savings that continue right. >> I have a quick question. Is that okay? >> Yeah. Is there a way that we can minimize what's on there so that we can have >> on the screen? >> I don't know. >> We can >> I can take this down. >> Take that down. >> You want that pluswood? >> And we'd like to be able to see >> Thank you, Beverly. >> Okay. Um, >> quick question. Um, one, my first question has to do with the bus contract. Um, that's a million dollar increase about, right? >> Correct. >> Yes. >> Okay. Is that a normal increase from contract to

030contract? >> No. >> Yeah. >> Not normal at all. But I would say what we're finding as we scout around and and talk with Caso and some of the companies is for today's day and age, for this year, it's what seems to be happening. Last year was a different story even, but for this year we have noticed that there haven't been a whole lot of con, you know, towns that we've been able to get. But we are going to be doing our homework. Um, >> what is a normal increase from contract to contract for a bus contract? >> 5% I would say is more more normal. >> Um, yeah, I mean >> it depends on what your contract is for. Remember, we were with SDA for a long time and the past two years, I

031think we're 3%. >> So, I think that they're trying to catch up for some of the the better deals that we've had with them. I >> I think we've been below market for a number of years. Uh and so now when we go out to bid, we're we're at market. Uh and so that's I think that's what we're seeing here. >> What's the percentage of that increase? >> It's a 21% increase. Oh my god, >> it's huge. >> And we can show you in the budget where we actually have that listed. So, you'll be able to see all of those details >> in one of the sections. >> I I do not think this should be a multi-year contract at all. If it's going to be that, I mean, maybe we'll do that for a

032year and then go back out again, but that's really ridiculous. >> Yeah, that's ridiculous. >> It's not 21% every year for 5 years. is 21% now and then it goes up um or it goes down >> but we don't we don't have to do a fiveyear contract >> to 5% >> right >> increases >> I'm going to recognize that I'm sorry do you have more questions >> I have one more question about the behavior analyst is that going to be a permanent position at $94,000 >> yes because that's part of the reason we've been able to keep our students here in Graten public schools with us instead of sending them out. And those costs can be 50,000 per student or 100,000 per student. But having someone with this level of um certification and knowledge >>

033for children who really need that special care >> with um you know, trauma and and behavior and specialized education programs. It's it's been really we've noticed a huge difference Beverly um in you know really being able to provide the just right environments. Um he actually does training of teachers and training of Paris as well. >> So um you know it's been a real benefit. We were able to bring him on board through the idea grant you know through the ARP >> um IDA. So, it's valuable enough for us to want to keep him >> or keep this position. Not him. The position. >> What kind of certification does this position require? >> It's a BCBA certification, specialized certification, >> right? Y >> many years education in this and experience as well. And and you think

034that we need another security guard. And why is that? >> Well, we we have needed um the security guards. They're not all full-time. Most of them are part-time. And I don't know if this is two part times or is it just >> it's two point five FTEEs equaling one >> one. So, we have some of our security guards coming in in the morning and staying through lunch and some coming at lunch and staying through the afternoon. Um, and helping out in after school as well. um especially with so many of the instructional programs that we have, you know, as on policy, how we really wanted to make sure that our athletes and others were getting the right kind of tutoring after school so they could continue being, you know, part of our school community in

035all assets. So aspects. >> So it it is needed. So Beverly, I see that you went back on mute um on mute. Okay, great. So I'm going to recognize William and then Matt. >> So first of all, I mean just looking at that our salary budget only went up 2.6%. >> And being on the finance committee of two other organizations, >> that's really commendable. That's actually amazing. thought I think would help a lot of like board members as well as town and people is to understand what the cost of living percentile changes for all of these things are which are enormous to say that our budget is going to increase only by 4.98%. Whereas most budgets for nonprofit organizations in the state of Connecticut are going to go up by 12.9%. living I mean it

036is just >> this is like people would be so jealous >> of this. So having a good cost comparison like well transportation is going up 7.5% that's probably 5% lower than most you know other organizations looking at it like I said salary increase only 2.6%. Think about it social security is going up 8.5%. the >> okay the cost this is the worst increase in cost of living since 1972 >> and so I'd be very proud to say that we're only increasing our budget like you know less than 5% at this point and um so it'd be nice to have other data outside of our organization to show all right this is what you know like just any of the oil, heating, gasoline, transportation, all that stuff is like health insurance. Your health insurance estimate is

037only 4.6% increase this year. That's nationally it's about 7% increase. So these are I mean >> that would be good to get some of that. >> These are pretty comforting. I mean again, we're still going to be responsible for having as minimal of an increase as possible. Um because it's still those that we're going to send it to are just going to take it from a monetary, you know, view. they're gonna look at and go, "Wow, you're going up by almost $4 million this year, you know. Um, so they're gonna take that view of it versus saying we're going up only this percent, you know, and compared to other places, this is how, you know, well we're doing to control the budget." That's just my >> Thank you. >> So, I had a question. I'm

038not sure if it's for Ken or for Jay, but in looking at the increase on the transportation at 21% I'm good thing I was sitting down when I heard that and also seeing the uh cost that we're having on our fuel oil and and maybe natural gas if we use it. I'm hoping that in any contracts we have, we're going to have some kind of uh price adjustment clause because if we do have a recession this year, that is likely to result in falling oil prices for falling energy costs. And if we have to pay on the way up, I hope we can build in some contractual arrangements to have it go down on the way down. Again, you're probably already dealing with this, but >> yeah. So, we we do typically purchase our oil

039and or our diesel and our oil at the beginning of the year. We we enter a contract based upon anticipated costs uh through the end of the year. Um we could certainly look at that. Um if it went down, we we should definitely be able hopefully be able to take take advantage of that. But >> look, I hope there's some spot spot market opportunities for us. >> I just keep praying for rain and not snow in 60°ree weather >> so heat doesn't go on. So, I I one of the things and Susan, I don't know if you talked about this before I got here, is that one of the things that you and I talked about this morning was um for the board um to uh be with um Ken and Sam and um just

040kind of take talk about what's happening in the transportation um millu so that we can get a better handle um of that um and and understand sort of what we're looking at and sort of um and and do that more I think in an executive session because we would be looking at at contracts. So um I be be prepared and I think I mentioned that in an email to you guys this morning >> um is that um be prepared for that meeting to happen so that we can um have all the information that we need to have as we um look at um the superintendent's budget that will soon become ours at the end of February. So >> there there's no finalization on this the BB process. >> I I just once again I think

041that it's such a large piece and that we're having quite a lot of reaction that I think that it's really important that um we understand it so that as we um begin to once again own the budget in February, we can speak to that um and and and give guidance. So, I think that's that's um that's why I sent the email this morning, just to kind of give you guys fair warning from that. All right, salaries. >> So, that that's that's what we went over right here was uh the basically the entire salary um object code, if you will. Um I don't know if there's any more to uh discuss at this point regards to salaries >> unless we wanted to do a little bit of a deeper dive that has the comments on it.

042>> Yeah. >> Um Rita had mentioned that that page that you just saw. It would be nice to have a little historical approach to that. >> Um so for now though we do have this that has that that we can look at and we can work on that chart to maybe yeah showcase that a little better. And and can I also ask um just upfront is that we're going to have lots of addendums and changes and whatever and you're going to be giving us a lot of information. Can you at some point or somewhere on your document date it so that we can um have the most we can be working from the most current? >> So I think you see this one is dated the 19th. >> So we're Yeah, I think we should

043do that on the others you're saying too as well. >> I got 1220. I know. I'll just say that I'm like I'm you said that there's a difference and what one came from our um notes to this one. >> So, anything that we get for paperwork that's different if we could just have a date so that we don't get so confused >> because it's easy for me. >> Why is so talk to me about that? >> Okay. So, uh do you want to just go through this uh this object code summary? It's It's the one that goes uh uh landscape and it has the yellow on the top and it's in your front um front lefthand pocket. It looks like this. >> Do you guys need for those of us who are hybrid? Do you

044want Ken to throw that up on the screen? >> There are some people who are on there. I see Kathy, Chase, and a few others that might not have this information yet. So, >> I >> we've been trying to put this up so people can see it. >> Yeah, I just want to make sure that I can still see >> I do have it up there. Uh oh, there it goes. >> Oh, there it is. >> How'd you do that, Clint? >> Magic. >> Um, >> and this is dated what? The 20th. >> This is dated the 20th. >> And that's good because I have one that's dated the 19th. So, obviously, >> so this is our object code summary. The the way this works is um going from um from left to right. Uh

045the first column of of numbers is our what actually ended up last year, FY22 actual. Uh the next coh column over that's uh slightly shaded is last year's budget. Column next to that is uh what we anticipate this year to actually end up at a little bit different but in many cases still the same. The uh the fourth column over it's uh it's the FY24. It's highlighted in yellow. This is what we're proposing. This is the one that that totals the um the total amount 83,098200 and then the increase uh or decrease uh decrease being in brackets. This is the difference to the FY23 budget. So it's a difference to the shaded column and the percentage is just a a calculation of that increase or decrease versus last year's uh uh budget, the shaded column.

046Uh so um we'll start with the salaries. Um and we start with administrators. Uh we have the uh district administrators in there that is at a 2% uh we put in a 2% increase. Um there's actually um there's one administrator that is on uh the contract. So it's kind of skewing a little bit uh because the uh principles assistant principles had a 2.25% increase in their contract. Um that's uh line 49 and 50. Um we have on line 51 as well that was part of the same contractual increase. There may be some uh movement in and out of different people uh uh causing some different percentages. Uh but overall it was a 2.25% increase. Uh the athletic director was also on the same contract. Uh and that's uh the salary per that contract >> and

047that had to do with the amount of days needed >> added to that were added to >> that might be important to put somewhere has additional days. >> Is that part of that was contract ro is that we added days to that >> because that's one that would jump out at people. >> Jumps out at me. Would you anticipate a similar increase on athletic director next year? Another 7% or this is now this >> now he has his days. Yeah. Okay. That he needed right. >> Uh line 54 this is classroom teachers. So this this is our biggest line on the whole um whole budget. Um it it's showing a 1.9% increase, but it it includes the um almost 3% um um step and u general wage increase 2.9% um of a million well that

048actually that's shared amongst the all the teachers teachers, the media specialists and the guidance counselors. Uh but we were able to replace some positions at lower rates. Uh we do have um uh the retirements baked in here. Um >> would that also have to do with the four FTEES that we did reduce last year? >> No, because that that would have been um >> that would have actualized last year. >> Yeah, it it would be reflected in the FY23 budget. So it but it's it's it's the um it's it's the retirements and the replacement at lower rates. uh and uh there's a slight reduction in FTEES that that's that's driving that uh those numbers there. Um then we have summer school uh which we didn't have um summer school teachers in the prior year. Uh

049those were >> paid by our best >> that was paid by our professor. This is summer school at the high school. And then I think we probably supported it additionally in last year's budget. >> Yeah, last year's budget we had 20,000 which is extra special ed um summer school. Um so this year we're we're layering in on top of that the high school um summer school that that we uh that we run adult ed. Uh >> um before before you move on from there, Kim, I had my hand raised. Can't see it. >> I'm so sorry I can't see it. That's okay. >> Thank you for calling attention. >> On line 58, summer school teachers, could you please put the 20 20-2021 when before you started using the funds from ESSER um you know because

050it looks as if oh well we didn't have we paid zero but that really wasn't the case. So what was it the year before when we were not taking it out of the funding? So in 202122 we we were taking it out of out of our fest or we >> was the last year you didn't >> probably 20 >> 1920 >> because even in 2020 we all went out remember and I think we were probably doing it mostly virtually >> at that time. >> Yeah. >> Okay. Well, it'd be nice to show that because it it actually looks like, you know, oh, zero. We really, but that's not really true. I mean, we we did pay always for summer schools, >> Right. We have to notate that somehow. You're right. >> Yeah. Because when you

051look at 214% increase, it's really not the case. >> Right. Exactly. Thank you, Rita. >> You're welcome. >> Matthew, >> uh, gonna piggy back on what Rita said. I was kind of interested how many if you don't have the numbers just a ballpark. How many youngsters benefited from the summer school? Uh I think it would be very nice color to give that that 42 that additional 42,000 represents 116 students who passed 214 courses or whatever the truth happens to be. >> That's really pretty close. >> That was a good estimate really. So yeah, we should do that. Okay. >> And then the middle school we have um charged with um some of the grants that they've received and also arbessor. >> Right. >> So um I think we still have those arbessers for the STEM

052camp at the middle school and also for the STEM camp at the elementary schools, but that will go away too and we're going to have to figure out what to do after that. >> That's right. I just think it'd be very helpful for town council and our team agree to know the impact of what this this big number represents. Um let's see. I think we're on line 61. Uh stipens uh coaching stipens. These are sports uh uh coach stipens. Actually, it shows a reduction. Um those didn't get um negotiated until this year. Last year for the budget we put in a 2% increase. Uh we actually those came in closer to 1%. Um and so that that's why it's showing a little bit of a decrease. Uh but then you'll notice the next uh line

053down. Um other student activities uh is up 20,000 or or 25%. And that that's uh two things. Uh we added some additional um student activities to the to the list and uh the band director stipen which was previously um under uh classroom teachers uh is now being um reflected under other student activity stipens >> which we think it should be. You know >> could you tell us why? I think it had always been there and so a lot of Ken's work has been to get things in the right buckets as we've kind of worked on this together with Lori so that we're calling it kind of more of what it is. >> Can I add something to that? Historically, it's always been added to the salary. I don't know the reason historically why that was

054done for years, but one of the requests during the setting of the stipens was to actually move that out of salary and put it into the stipen account to have it be reflect where it belongs like you said. >> Yeah. >> Does that answer your question, Rita? >> No. Because to me, she's still a teacher and then whatever additional stipen is needed should be on should be there, right? I mean, her whole salary is reflected in this. >> No, no, no, no. >> That's what it sounded like to me for me. >> No, just the just the after school band. So, this isn't the during the school day. We've got her in a salary for that. This is the additional stipen. >> Okay. >> For the after school activities. >> All the activities, not just

055band, >> right? >> Yes. You're right. >> Okay. >> Ken, I'm going to display my ignorance. Just be gentle with me. >> Uh, under number 62, it says FY23 estimated and FY24 budget. It looks to me like it's a decrease of around 16,000 and shows an increase of 20,000. What am I misunderstanding? >> Um, so, uh, FY23 is an estimate. Um, uh, I think that's something I'd have to take back and and and decipher. Um, I can't answer right now. Uh so the next um next section down is the um so that that that results in a 2.1% increase for teachers which um you know given a 2.9% contractual increase. Um it feels like we're kind of on the right right track with that. Um down to the non-certified aids. Uh so we've got the

056regular teacher aids uh which are maybe should say general education aids uh or kindergarten aids. Um we we put in a 4% increase based upon uh some competitive wage data that we're looking at. Um uh and the same with the the paras tutors and the school bus aids uh in that there is no contract next year uh currently was that that has yet to be um negotiated and so we're putting in something to uh reflect what we think might might be uh >> so that could be up or down depending on what the contract >> exactly. >> Okay. And the athletic trainer is another instance of trying to get it in the right bucket. So it was somewhere else and now it's here. >> Yes. >> And the BCBA, we had to figure out where

057to put the BCBA. >> So they're not certified staff in the sense like a teacher would be certified, but they they have their certifications and other things. >> That's right. Right. >> More health related actually. Yeah. >> That's right. So, is there a way that we can um Sorry, I'm sorry, Bev. Um, is there a way that we can um denote that that that 169.6% increase is not is more just putting them in the right line. >> We do have the added 1.0 FTE for BCBA, but we could also call out that the athletic director has been moved here as well. >> Yeah. and not athletic director train. Sorry. Yeah. Y >> I was wondering somebody else ahead of >> No, you >> I was wondering uh where we say based on competitive wages, could

058it be useful to say u 16 personnel average equals whatever the wage was. Again, the the more these numbers become concrete in communication, I think the stronger we need to be. >> We do have that. >> I we haven't negotiated the contract yet. So, I think it's a little difficult to specify an individual amount >> later on in the process. >> That's right. >> Absolutely. >> Next year. >> Yeah. Because we don't go into contact with them until >> Okay. But we do have some data we're going to take a look at from that learn survey to show us where other districts are >> and where how we compare to them >> that we can share. Yeah, absolutely. >> Hey Ken, there's not a better place to put that BCBA person. Um I don't consider

059that person a aid. >> No >> terminology, >> but they're considered noncertified. Um, I do see the word aids, but even a tutor, >> right? >> You know, >> pick up the word aids. >> I don't know. >> Maybe we say not certified staff. >> Yeah, I would say that. You're right, Beverly. That they're not all aids. >> Even a tutor is usually our certified teachers um who have either retired and come back or they're young teachers that have, you know, who were um >> doing tutoring work. So maybe like I heard somebody say put non-certified staff. >> Yeah, that was a good good find, Beverly. >> Uh so the next section down is our substitutes. Um we are working on the on the rates for uh substitutes. Um and so we put in a

0605% um Oh yeah, competitive weight. Yep. Um and then next is the uh is our clerical um support of the the secretaries at the school school secretaries our contractual increase. Um actually this one doesn't break down why. Um um and then if we flip to the next page, supplemental-2, we have the custodial maintenance and tech. Uh those are all contractual uh increases. Um and the line 78 is security uh and supervision which is basically the security guards. Um and this this reflects uh an additional 1.0 no FTE security guard which is driving that 24 and a half 24.7% increase >> or $37,000 >> $ 37,000 yeah majority >> actually two people have a full FTE >> they work half day half day and they kind of overlap at lunch >> a little bit >> so

061overall for for salaries and wages 2.7% increase 1 million 375 uh is the increase and and so that that that um kind of corresponds to the other uh reconciliation we were looking at that showed the fractional increases and the additions and the reductions and so it should should all work out. >> Hey Ken, did you say um the security the on line 78 and that $37,000 is due to the hiring of a new security guard? >> Yeah, the the the increase uh due to this addition of of the security 1.0 know security guards is 34, um, 577 of the of the 37627. The remainder would be an increase to the to the rate currently paid to the existing security. >> Okay, thank you. Andrea, I wonder if I could go back to or excuse me,

062I think line 67 the DC VA that's the individual that was hired for is that >> uh ABA programs any of the specialized programs that would require someone with that level of certification. >> Well, that's what my question was because we I I heard you say he was cert he was certified. So, why is he under not certified? It's a I'll try to I'll try to answer it. It's a different type of certification. It's kind of health lensure versus a state certified teacher. So that's why they're categorized differently in the budget. The budgets historically jump in again. Historically teachers are are identified separately. So what kind of certification you have? >> A BCBA certification board certified >> behavioral analyst relationship with the state of Connecticut. >> Don't think anybody who's got that kind of a

063certification belongs under a non-certified classification. >> We could change uh that so it doesn't say that >> it could be it could be non-teer certified >> certification. Yes, but health license. So, it's just um we tend to just simply say certified are our teachers, non-certified are others. >> So, if you hired me >> because I'm a social worker, but >> but I'm a lic but if you hired me to do some consulting work on but I wasn't tied into school social work, >> right? >> And you you needed to put me I would be in this not certified even though I hold lensure and certification. >> Yeah. depending on what your job description was. Right. Right. >> If I could ask one more, I thought you said that he did have teaching certification. >> No.

064>> Oh, my mistake. >> I still don't think so. Anyway, >> I know there's a little bit of a twix in there. >> So, maybe it can say non-teer certified staff >> in a different. >> No, non-teer. So, use that that heading. do non-teer. >> Okay. Thank you. >> Yeah. >> Hey, Kim, can you change your screen? The people we online we see the previous screen. We don't see the screen that you're on now. >> Thank you. >> Oh, did it work? >> Yeah, it's rolled down now, I believe. >> How come it's kind of cut off? >> Yeah, it is. >> It's too big. >> It's a big spreadsheet. But we go back to line 69 and 70 where it says based on competitive wage data. Have we had to raise that? >> Not

065yet. >> We have to go through negotiations, but we have a couple sheets we're going to share with you. >> Okay. You're talking about substitutes though, right? Yes. Yeah. We have a we have some competitive data to share and also talk about what we have projected and have the board weigh in on if they're comfortable with that number. They feel like we've done enough. >> It's going to be question of have we done enough. >> Okay. >> Yeah. >> What do you mean done enough? >> Um to be competitive. >> Okay. So we may not be competitive enough yet. >> Correct. >> Okay. >> Still up for conversation. >> Okay. >> Yes. >> And when will we have that discussion? We can have that tonight. Yeah, we have it listed. >> Yeah. >> Do we

066want to I mean we we we got through this first section. Do we want to take that time now and talk about that? >> I think that makes sense. >> Yeah. Since we're talking about salaries that >> do people on the um on the screen, do you understand we're going to be talking about information that Lori is going to be presenting to us um about substitute teaching >> and would rather stick to the agenda, but that's okay. >> But that is part of the agenda in terms of looking at salaries. >> Yes, but it's separate. >> Anything is fine with me. Okay. Thank you. Do you mind putting up the schedules? >> I'm going to put up the um substitute one. >> Yep. Great. Thank you. >> It goes up there. Might have to give

067us a good thing you're here. >> I'm glad you're here. >> Job security. >> No, no. This was just um finalized today. start talking. We'll get it. >> Let me just pull it up on my screen so I can see it while talking. Um so what we have done is we worked with law learn they uh they performed two salary surveys in our local uh region and one of them was for substitute teachers which they had completed the survey in December and then we'll also share the Paris schedule a little bit later but um we will get you hard copies of these schedules. Um the they have put the survey out right before the holiday break. So we're waiting until we could get every possible number we could before tonight's meeting. Um but as you

068can see if you look at the uh the rates um we're currently now these are current rates. These don't project an increase >> for next year. Uh we're at 10750 and you can see as you go down the list there's a lot of uh local districts in the 110 120 up to 125. >> Um yeah 150 is certainly an outlier. Um but you got Preston Stonington that are going as high as $150 per day. Um so can you scroll down a little bit can? Yeah. So the average of all these is 115. We're at 107. And I would just specify that's an average of them all including the 150. So keep in mind 115 may or may not be enough to be competitive. You've got a number. >> Sometimes averages aren't the best way to

069look at things. Sometimes it's >> um mode, right? >> Like what is mostly happening >> correct? Exactly. Take out the outliers. >> Throw out the outliers. Yeah. But for the purposes of tonight, um there's quite a bit of area district and Waterford 110, London 110. Um Montville's a bit of an outlier at 95 on the low end. Um I don't know how they're getting subs. Um >> unless they're not calling the building sub, like our building subs are 12750, >> right? >> So I don't know if that 150 is something that's more like a building sub. That's something we could ask more questions about. So, and then we have the, you know, old paper 125 lime old line 120. So, you can see in the local area it looks like we're in the 110 to

070120 range. >> Do we know what Norwich offers? Norwich did not, but we can follow up on that. >> Norwich, >> but we do have Norwich in the Paris survey. So, that was unusual. So, we'll show you that in >> Do you have any sense for what? Now, this is the current rate schedule. >> The current schedule. >> Do you have any sense for what the average increase is going to be elsewhere? >> No, we don't because everybody's in the same budget process we are. So, um I don't think we'll know that until the budget is set. So, that's why I'm saying we probably want to be mindful of where we want to be from the competitive standpoint, knowing that these will likely increase in these districts. Ed Lori, I don't know if you could

071tell me what RS I have two of these. RSD 13 is why is why would Portland be in here? Portland is like near Middletown. >> Yeah, I they likely responded um to the survey because if you go down a little bit further, do you mind scrolling? >> ESCON also responded to the survey um and they're listed below for our information. and I left them in the schedule just so that we would have them for comparison points. >> Um, >> what is RSV? >> Regional School District 17. >> Where is he? >> Well, that what you said answer question. >> Okay. >> Yeah, some of them go by their numeric designation versus their town. >> Look at even killingly is 150 and then um 175 for certified staff. Yeah. >> What's Windom? >> Windom is uh

072>> what is 107 and 121? >> It means they they are working within a range. So when they're hiring, they're hiring in that range between 107 and 121. Thank you. >> Do you think the 121 is more of a building type sub? No, because they list um 150 and 190 over to the other side. >> So, I think this is just good data so we understand where we are >> and it does prompt a lot more conversation and discussion and questions to >> ask colleagues and I might just put this on our superintendent monthly update at learn to discuss for next year. So that would be great and might to get a idea of percentage increase of what superintendents are thinking. >> So can Oh, sorry. Go ahead. >> Go ahead because you might answer

073it. >> Oh um so within the budget can with this um increase that we have in here at 5%. >> Is that based on the original projected schedule we started with which was 112 That's right per day. >> Yeah. 11270 >> 112 and >> the projected building >> the projected 112 and then the building sub projection was 135. So that was our original thought until we saw all of this data. So that's what's in the budget currently. If if I'm to read the between those lines, Lori, what I'm hearing you saying is that 5% increase is probably not enough to meet the need um for our comp our competitors. Sorry, I don't mean to call the school districts um competitors, but um in the sense they are when it comes to substitutes. >> Okay. >>

074So, it seems that you've done a lot better in getting substitutes than we did, you know, four or five months ago. We are doing a lot of recruiting. >> We're doing a lot of recruiting. >> Yeah. And we're getting some, but we're certainly still not at full capacity. And what we're hearing is they are going to the other districts in the local area or paying more. Um when you have Stonington and North Stonington right next door paying more, they choose to work there. So, >> and the building subs because we no longer have interns from the university. They're just not doing that as often. Um we do have it though through the um diversity grant the interns >> but >> the teacher and residence >> teacher and residents but >> I would say that they

075really have an allegiance to the school they become part of the school community they're getting a little more money so to make that something and and they're there every day like tutors are >> so they're very reliable as well. So, we will get these hard schedules around to everyone, but we thought it'd be good to at least have an initial conversation this evening about what this data was looking like and where the current the budget is currently sitting and then obviously take input on where we want to go with those rates. Does it is it helpful for us to know is it helpful for us to know what we're looking at in terms of how many bodies we need I mean what I don't know if my question makes sense but if we need 35

076substitutes teacher or substitute both certified and special ed certified and we can only find or we only get 15. Is that useful information for us to have? >> It could be. U I'm just thinking, Ken, I'm thinking out loud. I think what the question may be is we're budgeting for a certain amount of activity and if that activity doesn't happen because we can't find people, do we need to increase this line item or not because we're not staffing at 100%. >> And I I I'm not quite sure what the question is. I just that I'm seeing a 5% I see I I I see what the picture you're painting which is we are not competitive um with some of our ne neighboring districts. >> Um but what does that really mean? How many are we

077how many substitute teachers are we always behind in? >> So there are the building subs that we haven't hired at 100%. There's still a great amount of illness. There's COVID. There's flu. There's RSV. And the past several weeks between the holidays, we had principles teaching in classrooms. They were doing everything they could. It was like the little kid in the dam plugging the holes, you know, because we didn't have enough bodies because adults were sick. >> Okay. But that that's same but different than the question that I have which is what do we is one of the reasons I I hear the outlier is that we've got all these illnesses going on. It's not an outlier. Um it's reality. Um but I don't >> please Matthew because I'm struggling right now. >> I think when

078we talk about being competitive that's a pretty intellectual concept. If we say that we we budget or we need X number of building subs and Y number of regular subs to meet the needs of our kids and we're typically 10 to 20% below or whatever the truth happens to be and put numbers to that then when we go to town on child RTM we're giving them something they can really taste and feel as opposed to being competitive >> and how hard would it to be get that to get that data and thank you very much for >> well we have that >> well We don't budget by individual positions in that line. So, but I think what we could do and jump in Ken if you have a suggestion, but we probably could look at

079that account and see what we're running and we can probably say we're staffing at a certain percentage point. We could probably get there, >> right? >> But we are not fully stacked. >> That's what I mean. We'll indicate where we're staffing at percentage wise. >> Um, we can probably get that from the absence data, which will then give us a sense we're spending X amount of dollars in this account. we're staffing at whatever it is 70% not 100 and then see what that yields us. >> There's an opportunity cost here. If the principles are in classrooms teaching, they're not doing the things that you would hope them to do as principles. And there's an opportunity cost to that, which we may not be able to deliver information in dollar numbers, but we can certainly communicate

080the reality of what we're facing. And same thing when a tutor or an interventionist has to go and cover a classroom. Yep. >> Because you're short-handed, they aren't seeing the children they need to see. >> We're seeing that with tutors and interventionists >> more regularly than Yes. >> So, so there would be implications for these. >> Um, I'm not saying the resource specialed teachers. These would be really for people who are giving that SRBI kind of support the kids who um do need the extra help, but it might not be per an IEP. >> But well, if if it says in the IEP that the child needs a a tutor or a parent and the tutor and the parent aren't there, >> well, that's a different story. Yeah. But they usually have a resource teacher

081that they're working with, a special ed teacher if they >> But I think to your point, there is opportunity costs >> um if we're not having if we're not having that, but cost of the kid >> which is most important. But Ken, I don't know if Lori, I asked this question of do we have a a number say we know we need on average we need 35 substitutes a day? >> Yes, we do know what that number is. >> And then do we know on average how many we actually have? >> Yes, we do. That's important. >> That's what we really need to know. But this might go back to even Rita's point >> back to normal back to before COVID and all this illness and what did that look like typically compared to what

082it's looked like the past three four years and the hope is that we get through this and not have this need right I said that last year though too so um >> but I I don't think that's my my point my point is that if we know we need say we need 20 instead of the 35 that we want. Whatever that the whatever we need daily, >> but we only can get this many daily then we need to that's what why we need to look at it being competitive because that means that the teachers are not in the classroom and I think that the town counselors and town people town people will understand the implications for education better than talking about the implications for budget. So that's my book. >> I think that is the

083part of the story we need to tell. >> Yeah, absolutely. >> Yeah. >> Did you want to show the para? >> Yeah, that would be great. >> You could do it, Ken. You can do it. I believe in you can. No, let Ken do it for Brooklyn. >> Yeah. No. >> Yeah. Maybe >> that's not very big. >> Yeah, >> if I make it too big, then you can't really see a lot. But >> this we can scroll down. >> Yeah, I can scroll. >> Okay, thank you. So this is the competitive rate survey that L learn had done in the region in October. Um these are the the paraprofessional rates as they stand today uh for these different regions can lost I lost the hand >> we're we're fighting we're fighting each other. Oh

084are we? >> Oh it's not >> okay I will not touch it anymore. >> Okay. I'll touch it. >> Great. >> Okay. Sorry, my bad. >> So, um, now I will say what's not here is is some of the competitive data we saw a year prior that Ken and I had, um, seen. There were significant changes in the pay rates from 2021 to 2022. Um, that we can only surmise that they took quite a bit of ARPs money and kind of put it in place towards these positions. So, there's been a significant jump in a number of these districts. So, I'll just point out some of the more local ones. Now, Waterford says they're at 1579, a little on the lower side, but New London 18, which we've heard about. Um, >> East Lime is

08525. >> Lime East is uh 18 to 25. Um, there Montville 1956, we've heard about that one. Uh, Norwich 1972. We've heard about that one. Um, >> Ledger's right there with us. >> Yes, Ledger's with us. Um, and they tend to be on the lower side of the pay scale. Um, and then you can see where we are at 15 to 17. So, um, as Ken had mentioned, we have allocated money in the budget. Understanding that we're going to go into negotiations and we're probably going to need to, uh, have conversation around uh, maybe more than what we've talked about in prior contracts, but um, we obviously we haven't negotiated the rates, so we don't know where they will be, but we've tried to at least account for in the budget for a higher than

086normal uh, increase in that line item. Um there are some averages here. You take a look if you average these rates where um it does show some opportunity for us uh from a competitive standpoint. >> Again, you can look at the outliers, >> correct? >> And you can look at the mode when it's mostly happening. Correct. I think to get more accuracy than just a pure average. >> Exactly. again uh I'm looking at the variance for grten on the lower range it's about 16% on the higher range it's almost 25% u that cell if you want to call it a cell if that's what we turn out that we feel we need to do is really got to be framed in human terms and student impacts as opposed to being competitive pricing >> agree and

087like I said we haven't negotiated the contracts but we have been talking about some um concepts that we can talk through in negotiations, but obviously we can't share those today, but we've been giving certainly some thought to the to what that might look like. >> Thank >> you for doing this this work ahead of time and to really help us frame for the budget. I appreciate that. Next >> uh so the next uh section on the on that on the object code summary the the long section um and I can share that again. >> Oh sorry Clint get my steps into >> we actually practiced this but we didn't come in this room. Next time we're gonna have to use the computer and practice it here. We used my computer in my office and it

088worked just fine. >> Go for it. >> We're swinging to benefits. That's what you're going at. >> I'm swinging to to benefits. All right. That's this section here. >> So, uh the the first uh section in in benefits is our health insurance. Um so that's 80 and 81. Uh so you see the 4.6% 6% increase. This is the uh expected claims increase per per Anthem that they they provided to us. Um you know, it's an estimate. Uh it we're hoping it doesn't go any further than that, but it is an estimate. I just want to make sure that um and I'm going to I'll come back to health insurance in a minute because we do have on the agenda to talk about health insurance reserve and OPED, which we can do um if we have

089an appetite for um workers comp and town pension. Those are numbers that we get uh from the town. Uh we did put in an increase just based upon um historical uh but uh we haven't got anything solid on those at this point. Those will be coming over the next um about a couple weeks. uh social security and Medicare these these really just it's a calculation based upon salaries and so it's it increases due to the fact that salaries increase >> so social security is only on the non-teer non um non principal assistant principal group um and Medicare would be on everybody that's why that 2.7 is is the same as the increase in total salaries and wages uh and then other Under other employee benefits, uh there are the retirement um severance payments that we

090talked about. Uh the seven seven teacher retirements um in here estimated um and unemployment has come in lower over the past couple of years. So we're we're we're putting in a reduction there, but tuition has definitely come in much higher. uh there's been a lot more um uh staff taking advantage of tuition of doing extra classes. So we're proposing an increase there. So >> can I add something to that? Certainly. It's um the tuition is contractually um obligated. So while there's more activity than in the past, it is um identified as >> and negotiated with >> Sorry, Ken. >> Yeah. No. Um so overall for benefits it's a 4.4% increase and it's being driven by the health insurance uh because that that's the biggest number on in the section. >> Um >> now mentor stipen

091is that only there or is that also somewhere else in the budget? >> Um that is the mentor stipen. What exactly? That is the position um that we had the coordinator position, not the director. >> Okay. Yeah. >> Right. Yes. >> I thought that we had taken some of that though from a title two or maybe that's the the other community form. >> No, I I think you're right that uh >> she might have another >> the the salary is being funded through through a grant. Well, not salary stipend I should say. Uh this is um the other piece. Something else. >> I think we just need to fine-tune that. >> Yeah. Calling it what it is. >> Yeah. I think that that would be helpful. >> Um would this be a good time to

092talk about health insurance because we are in the health insurance section >> and that is on the agenda. It is on the agenda. So, I have this uh >> He's got that great picture. >> It's kind of goofy. Uh my little picture, but I like it. >> We all like it. >> Don't call us goofy on the screen. That's kind of rude. >> I'm sorry. I'm doing it to you again, Clint. >> No, it's going to come up any second. >> Is it? >> Yeah. Just wait. >> Okay. >> I have faith. >> Oh, even I don't see it. It's like blank. >> Oh, that's a >> It's like blank here. Yeah, it's a it's a PDF that you're trying. >> Yeah, it wasn't blank before I started doing this. I'm gonna stop. >> Oh

093gosh. What happened it scroll down? Is it a multi-page document? >> Hold on. Hold on. Hold on. This is the one. All right. >> Okay. >> That's why I've added our channel several years a couple years ago. They should be >> There it is. >> Okay. So, health insurance reserve. Um, I just wanted to go over the concept of health insurance reserve so everyone is on the same page. Uh so as as a self-insured um organization, we're self-insured with uh with the town. Uh meaning uh claims are paid by us. We don't we don't submit them to an insurance company. We pay all the claims. Uh as a self-insured plan, we have to maintain a reserve to pay for a portion of those claims. So at any time, we have to have a bucket of

094money in case all those claims came in at once. And so that's that I like to think of it as a as a as a cylinder or something that that holds holds it looks like liquid but it holds holds funds. Uh so that's that's what this uh this funny looking um diagram. >> So yellow is >> yield careful caution >> red is hot don't touch it. >> So so the reserve is made up of two pieces. uh that there is the corridor which is it's 25% of annual claims and this is the number this is our minimum number. We can't go below 25% of annual claims at any time. So that that's our you're right S that that's caution. Don't go below this number. Um the yellow this is what we call the the reserve

095that's above corridor. Um and for uh for this year we're anticipating that's going to land somewhere in the two million mark. Um and so this this is this is the one that we that we want to monitor and um you know it's our buffer to to make sure we don't go dip down into that corridor. Um and then the other things that happen on this is is we get a couple of inputs. Uh we got what the board contributes uh and that's that's reflected in this number. It's not the only thing in in the number on the on the object code summary, but it's it's it's what would actually get into the health insurance reserve. And then the employees also submit also um >> contribute to to this to this reserve. Um and that's most

096mostly contractual through through the contracts. There's a percentage that they're uh that they're to contribute. Uh and then what comes out of this is is really two things. The easy one to talk about is claims and the admin cost. So this is what we pay to Anthem to so that all those claims can get paid because we're we're paying for all the claims. We pay for them to administer this plan. But then we have this new wrinkle this year and it's called lasered stop-loss claims. Yeah. So, let me uh I got words here. >> You got words? >> I got words. I got a lot of words, but >> keep it clean, sir. >> So, so as a self-insured plan, we have to have insurance that protects us against catastrophic claims. So, if somebody has

097a million dollar claim, we want to make sure we're not we're we're we're protected. Uh so that's called a stop-loss policy and so we get that and we we actually get it through Anthem right now right now although we do shop it out every year. Um the current level for that stop-loss is any any claim total claim for a year that exceeds $200,000 stop loss would pay it. So two up to 200,000 we're paying for it. 205,000 we pay 200 and the insurance company pays 5,000. So, and if it goes up the >> were a million dollars, we would still pay 200. >> That's right. Exactly. Exactly. >> Right. >> Per individual claim per year. >> So, every year it resets. Now, starting in FY23, uh the insurance company said, "Okay, you can pay for

098the pre you have to pay a premium for this policy, but in addition to that, we're going to identify a claim and we're going to make that claim up to 500,000. So, it it works the same way as a 200,000, but now that limit is is higher." Uh, so that's why >> responsible for 500, not 200, >> right? So, that's why you see there laser stops What about the others? >> Stays if they don't laser it, it stays at the 200. >> So they only identify for the for the the board of ed one claim or one Yeah. one claim. So that's the one that we would hope doesn't doesn't succeed that much that that it stays as low as possible. Uh they they also identified one for the town. So we're not alone. This

099is happening on both sides. So they identify that based on research and history and >> yeah they have all the medical information. So they make a determination based on the medical history which we're obviously not allowed to see but that's what they utilize to make that deter. >> So they could see something say in your history and say they laser you. So any claims that you make we have to pay for up to this new limit >> on that one claim up to that 300. Now this is a change in the marketplace and every stop-loss carrier moved to the same model. So it's not something that we are able to change or negotiate. Um it was a change in the industry and how they were handling stop losses. >> So so that's that's the other

100output here. So it's not just the claims, it's also now this stop-loss claim. >> But that is new from years past anticipate to go forward, right? You'll see laser claims >> each year. So, I'm I'm a little bit confused. Actually, I'm probably more than a little bit confused. It sounds first of all, this is reinsurance and that up until this year, uh, any claim over was it 200,000, >> the reinsurance covered that. That was the premium we paid for. >> And now this year, it remains 200,000 except >> for this one. Except what I'm not clear on is whether they get the highest person and they say if you need the first you know >> no they >> they have to identify >> ahead of time they choose one they say I think this one's

101going to be big so they choose it >> okay and it'll be wrong >> and they could be wrong >> could be that that's the hope >> could be just the 200,000 >> okay it's no big deal >> but it's only one it's not like we're taking a whole subset of our >> so what how do we budget for that eventual health. >> So what we do feel free to jump in. I think we have one too many conversations on the floor. >> I jumped in. He was asking how we budget for that. And that's where we would want to maintain the reserve in a healthy state so that if that should occur, we would go to the reserve to fund that claim, not necessarily go back and increase the budget. >> Right. Yeah. >>

102Yeah. That's exactly right. Yes. So what I'm hearing from you is in years past we've been able to buffer some of our losses by using some of the money from the corridor but we need to be much more careful because of many things but one of them is this laser. >> Exactly. >> Okay. And when we do that, when we buffered the taken from there, we kind of have to pay ourselves back eventually. >> Yeah. >> And the same is true with this oped, which was really a problem years ago. And then we really understood it better. And so a lot of times you'll hear us say at the end of the year, if there are some funds, we want to be able to pay ourselves back to health insurance and OPED. Not that we've

103had a whole lot of extra funds left over, but >> right in the years prior, OPED was running at a deficit. That's correct. So, we, you know, with working with Ken and we've obviously worked with the town. We've worked to get that um back in the black, so to speak. You know, they have a projection that we should be at. We're not there, but we're certainly moving in the right direction. >> I I have another little um >> picture for OPED. a little bit different colors. So, OPED, just so everyone understands what OPED means, this is other postemployment benefits. So, uh a person retires and they're still able to it's mostly health benefits and they're still able to um get um access >> access to health benefits. Um we have to we have to keep

104a reserve uh to cover those. Um and and you're right, the the actuaries calculate a reserve. We're not quite there yet, but we are building slowly. Uh, and once again, this is a combined uh reserve with the town. The town also has their own OPED, and we kind of we keep them separate, but then we put them together. Uh, and so for uh the OPED, there's there's three things that that come into it. There's a contribution that the board makes every year um based upon the actuaries give us the contribution amount. There is an amount that comes in from the teachers retirement board to help fund this. And then the retirees themselves uh uh contribute into this reserve. >> That's right. >> Do we invest these funds in TA and treasuries or something so we

105can generate some revenue? >> Yeah, it the town uh controls all these reserves on their on their side. We just we maintain our piece. >> But yes, they they would they would do all that. Yeah. Now, for all of these things that you're seeing, I'll make sure Joan has the hard copies that can go to you with with the write up of this so that if you want to be able to just slide these right here on the left hand side pocket, you'll have the most updated. >> That would be really >> And we'll make sure they're dated. >> Yes. >> For you so that if they change, which things will change as we go through this process. >> Maybe not these pictures. I don't do very good. >> Kim, can I can I add

106something to this? Just just so that you don't think that um we oped people are getting away with anything here. I just want you to know that my contribution to the health insurance is over $1,200 a month. So, just so you know that so the town knows that so that people are not um getting anything or nothing. >> No, you're exactly right. And then that's why you see here the retirey contribution. There's almost a million dollars. >> It's paramount. >> All right. So that's that's all I got on health insurance and OPED. >> Do we have any other do we have any questions? Okay, that's enough. >> All right, so we'll go back to um the uh the lengthwise um >> benefits. >> Yeah, we we got through benefits. We got through page supplemental two.

107Now we're on to supplemental three. Scroll down. >> Did we? Yep. And so this is uh this is purchase services. Um so the first section is instructional services. Uh and we have um pretty much uh a little decrease under instructional service but but a big increase under instructional improvement services. Um in the in the prior years, math and literacy improvement was previously grant funded. Uh and so we are we are we are anticipating paying for that through this budget. Uh so that's driving that that that large 167,000 increase 167% increase 102,000 increase. >> Can Susie Can you walk me through that number 96? And it's because our grants have >> so the literacy and the math grants have subsided. This is really um Phil's area of expertise now that he's kind of taken over that

108in teaching and learning. So for professional learning, professional development, we still are um connected with um some of the math programs like the new perspectives and the um the Fosno, CFLM, and then the CMP3. So these are programs that you still have to get the software for annually to continue that have been paid for for five years under the math grant. So I think what what and I think it's appropriate I think the push back and and please folks help me out if I'm misspeaking is is that we were really talking about we could sustain you know how do we sustain that and >> so we have no more book purchases this is just to have the platform for the teachers to utilize now you know it used to be in the the good old

109days you'd buy a textbook and it would last for a decade at least sometimes too long especially social studies history. Um but now the way that the framework is is that we do have the books and we have the workbooks but and we have those are continuing to be used but there's a platform so software now this is the area that Clint and >> well there's annual fees >> annual fees >> you know so instead of paying these huge lump sums for for textbooks uh every 10 years we're paying a yearly fee for the most updated software the area that I think you're referring to Kim was that we were going to look at the professional development pieces of all these programs where uh they were sort of frontloaded. Um and um we're looking to

110see where we could start to uh build our own uh >> train the trainer. Okay. >> Yeah. Yeah. Build our own capacity so we don't have to continue to uh use that money for professional development moving forward. And we are doing that with all these different programs with the with the Fosno and with you know um new perspectives in math and the teachers college that sort of >> I I guess I guess there should be more in in our summary. I I'm trying to see where the supplement um matches into my budget book. >> Um so I guess I could just follow the numbers. This is like we're kind of giving you the the big picture this view and then we'll be going through item by item and you're going to see that again and

111it'll be highlighted. >> I I just I think that that needs to that 322 and that 324 I think that that needs to have more explan explor >> color. Yeah. Yeah. So that's your typical operating work of teaching and learning that always occurs and it occurs for every discipline right >> and so there are software costs there will be continuous professional learning even though you have a lot of people here who are highly trained and you know and can train others you still need to stay current right >> so things are ever changing you know >> I I I guess for me it's just that I understand that because I you know I get immersed in that every week. Um, but for people who just I mean I think that this has been Matthew's point

112since he's been on the board is more explanation you know in terms of understanding that this is that this is software this is you know what what does this have to do and yes our grants cover that and yes we have a sustain we have a sustainability right >> um thing but we still have to buy this stuff because I don't want people to say but you've told us that these grants we have a sustainable plan Yes, we do. And this is part of it in that we have to buy the platform pieces. I guess for me that would be important. >> So the entire budget is this year 1653. The reason it looks so low before is that we had those grants taken care of. >> But that but if you had an explanation

113of that, I think that would be helpful. William. >> Yeah. And so it'd be great to know where we're at risk for increases on other things because we have so many other grants right that are some of them are short periods of time. So it' be great to understand all right but we are expecting an increase in fiscal year you know 2025 or 2026 unless we do x y and z you know it' be nice to know what the plan is to look so with this one in particular you know go increase 102,000 that might have been expected right so it would be great to know that well beforehand that yes We expect that once that grant's over, our expected, you know, amount per year will be actually. >> So the math grant closed in

11423. That one was just the latest grant. It was a 5-year grant to the tune of 1.250 million. So we got a lot big bang for our buck in that. And so when we had the grant, we were averaging let's say 40 to 50,000 of cost still. But now that the grant is gone, you see that the increase went up a h 100,000. And it wasn't just for math. It's for math and melee and other things, too. >> I mean, my my concern is not just that one. It's just that we have others as well. >> And so over the next five years, we might be adding the same thing, another 100,000, another 200,000 for areas where we've got grant support that will go away. So it' be nice to know you and we're at

115the biggest risk for increase in the budget based on things that we're using, you know, that we have grasses. >> We can do that. That's the future. But >> yeah, >> and he has it all detailed like deep fine-tuned detail teaching that spells it all out for us. I think we can understand it because or we have some sense of understanding of it. But when you talk to a town counselor or an RTM or other people who have no knowledge and they hear we have a s you know we we are going to sustain this and this is how we're going to do it. We have that plan this >> right >> even show what we what decisions we made to get it to this. >> Yeah. >> And what it could have been and

116we got it to this and then how it's going to work out over the next three to five years. >> I think they I think there go ahead. >> No, I want to hear you. >> I think the joke JQ public's perception sustainability means we'll be able to continue to do it without taxpayer and that doesn't mean >> so it'll always cost us something. >> So I do have a question and feel free to laugh at me. I I can take it. Um thank you very much. You're ahead of me. Um, I get all kinds of requests to renew software and when it comes to software that I have for my computer, when it comes to viruses, etc., I buy it every year. But when they want me to upgrade from Windows this to Windows

117that I sometimes say there's a cost to doing that in my time and energy, I'll hold off two years to do it. It's like a new It's like a new edition of a ELA book or a social science book. Do we need every new addition? Could we function? And the answer may well be no. Could we function by skipping a year of this subscription and doing our teaching based on last year's subscriptions per year and say, "But we're going to re-up it. We're going to do it the second year." Is is there >> annual cost, >> but a lot of the time it's not just for a new addition. It's to maintain to to Yeah. to have access. >> Well, I trust you guys. That's all. >> Yeah. But I hear I understand what you're

118saying, but that's not most of these costs are based on just access, you know, pure access. >> And Clint, you you also deal with that a lot, like upgrading us and and when do you upgrade and and aligning it to other programs that we have in the district, whether it's the finance programs, and >> there's a lot to think about with that. >> As you ask that question, what struck me too briefly here too is we have to match hardware affordances with software affordances. So if you're too far, you know, newer hardware and very old software, vice versa, that can cause an issue. So we have to we don't have to be perfect, but we need to be in the ballpark. Um, and to superintendent's point, yeah, there we're we're we're constantly trying to find

119where the biggest bottleneck is from a data flow perspective and because so many of these systems now talk to each other. So if we upgrade some and deprecate or keep others behind then we have some connective tissue issues. Um I wish all these things weren't so it's the reality of the environment and they kind of does >> it's a good business model for them >> especially when they were out free of charge and then they started charging us. >> They didn't go to the subscription model versus box software because they were trying to be generous. They did it because it's a better business model. It's also, they would argue, better service because we always have the most up-to-date version, but they charge accordingly for it. >> I I wanted to back up with what said,

120and that was the idea of talking about the repercussions after the grant is over because I hear this all the time, you know, all right, so you got a grant, so when it runs out, what are you going to do? And I think I I think a specific answers are would be very helpful to making that clear to the public. >> I I I think we we're growing each year in terms of our transparency um with things. And so I think that that's just we add that part to our dialogue is that we get these grants and yeah we we absorb a lot of things because we do this this and this but there's always that there's always a >> and we continue to to to go after these grants >> right >> so for

121there's a for instance in the last STEM careers grant we we added the piece on literacy across the disciplines reading and writing in every discipline which I think is pretty darn important. you know, if you're in science class, if you're in social studies class. So, that was a continuation of getting more professional learning because I often will hear teachers, especially at the secondary level, well, I never was a teacher of reading or writing, but everybody needs to be a teacher of reading and writing in every discipline. You know, it's really important, especially for the formative years. So, in hearing those things, we knew to capture that in this particular grant that was you know, really focused on STEM careers, but literacy in those STEM, you know, courses. Um, so, so always kind of forward thinking,

122what's the next thing that we are going to need, you know, and so sometimes you can build in some of that sustainability in the next one, >> right? What's good about all the technologies is that they're all trackable, you know, we're we're consistently looking at usage. We're consistently looking at the data that's coming from them. We're trying to gauge which are we're getting the best results for our kids. That's all that's helping us make decisions. Another thing that we're looking at in terms of professional development moving forward is what we're seeing obviously because of the the gaps that have been created by COVID. We have sixth grade teachers facing third grade problems if you understand what I'm saying. Like they're getting >> kids, you know, so they're they're having to build their skill set because

123they've never had to teach reading before. um or you know or I'm just say or like some basic skills that they should usually have when they come to the middle school the kids are no no you know they no longer have. So, we're trying to again using the we're trying to use the people we have like our elementary literacy specialists now work with our uh you know middle school and sometimes high school staff but we are seeing those problems too that's sort of adding to our uh professional development repertoire yeah >> but I thought we were all supposed to be teachers of reading >> we are and that's why I thought it was really I thought it was really necessary that that we we build confidence Um, and you know, and we have some some

124really good experts who are going to be working on that, you know, in the next month. >> Yeah. I'm saying like our seventh eighth grade teachers aren't used to teaching phone names and those type I mean you know I >> Yes. >> Ready? Any any no question. Go ahead. >> Um next section under purchase services professional services uh line uh 98 which is uh professional services. Uh this is being driven mostly by um we need to have these new preventative maintenance agreements for some of the uh equipment at the new buildings. Uh so that's driving a an increase uh in in this line. >> Um >> do we have a for instance what that might be? Like is there a particular concrete >> type system >> and is it something that our can do but

125we can have to train them >> they'll be learning along. >> Okay. All right. Good. >> Uh lines 99 and 100 these are uh services that we receive. Um other professional services there's a lot of uh uh medical or evaluations. Uh we're anticipating some increased rates there as well as for the OTPT services that uh that students receive. Uh there is a we're anticipating an increased rate in in that area as well. Um, go ahead. >> Can I just ask other professional services? Um, and and OTPT, those usually come from learn, right? They're a service that we contract out. >> We contract services. Yeah. >> Yeah. But it's not it's not uh exclusively learned but uh they're the biggest pieces. >> And how how often do we look at other organizations to provide we >>

126um yeah every uh every three years we we go out and we look at the different providers. I would say though the rests are um regional education centers. So Lauren happens to be ours in southeastern Connecticut. Crack is the capital, you know, Hartford. So they each they're pretty in sync with one another with costs and that kind of thing. So and that's usually who the districts utilize rather than a company. So they'll use their regional service provider. Um but yeah, we can see that >> well but for instance basis >> for the OTP OT is is um is provided by learn whereas the PTS do go to an outside service and so that's what we're looking at on a >> every three-year basis to determine if we're getting the best rate. >> And we used

127to do the BCBA that you heard me talk about. We've had BCBAs with the autism program for you know forever probably. and they were you know they were contracted through learn and we really felt like we needed to have one on staff ourselves you know so that's why we invested in this otherwise you would have seen that kind of cost in a in another place in this budget so um under athletic uh uh officials and services uh we are anticipating more home games next year that's driving that athletic officials other athletic services is like reconditioning of of equipment. Uh, and we do anticipate that we're going to uh, instead of buy new, recondition some of the some of the existing equipment. So, that's why you see an increase in those lines. >> Can you help

128me for just a second? Um, >> are we not going over to the elementary? You seem to you seem to be walking through this. >> Yeah. Um, >> because I'm just I'm looking at our time. It's 8:00 and we didn't even touch the elementary which was part of our agenda. >> There's two or three pages of it. Um >> yeah, there's there's quite a bit to go. Um I guess my recommendation would to finish off with purchase services and then maybe go over to elementary. >> Table it. >> Table what? >> Elementary. But we have to be careful about tableabling on the first night because we have a we have a we have a lot to go over and remember we're having some added information kind of beans helping us to understand the budget. So

129>> So not that I want to do this but I but there is an extra day built into the schedule. So I don't say I want to push things at all but that don't don't be concerned that we won't get to it all but that means we have to spend more time together. Um and uh it our our uh agenda I think was kind of aggressive. So >> okay, I I'm um I don't know where people are. Um but I I'm okay with us kind of finishing finding a comfortable spot to stop here and then maybe call it a night. This is our first I mean it's 8 o'clock. This is our first budget session and maybe we can take a better look at adding >> after a while. >> Like after a while it's

130kind of hard to kind of be thinking through things. >> Is that how do um people feel um who are uh uh with us through Zoom? Does that make sense? >> Take it down so you can see. >> Yeah, there we go. Through that computer network with your suggestion. >> Yeah, one line. What was your suggestion? >> It's just kind of kind of kind of finishing up on this professional service and then call it a night. Where are you guys on that? >> That sounds great. >> Oh, it you know what I love about that about your voice is that you're not on our screen at all, but yet you come through. That's kind of >> great. That's amazing. >> Just such a calm way of saying it. I just had that. A >> thank

131you. >> All right. So, let's just finish what we've been doing, which I guess is one more line and then we'll call it a night. >> Question has a question on that. >> So, I know we put in for some work for CIP on athletic bleachers. That may happen, that may not happen. In the event that it doesn't happen, we still have some exposure for safety issues. And I'm wondering uh this may be the wrong place to do it in the budget. But uh I'm just the place people possibly falling down the beach is whether we could if we don't get some funding if we should be buying some two by or one by sixes or one by eights and just go and tack it up so people won't fall through. Is there any place

132that this could be discussed if this is not the moment that >> that this is not the moment to talk about that because it's not in that's not covered in the >> fine >> that that would be more that be more on Sam's >> we'll have a section where we where Sam gets the the whole >> Thank you. >> want to get more chairs. So the the last the last line is computer network services. Uh these are the uh services we need to to maintain and uh and deliver internet and other computer services. Um there we are experiencing an inflationary increase in this area and so we're anticipating that uh to go up by 8.1%. >> Which is $13,000. >> 13,000. >> Yeah. Sometimes you have to be careful about looking at the 8.1 and

133see what that really is. >> And so overall for purchase services, it's a 13.7% increase. So it's a substantial increase in that area. >> But I think that the driver of inflation is partly responsible for that. Yes. In everything we've just talked about. >> Okay. So before you do your motion for adjournments, um just um so the next time that we are going to be hanging out together would be next Monday where we're going to continue on with our march through the budget. Um but I just also just want to make sure that people um are aware that the following Tuesday because Martin Luther King is on the Monday. The following Tuesday is our public hearing and a works a work session afterwards. And I um also suggested that we actually had a February um

1343rd meeting um in my email, but it's actually February 1st um where we're going to be meeting with the board of ed and the RTM um town council to kind of um as to really kind of begin to educate them, find out what they're what they're feeling in terms of financial stuff for the town, but also it's a good time for us to educate sit together, >> right? And that's might be a really good time for us to do the education of some of the stuff that we were talking about tonight to really kind of pay >> the charts and graphs like I think about that first section is it's a yellow section. >> Yeah. No, you're right. So, um I I just wanted to say thank you very much um folks and um it'll

135be nice to be spending this intensive month and a half with each other. I have a second. >> All those Any discussion? All those in favor, please say I. >> Abstain. Motion is carried. Bye, guys.