001back into session. We finished our executive session with no action to report. And to start our meeting, we will start with um our pledge of allegiance led by our exeicial student of the stands one nation indivisibley and justice for all. Please note the emergency exit location in the event of an emergency and leave in an orderly fashion. This is a smokefree and free school district. Smoking and vaping is not permitted in the building or anywhere in school grounds. This is a hatefree and bullyfree school district. Let me also say this is a business meeting of the board of education with the superintendent and any administration that is included. It is not a meeting with the public. The meeting is held in public so that the public can observe the meeting. That being said, any posters
002are not permitted in the meeting and they need to be put down on the floor in order for us to proceed. They need to be turned over because the work No, you will not you will not be interfering with the conduct of your turn. Turn it down. It says step down Santing the conduct of business. I will have to stop the meeting in order for the public to get under control. Now to Board consent agend. >> Thank you, President Hayes. The administration recommends approval of board consent items reflected in schedule C1 and C2. >> Is there a motion to approve items C1 and C2? A motion. Motion by trustee, second by trustee. Questions or discussion? Yes. >> Question on the motion on C2. Could we have either the business official or the attorney explain C2?
003>> We'll have Mr. Belmont explain C2. Who's going to take it? So, I was advising bond council. So, the business official should take it. >> Yeah. >> Well, we started out with this resolution for $12 million. Now, I see it escalated to 15 12 million, I'm sorry. 12 million. Now, it's 15 million. >> Could you take a microphone, please? It's a lengthy resolution, so >> that will um be part of the presentation later by the business office, >> but we're voting on it now. But what the resolution does, it effectively as we look at our um fiscal recovery plan and we're looking at the multiple years and working with bond counsel, we wanted to extend the borrowing from 12 million to 15 million to ensure that the district has sufficient revenues to cover whatever shortfalls
004may be uh there for the next two years in addition to it changes the date from June 30th of 26 to June 30th 27 and that those are the only two changes in that re resolution from the last time. >> So So in so in your opinion the likelihood of us of us being having the ability to pay it back is good. >> Yes. the district would have to pay it back and it would have to become part of your future budgets when the borrowing actually takes place >> in your professional opinion otherwise it wouldn't be before us. >> I'm sorry >> in your professional opinion otherwise it wouldn't be before us. >> That is correct. >> Thank you. >> Sorry Mr. Belmont if I could ask two followup. This as the other resolution does
005not say that you are borrowing that amount. It authorizes us the ability to do so. >> Yes. A as the district is working not only on the current fiscal year but also on day 26 27 we are making cost reductions as we go along and when the need comes to borrow we will borrow what's needed for that particular year. Um I can say that at this point in time for the 25 26 year um most of our projections are in and we have a cumulative deficit of about 8.1 million. So we do need that um that latitude as we navigate this uh in going forward. But to your point, yes, we will only be borrowing what we need. This is just the authority to give us the uh the runway if you will to borrow
006up to that amount of money. We cannot exceed exceed that money. Um and more importantly, even though the board passes this resolution, if the state does not pass the special legislation, we have nothing to borrow. And in fact, in the event that we do borrow a the resolution also require paid back no later than 2031 year. Correct. Um usually those type of borrowings can go out up to 10 to 15 years. Um but the district is looking at a very shorter payback period. unanimously approved. Now we have superintendent Good evening everyone. Begin. I'd be remiss if I didn't say this again, but I want to begin by acknowledging uh the very real toll that these decisions are having in so many people across our community, our students, our staff, our families. Everyone is feeling it
007in different ways. I hear the frustration, the anger, the sadness. And while it's not always easy to hear, much of it is grounded in truth. I want you to know that I respect that and that I carry that with me to work every single day. I also want to take a moment to recognize our students, their advocacy, their voices, and their willingness to stand up for what they believe. That speaks volumes about who they are and what this district has helped to helped shape them in them. We should be proud of that. At the same time, it's our responsibility as a district to ensure that advocacy happens in a way that's safe, respectful, and aligns with our code of conduct. We can and we must hold space for student voices while also maintaining a safe
008and orderly environment for everyone. And I want to thank our student council and our students for adhering to that and to providing your advocacy in a respectful manner. Your voices were heard. What I want to present to you what these slides represent are not a set of choices we want to make. It's a set of decisions that we have to make. As outlined here, we're working to eliminate a significant operating deficit, stabil and stabilize the district's financial position in a way that's both responsible and sustainable. That means making decisions now to reduce our reliance on deficit financing because continuing down that path only increases long-term financial risk and put future budgets and future students at greater risk. We're also being very intentional about minimizing future debt obligations. Every dollar that goes toward debt repayment is
009a dollar that is not going to our classrooms. Our goal is to protect the student experience as much as possible and that means keeping our resources where they matter most. At the same time, we have to confront the reality of declining enrollment. Right sizing the district is not about reducing opportunity. It's about allowing aligning our staffing and resources with the number of students we serve while maintaining the integrity of our programs. And finally on this SL slide, we can't ignore the continued rise in costs in key areas like special education, employee health care, and transportation. These are not optional expenses. They're necessary, and they continue to grow at a rate that outpaces our revenue. None of this is easy, but it is again necessary. But ultimately, the work is about protecting long-term stability on of
010the district and preserving the experiences our students rely on every single day. Cannot be emphasized. >> Thank you. Thank you. cannot be emphasized enough that we acknowledge again the human impact of what we're discussing. These aren't just numbers or positions. These are people, relationships, contributions that have shaped the district for years. We value our teachers. We value the work they do every single day, the connections they build with students, and the stability they provide in our classrooms. This has not been lost in any of these decisions, and it will never be. At the same time, as reflected in this slide, our responsibility is not only to restore the financial stability of the district, but to do so by preserving our academic programs to the greatest extent possible. And that is the mission driving this work.
011I want to be clear, what is being proposed is not about dismantling what we offer students. Even with the reductions in front of us, we're maintaining our core academic programs, continuing to offer meaningful extracurricular activi opportunities, and ensuring that students will still have choice in their educational experience. Class size will remain within reasonable range, and that is intentional because the goal is not just to balance the budget. It's to get the district financially stable while protecting the student experience. It's also important to understand what happens if we don't take action. As outlined on this slide, the alternatives are far more severe. A contingency budget or potential receiverhip will result in significant deeper cuts, loss of programs, athletics, extracurricular activities and far more substantial staffing reductions. Those are not hypothetical outcomes. There are real consequences and
012they would have a far greater impact on our students and this community than the decisions we're proposing tonight. Finally, it's important to understand that this is not solely about staff reductions. We're looking at this work comprehensively. That includes an examining of our administrative structures and identifying additional reductions and realignments were appropriate, but doing so carefully in a way that does not jeopardize the district's ability to function effectively, meet legal requirements, or support our schools, including preserving the gains we've made academically. In addition, we're exploring other areas of potential reductions and efficiencies, including consolidating transportation where possible, reducing some extracurricular activities while still preserving student choice, being thoughtful on how we fund field trips, and reducing the discretionary spending wherever we can. It's important to know that approximately only 18% 18% of our overall budget is
013discretionary with only 5 to 8% truly adjustable. This is about making responsible balanced decisions, not reactive ones. And all of this is the part of a broad fiscal recovery plan. At a high level, that plan is focused on stabilizing the district through a multi-year approach, responsibly managing the deficit, improving cash flow so that we're less reliant on short-term borrowing, and continuing to advocate for additional state support. I want to take a moment to express my appreciation to our partners at the state level. Senator Murray, Senator Mayor, Assembly Vendano, Assemblywoman Cassay, the governor's office, the state education department, Commissioner Betty Rosa, the controllers's office, and Nison for their engagement, their guidance, and their continued support as we work through this process. At the same time, we're implementing internal measures, reducing expenditures, increasing efficiencies, and strengthening long-term
014financial planning so that if we're not in this position again, when you look at this slide, it represents more than just reductions. It represents a deliberate effort to restore stability while protecting what matters most, our classrooms, our programs, and ultimately our students. I want to finally take a moment to express my sincere appreciation to so many people who have shown up during this incredibly challenging time. To our entire staff, thank you for the work you do every day to support our students. It does not go unnoticed. To our students and community members, I appreciate your advocacy and your willingness to use your voice. To our board of education, I recognize the weight of the decisions before you in the incredibly difficult position you're in. To my cabinet, I want to thank you for the countless
015hours of thoughtful, steady work as we navigate this together. And finally, to Mr. Belmont, who's come to our community and dedicated an extraordinary amount of time and effort to help us develop a corrective action plan focused on preserving all that we value in this district and community. None of this is easy, but it is necessary, and it's being done with a clear focus on preserving the future of the district. Those conclude my statements and I'd be remiss not because I take granted the seriousness of what we're talking about, but to share again some of the great things our students do. not to deflect but to celebrate our students, our athletes, our staff members that provided a great college career fair at the high school, a STEM night at uh Brook Haven Elementary School, our culinary
016students who did their thing to provide nourishment for all our college rep, career reps, our robotics club at uh the middle school, um our first responders who came to Crits to help uh educate our students about first responders and their responsibilities. our jazz band who took a trip off to Albany and represented our district well. All the students who performed at Esamia division uh three competitions, uh Belort Middle School for the wonderful curriculum fair they hosted and of course all of our student athletes who are starting to begin spring sports. I want to give you all a shout out and all the staff members that help these things happen and why these are all the things we're trying to preserve. And finally, I want to say that coming soon, we are going to hold three
017additional budget forums. These are opportunities for the public to come in and ask questions. The first move of which will be held soon after our workshop meeting on April 1st. That's this coming Wednesday, April 15th, which is a week before the budget pass uh is presented in its final form to the uh board of education. April 29th, after the budget is adopted, and we'll be announcing additional road shows as time progresses. I also want to say that please encourage our community members to come out and see Moana at the middle school this coming weekend. Looking forward to that. And again, not to make light of the situation, but I have to give a shout out to Principal Clark who will be the grand marshal at the same time. The parade starts at 11. Um, it's
018going to be a great time celebrating Irish culture and celebrating a fantastic principal at Principal Park. Again, you can keep in touch with everything that's been happening by visiting our website, selecting the menu, selecting our district link, and our financial information and updates are all posted there. All of our budget presentations are posted there and want to thank the board of education for continued commitment to the South Country community. Thank you. Hello. Point of order here that the public will not be speaking to any one at this table unless they've got a card and are making comments during the public commentary. I will remind you that any out of order will be reprimanded. It may require stopping the meeting in order for us to to proceed. I assume I will not have to be making
019this statement again. Um, I don't really have much to say today right now in regards to what's going on. I do want to just acknowledge the um STEM night. I did have a chance to go down to Haven Elementary. Um again, great job. Teachers keep showing up today. Another amazing event. I hope my children had a chance to attend. Um well received and another opportunity for you guys to do what you're doing and showing up every day. So I thank you again for that event and we have a couple more. I'm excited for the hopefully Moana show coming up as well. Um I the one incident one event that drew my attention over the last couple weeks was the student walk out. As I said on some public uh social media postings, I'm not taking
020a public position about good, bad, or ugly. I commend the students for speaking out. One of the students said to me, sort of apologized to me about what they were going to say tonight. Do not apologize if it's what you believe. Stand up. And I also tell you, be prepared to have to convince people in this room one person at a time. Just because someone says no doesn't mean you're wrong. Keep going. Thank you, Madam President. Um, okay. I attended the STEM fair at the Brook Haven Elementary this week and I was um I was really so proud of the teachers in the room. Those teachers who knew they were on the excess list who were still there, showed up with a smile on their face, entertaining their their children and really really making us
021proud. I was I was so proud of you. I can't say enough of uh just how professional you were in spite of all the odds and I want you to know that it didn't go unnoticed. I also um were proud of the parents in the room who came up to me to speak to me about the situation in our community and um how freely they spoke of of their feelings with the school district and and what they felt and how strongly they supported you the teachers. um you have a lot of support out there and I want you to know that they were overwhelmed with just how well you do your job and how safe they feel with you and their children in those classrooms and it was a great event. Um everything that happens
022at Brook Haven is a great event. Uh and that that room that gymnasium was no exception that night. So hats off to everybody who was in that room that night. Um, I also want to speak uh to the fact that those people who are reaching out to us either with phone calls or letters, there was one letter in particular that came to the board of education um of a teacher who knows her job is on the chopping block and wrote to us not on her behalf but on behalf of the program that she is a part of. And I was just so proud of that she never once spoke about the trials and tribulations of her devastation if she were to lose her job, but the devastating effects that it will have on students, on
023the program, and overall to the to the devastation that it'll have in the in the district. And I hope that her advocacy is heard. I um I also want to speak to the 32 members who were waiting to see if the list was going to appear after the unfortunate way that you were pulled out of your classrooms when you were uh being when you were given the access list. Uh a number of parents called me upset because their children came home upset over watching how you were given those access letters. And while the board has no control over how management does give you that that uh that information. We shared in the um in feeling upset on how it was done. And so uh when the list finally came out, that first mail list finally
024came out last night um with those 32 names on it and then this morning it was pulled off. Many people had false hope that they thought something had happened and maybe there was good news. Um, and I apologize to those who got me these messages. And I don't know that it's good news or not, but I know that there are members on the board who are trying their darnest to offer alternatives to try to demonstrate that there's going to be shared pain. And I haven't seen it yet. I haven't seen management come back to say, "Okay, we're going to look to clean our own house as well. I can tell you that people have been reaching out to me. Teachers, staff members have been reaching out to say, "Here's here's a place that perhaps we
025could institute an efficiency. here's another place that is underutilized. Maybe we can look at efficiency here. And so I'm sending those suggestions off to the board president and to the superintendent. And I hope those suggestions are going to be heard. Um, and will there be disagreements on the board? Yeah, there will be because not all of them are palatable and not all of them are going to be tasteful, but we have to look at everything. And I'm disappointed that even tonight, those of you here who were prepared and ready to look for other jobs, maybe you don't know what to do now. And I apologize to you and to your your um to your labor organization that you don't know where to go. So, we'll get there. I hope we'll get there. But I it's
026it's reminiscent of this this personnel list is reminiscent and the and the uh administration of trying to nail jello to a wall that we can't get it we can't get a definitive answer until we get the definitive answer and I'm sorry that it's taking so long. So, um, so for tonight tonight and especially since I didn't vote for when it happened and the raises that happened in June and May of of 2025 were given out before ver they were verified. We had the money and we didn't. I'm calling at a minimum that they get rolled back. Good evening. I just quickly want to commend the students and community members who are here today. Your advocacy is important. It's why I'm here and the reason why I even want wanted to be here in the first
027place and that's not lost on me. With that being said, I also wanted to clarify something important and it's something that we talked about as a board tonight that this is not a budget presentation, a final budget presentation. It is a budget presentation. The administration is continuing to review the budget carefully and is working with the board to take and to take the community feedback and really take it into consideration. I've spoken with many of you and I thank you for that and I encourage you to keep giving your input. It's important. It's an ongoing process and your input and your voice matters. We're committed to making these discussions happen so we can thoughtfully evaluate the these decisions ahead. Thank you very much. Good evening. As the student exeicio representative, I'm speaking tonight not just
028as a representative, but as a student who is seeing the effects of the decisions that are being made. Usually this time of year, seniors are talking about light-hearted things like prom dress colors and our plans for the summer. But instead, we are talking about budget cuts, the loss of our favorite teachers, and what our district will look like after we leave it. From my point of view, there is a real sense of fear and uncertainty from our students in our school. Students are worried about losing teachers that have shaped them from to who we are and classes and programs that inspired them and gave them a reason to come to school every day. Sitting here tonight, I can see many of my teachers in the room who have shaped me into who I am today.
029Ones that have challenged me, supported me, and always believed in me. It's hard to put into words what it feels like knowing that people who have such a lasting impact on students lives could be affected by these decisions. For many students, school is more than academics. It's an outlet to find our passion and a sense of belonging. For some, it's a safe place where they know they can feel loved and cared for. I know this personally. Throughout my time at the South Country Central School District, I've been involved in sports, student government, theater, and many different clubs that help me figure out who I am and where I see myself in the future. Without the opportunities granted to me, I wouldn't be the same person I am today. Students have not stayed quiet about their
030feelings lately. The action of the walkout shows civic engagement that our teachers have instilled inside of us. We have been taught how to speak up for ourselves and partake in our community. This is not about defiance. It's about care. Care for our education, our teachers, and the future of our district. I know these decisions do not come easy, but I please ask to keep the students in mind when making them. Every student deserves the same opportunities that shape me. I found out who I am through the love and support these programs and teachers have shown in our district. Please make sure future students don't lose these opportunities as well. Heat. Heat. Tonight we're following our regular protocol and our business meeting agendas and It's going to include regular order with regard to public commentary. Um
031I we're following our regular protocol for our our business meeting and um but I want to point out that we individually and as a board hear you. We hear you by hearing you talk to us. We hear you um by letters that have been written to us waiting. And when I say we hear you, I mean teachers, students, taxpayers, and community members particularly with regard to the students. I want to comment about the student um protest in support of the education that they're receiving at South Country. And I think it's a testament to the civics education that is available to all of our students particularly at the high school. So I commend them for that. Um, we know that everybody in this room and everybody in the community has questions and the board has questions
032too and our questions will be answered as the budget process continues. This is only the beginning of it. It's an unfortunate and gutwrenching situation to have to deal with and in particular when we're talking about staff members who have mattered very much to our our education community. So, as the budget process continues, our superintendent is charged with providing the information that we need to move forward. And we're we intend to move forward to eliminate that deficit, to determine the right sizing of staffing, to preserve programs for students, to plan for the needs of our students and the use of our buildings. in the future and throughout this to be mindful of our taxpayers especially in this year when the tax cap is 6.51% and that is completely without regard to the deficit situation that we're
033in. This is a result solely of the eightoint New York State formula that must be applied each year for each individual school district. These are hard decisions to be made in order to accomplish these goals. There will be an opportunity for you to ask questions at the upcoming public forum on April 1, which will take place immediately following our business meeting. And you may also submit a written question to the district's frequently asked question site. >> You want to answer that? I I have made at least three comments about outbursts and they will have truthful. >> You need to stop >> be honest. >> Just quickly want to there is a link to submit budget questions. Two questions have been submitted and they've been answered in FAQ. >> You did not answer my question about
034IMG. Has Nancy ever done a school district audit in New York City? And when I went to the controller, their answer was no. But you can't put that on the website because you told me at a budget advisory committee, you don't know either. So stop lying to a room full of people, many of whom are losing their jobs. The question was whether or not >> talking to the microphone. >> Yeah. So, so the board basically IMD was commissioned by the school board and not by the school administration. So, I'm literally unable to answer the question. So, it's not a budget questions. So all of our budget questions have been answered in an FAQ with the exception of the scope of IMD's work in the past. warning in the conversation. That's my question. >> I'm not
035asking you. I'm asking if there's if he says it wrong, then you can chime in. >> Nothing gets done cuz you don't sound talking. >> He's saying a lot of things wrong. >> You weren't here last time at all. >> Question I believe was whether or not the forensic auditing firm has engaged in financial audit of schools >> in New York. in New York City was commissioned by this very district within the last five years. >> He's very quiet. >> Does that answer the question? >> They they they audited a specific issue. If that I don't know what your question is. I'm trying to answer best I am. I don't know if they might. I don't know the answer to that. But if your question is has ever done any work in school districts, the
036answer is yes. They have done it in this district which is why they >> I just answered it for you. Thank you. Thank you. >> Now we're going to public commentary. Before you get started, this point of personal privilege, it's freezing. We have maintenance. quite well. All right. So, everything is up. The regularly scheduled South Country Central School District Board of Education meetings are listed on the district's calendar and usually held on the first and third Wednesdays of the month. The board encourages comments on agenda and non-aggenda items alike, but sets certain guidelines for that discussion. A school community member who wishes to speak must complete a comment card found in the with our clerk and uh given to the clerk. Comments for each speaker are limited to three minutes. There will be no sharing
037of minutes. Public sessions are limited to 30 minutes and continue as long as they're conducted in an orderly fashion. All questions must be directed to the board of education and be relevant to school district matters. comments from the audience and in the agenda item will be heard um after the communication and announcement section which we've just completed. Comments from the audience and any non-aggenda item will be heard after all board agenda items are completed. The board may recognize a speaker for no more than twice on the same topic. Um, and neither the board of education nor the superintendent will entertain in public comments relating to a personal matter, personnel matter, or individual students. Please be aware that both staff and student privacy are protected under the law. If you have a personnel concern or an
038issue regarding a staff member or student, please contact the superintendent at schools at 631730. I anticip I anticipate that we have more speakers than can be accommodated in the first half hour. or even in the second half hour. And I anticipate that there will be a motion by a board member to enlarge the time um on the second half hour. But I would like to start by taking out of order uh the cards for any student speaker. I'm going to remind you this is not an audience participation meeting. I I'm asking the students who gave cards, could you come sit in the front row so we can have you step up? Um Before we call up our first student speaker, I want to reiterate that after Our next meeting, April 1, there will be a
039community forum so that questions can be asked by community members. >> That's asking you to please stop the outburst so that we can tell you about a holy holiday. It's a holy >> Let her finish the question. >> April 1st is Passover. That's not okay. It's like having it on Christmas. That's good. >> 15 and 29. It has to be accessible to the entire public. We will consider that. >> Thank you for the >> All right, we've met our students. I'm not sure which card applies to each of >> Madam President, just point of order. >> Yes. Uh I have a given those students that are in front of us and given that the limitations as we've discussed I'd have an application at this time for the student questions to expand the time which is
040available to them beyond the 30 minutes so that those students who are present may offer their voice modify that for the students. I I think I see up and down the table. Yes. So, um >> no to pass over. >> Who wants to start? I'm going to do it. All right. Please, if you if you would if you would like to start, you can go to the microphone so that we can hear you. Good evening, South County Community Board of Education. My name is Nora and I'm a third grade student at Brook Elementary School. I am here to talk about my experience at Brookman and why my what my teachers mean to me. In kindergarten, Miss helped me build my love for school and always made me feel important. In first grade, Miss Wicens helped
041me grow my love for reading and even me. I even made it into her class. She in second grade. I was lucky to have two teachers. They are amazing. They always work together to make us feel special and always helped us when we face challenge. Now I'm third grade and my teacher is Miss Carus. She's more than funny and makes coming to school the best part of our day. She she creates a classroom where we are encouraged to do our best and most importantly she gives us candy bowl. And for the teachers of all hardworking South Country teachers, I just want to say thank you for doing it. My name is Oliver setup and I am a second grade student at Brook Haven Elementary School. I want to talk to my future teachers to teach
042teachers in South Country School District. My dad always tells tells us amazing stories about his teachers when he was a Clipper and I can't wait to have those same kinds of experiences. He also tells us about fun times at Frost Valley and trips to Washington DC and all the great memories he made with his friends and teachers while playing sports. Hearing these stories makes me excited and hopeful that one day I will get to have the same experiences. But how can I make those memories if those opportunities are no longer there? When teachers lose their jobs and programs are cut, it doesn't just affect them. It affects students like me. It takes away chances for us to learn and grow and make special memories. I know I matter because my teachers tell me I matter.
043But does my future matter to you? We are Thank you to all the teachers past, present and future who help us students like me every day. speakers come up here so we can get your name. You need to record your name for speaking. I'm not sure which Please make sure we get your name so that we can have it recorded in the minutes. Um, next speaker. Good evening to the all board members who are here and to all of you. My name is Brian Deleg and I'm a current junior here at Belport Senior High School. And just how I asked this question to all the students as a speaker from the walk out successful walk out that we had. I ask this to you and I asking in front of you. Will we get the
044same education education quality that we got from this year or next year? Because how can the district claim in your website to prioritize students, prioritize their future while at the same time you are doing these stuff that as a matter of fact will not help us but will affect us in a very negative way. And that's why I am here along with these students who are here disappointed and demand that you consider us and always prioritize uses for the future. Your decisions has motivated me along with so many peers to create a petition movement for such great teachers with and with more than 200 settings that I'm holding right here in my right hand to care for our teachers. We can't teach and that what you're doing is impacting us. And in this example, it
045includes my beloved science teacher who even this week, even though he knew he was going to be cut, still stayed after school with me for 30 minutes to try to help me prepare for my science exam. And who said, I quote, "Even though this is happening, I still want you to succeed." And that honestly broke my heart. And let me remind you once again that these are the type of teachers that you are cutting unfortunately. So in the end I ask you that every single time you make decisions like these you ask yourselves will how will this affect students in the future? How will this affect teachers? not only the ones who are right here but who work for throughout the whole district. How will it affect them and their lives? And in the end,
046how will it also affect parents who will not worry whether their kids are getting the best education quality as possible? >> Because in the end, a school system that does not listen to its students is missing the people it exists to serve. Thank you very much. Good evening, South Central School Dist and I'm a graduating senior this year. For the past four years, I've had numerous opportunities in sports and extracurriculars which the future Belort might not get. I'm standing before you tonight in honor of my teachers, some of which might not have jobs next year due to a mismanaged budgeting error at the highest level of our country. >> I'm here to represent the future student body of South Country out of concern for my little sister and her peers who will not have as
047many opportunities to learn from great teachers in the English department like Miss Johnson and Miss Story. And in the social studies department, teachers like Mr. Green. It's hard to believe that the leadership here prides themselves on the idea of Clipper Pride, yet fails to take the accountability. This is a special district where no student or teacher has it easy when it comes to education. Many students struggle, and those standout teachers often uplift and put forth their best efforts to make sure we succeed. I have spent lots of time and extra help over the past four years in hopes of boosting my grades and to better prepare myself for the future. Students and teachers alike are doing their best. And what are you guys doing? If we got rid of half of our incompetent leadership team,
048those funds would be dispersed to 15 teacher salaries. Teachers are working hard day in and day out to ensure us the best education possible. And the best solution you guys could come up with was let's access them. Mr. Santana, you have had a year to go over this budget. And as we are all well aware, many staff members have already lost their jobs here. Teachers show up to these buildings every day to give us their best. My question to you is, what have you been doing other than taking selfies? IN THE REAL WORLD, YOU WILL rarely get a second chance to write your past actions or lack thereof. Your leadership at best is questionable. Your incompetence is apparent, and quite frankly, it's disappointing. Your integrity is debatable, and you lack the vision to keep teachers
049who run this district. Your plan is to let go of the teachers doing the hard work, which is absurd. How do you, your superintendent of business and personnel, call yourselves academic leaders? This district mascot is the Clipper, but recently it feels more like the Titanic. A lot of people say that nobody goes into public education to get rich. So why is our ineffective central office getting salary raises? How do you justify your raise in a district that is already underwater? >> Most people are reward rewarded for their hard work. And unfortunately, this district failed both you and your families. Nobody deserves to lose their job, especially over someone else not doing theirs. Thank you, Miss Hoffman, for preparing me tonight with public speaking skills. And since you guys are cutting French, first we Thank you.
050Good afternoon. My name is Sashka and I'm a junior. I understand that the French program is on the line for major cuts. To me, French as a class is more than just work and learning. Through French, I bond, grow, and able to communicate with people I never thought I could before. My sister, a freshman, is also taking French, and it's given us something real to connect over. Learning about another culture, especially alongside friends and loved ones, is an enriching experience that every kid deserves access to. Immersing ourselves in French culture throughout high school, has become one of our favorite things to do together. Sometimes we come home and talk about what we've learned that day. It brings out new feelings and conversations that did not exist before. When I heard French was being offered at
051the middle school for the first time, I was ecstatic because this isn't just a class. It's a window of opportunities for me. French is spoken across America and throughout the world. And giving students the tools to engage with that is really valuable. But what I what makes this problem but what makes this program is special is Dr. K. In this class, I've learned things I couldn't find anywhere else in this building. the history of your side, the origins of opera and ballet in France, the religious conflicts that shaped French society, and a deeper look at the French Revolution than any other history class would teach you. Dr. Kate doesn't just teach the language. She teaches European history, culture, and historical figures across multiple neighboring countries of France. Cutting this program doesn't just remove a class.
052It removes opportunities for the future students. The Fort Branch program should stay not just because we love it, but because it builds bonds, broadens experience, and creates friendships that wouldn't exist otherwise. Culture and diversity in our school is what makes our school special. Please consider the friendship program when you make your decisions. Good afternoon, board of education. Me and my student Oh, my name is Kofi Odicon. Me and my fellow students have helped create these beautiful letters to support our teachers who are being cut. I want the kids after me to have the same amazing experience that I did in fourth and fifth grade. And my kindergarten teacher is also getting cut. She helped build everything in me from zero. I don't even know about spaces, but she helped me make those achievements possible. I
053don't want them to get cuties. I want other students, I want other people to have the same experience I did and to learn the same amount as I did so that they become very successful. And I think these teachers can do that. But if they're not here, how will they? >> I feel like the children in this district are very smart. They have very they have a lot of fitted talents and the teachers are the only ones who can figure that out. They're the ones who look inside of these kids and find the reason they're here, the reason they're learning, the reason what they want to do in life, what they're what they want to achieve. Even if they don't know it themselves, the teachers will figure it out and help them. The school needs
054all the teachers. Every single one of them. The ones on the chopping block, the ones who might get chopped later. Every teacher. >> We We don't know all the facts, but we know that we need the teachers. >> Yes. Every program in this school district is not possible without every teacher. They're amazing and they really they delve into the greatest things in the kids. They find it. I don't know how, but they do it. And that proves that even if they have their jobs cut, they're still going to be in our memories. But will they be for the other kids? They're in my memories. They've helped me, but will they help the rest? I just think that they shouldn't be cut. They deserve to allow other teachers. The other kids deserve to have these teachers.
055Everybody deserves to have a good experience in school because school is where they learn everything. If they don't have school, what will they do? What will everything be? Think about it. Woo! Good evening everyone. My name is Marjgeria Sanchez and I'm a freshman at Belport High School. I know a lot of people are here tonight to talk about how these cuts are unfair and how they affect them personally and I agree with them. Those concerns matter, but I want to look at this a little differently. Right now, only 53% of students at Buffalo High School are proficient in reading and only 39% are proficient in math. Those numbers show how we are already at have a negative stand in education. I understand that the district is in a difficult financial situation and that there is
056a debt that needs to be addressed. But I don't understand why one of the main solution is to cut so many teachers and reduce opportunities for students, including programs like life skills that support students who depend on school the most instead of seriously looking at other options. When you cut teachers, class sizes increase. Students get less individual support. And in a district that is already struggling, that leads to more students falling behind instead of catching up. This affects every student by limiting opportunities and support. And it puts even more pressure on students who need additional resources to succeed and ruining the others chances. Education is not just another expense to be reduced. It is the foundation of what this board of education is responsible for and what the district is made of. And right now
057it seems that that foundation is being treated as something that can be compromised. I also want to acknowledge the leadership behind these decisions. I understand that not all of this started with the current board and that an already difficult situation was being stepped into, but leadership is defined by the choices you make in moments like this. The district is not promoting or the teaching source of our civic engagement. The district is the catalyst of forcing us to speak up for what is the standard. 18% of your discretionary spending is $26.49 million out of the money that could be supporting us students and teachers. Also, I couldn't have gotten to that number without my math teacher teaching me how to. >> So, my question is this. If cutting teachers and programs is the decision being approved,
058what other options were seriously considered? And why were they not chosen instead? if you really wanted to protect the student experience because from what we're standing as students, from where we're standing as students, this feels like a choice being made and our education is so important and should not be the thing that gets compromised. Thank you. Good evening. Good evening everyone. My name is Devon Denwitz. Tonight I come as a student, a freshman of Belart High School concerned about the state of our district. I'm concerned about how teachers are getting cut, sports and extracurriculars are getting cut and students are being punished. However, administrators are taking raises and not taking accountability. I bring to your attention that teachers have families at home they need to care for. They have bills, insurance, mortgages to pay and
059children to feed. Taking their jobs away is taking away their ability to afford the cost of living. Teachers have impacted many students lives including my own in many ways and some students depend on them for everyday life. There are some teachers who have made drastic impacts on my life and I couldn't imagine life without them. Many students have teachers who are their trusted adults, and losing them will cause negative impacts on more than one person. Now, for sports and extracurriculars, I've been playing volleyball since fifth grade, and I've always had a love for the sport. This past year, I was on Bport High School's JV team, and I made so many friends and made memories that I will carry with me forever. I have played lacrosse for three years now. This year, I'm on the
060high school's varsity lacrosse team as a freshman. I am also the secretary of the class of 2029, a member of the student council, a member of food choir and band. I have made so many friends and met so many people from many diverse backgrounds and the fact that I might be losing these importance of my life is devastating. I have two younger brothers in the district who are in UPK and kindergarten. I want them to be able to have the same opportunities as I had growing up. I don't want to have to sit at the dinner table at night and hear them ask why there's no library anymore. I want them to succeed and have the education that they deserve. Right now, school is not a place I desire being. I find it interesting how
061we're cutting teachers to spend less money, but our superintendent is taking a risk. I am highly disappointed in the board, but mostly in our superintendent, Mr. Santana. Mr. Santana, you have not let us down as a drift district, but as a community. As a teacher who has had a huge impact on my life, Mr. Mackoy once said, "You need to take accountability for your actions." So, let's honor that. I hope hearing this from a current student opens your mind and helps the situation and the lives of the choices you're affect come into perspective. Thank you. Good evening. My name is Naomi Schindler Schul and I am a freshman at Belport High School. I am here tonight to speak about how the budget cuts being made are affecting the students, the community, all the teachers, and
062the people who work in this district. It upsets me to no end how the board of education is handling these budget issues that the district is facing. Last year, 33 teachers were excessed from their jobs. This year, it'll be another 43. I have been a part of the dual language program since I was in kindergarten. Every year, I saw new teachers getting hired as the school prepared for my class, and I'm so grateful for every teacher I've ever had. I understand that some of my old teachers are on this list. That means that the dual language program is getting cut very significantly. In my experience, many students, myself included, have no incentive other than their teachers to come to school. Teachers dedicate their lives to showing students how to be productive members of society every
063day. They work incredibly hard to build meaningful connections that are with us and to try to make a difference in our very lives. It is undeniable that kids are hard work to take care of. It takes a superhero to maintain a positive outlook during this financial crisis. I was one of those kids who only went to school last year for their teachers. I was having a very hard time. My teachers made their room safe spaces which I found essential, especially my English teacher. I faced some very anti-semitic comments during our debate unit and my teacher immediately put a stop to it and let me leave the classroom. My teacher gave the class a talk and then came to talk to me and make sure I was okay. She knew that this wasn't the first time
064that this had happened and that it affected me immensely. This incident is one I will never forget. Last year that same teacher was told she may be excessed. As it happens, she is facing this very verdict yet again. This teacher told me that if she does get excessed, she won't return to teaching. There are a lot of other teachers who are facing the verdict and in some cases won't be going back to teaching. No one else will get to experience the impact of these teachers. Therefore, I stand here and I ask you, what is the future of our school district? Please find another way. think about what we can do and make an informed decision. Teacher elimination should be the last resort. We are at the age where we need guidance and leadership. These teachers
065are our guides. Thank you for your time. My next speaker Hi, my name is Leah Velasquez and I'm a senior at Belark High School. And I'm not here necessarily to just talk about the budget situation itself. I'm here to talk about what this budget situation has made us feel. It feels like the people making these decisions don't fully see us. We come to school every day trying our best, balancing classes, sports, and everything else that comes with being a student. And the one thing we should always be able to count on is our education, our teachers, our support system. And right now, that's being taken away. These aren't just numbers on a spreadsheet. These are real people. These are the teachers who stay after school to help us when we don't understand something, who support
066us when we're overwhelmed, who make the school feel like somewhere we actually belong. And I want to make this personal for a second because a few of my favorite teachers are leaving because of this. Teachers who have made a real difference in my life. Teachers who didn't just teach, they cared. They didn't create this problem, but they're the ones being forced out. And we're the ones who have to sit in the classrooms knowing that the people who help shape shape us might not be here next year. And as a senior, people might think might not think that this affects me or others like they are leaving anyway, but it does because it's hard knowing that when I leave the school, some of the teachers who help me get here are leaving, too. Not because they
067want to, because they're being pushed out. That's not how it should be. It's not fair to them, and it's not fair for the students coming after us who deserve the same support and opportunities that we have. How do I tell my younger sister, the teachers who I rave about, will no longer be here for her? You tell us that students come first, but right now it doesn't be like that. Because if students really came first, the people who support us the most would not be the first to go. If mistakes are made, then we deserve honesty and transparency. We deserve accountability, not silence, not excuses. And to Mr. Santana, to say our voices matter, but then give us students and unexcused actions for the workout. You're standing here because you care about our teachers, about
068our education, and about the future of the school. We're asking you to actually see us, to listen to us, and to do better because this isn't just about a budget anymore. This is about people. This is about our school. So, we will remember the teachers who are who stood by us, and we will remember the decisions that took them away. Thank you. Tony, try to look at the people who are speaking. >> Thank you. Um, my name is Gabriel Andre and I'm a senior here at Bel High School. Um, I'm not really the best speaker, so I'll try to speak as plain language as possible. Um, I'm afraid that the quality of education here at Preport um will take a nose dive once these cuts are put into place. Um, no department will suffer no
069suffer because of these cuts. Um I would like I would like to first mention the French curriculum here at Velport. Um a series of poor decisions have left uh the French department state and now they and remove the French program completely from uh the whole district. Um the French program and its um associated club has been one of the greatest experiences I've had in my in my uh high school career. It's given me so many friends, so many new skills that I couldn't have I would have gotten anywhere else. And I think that the loss of the program will really be a detriment. Um, what the cutting of this program represents to me is a is a represents a bigger picture of the consequences that these cuts will have on the district. Um, education matters
070a great very great deal to me. Um and it's because of the teachers here that I found um what really what my life's purpose I think is going to be. Um two years ago my physics teach you brought me to this science competition. It's called Science Boy National Laboratory and it really sparked a passion of of just like STEM I and now that this year we didn't have even have the money to bring us to the the lab and I'm worried that that students like me that have four years after me won't have the same uh access to opportunities like I had. And this isn't limited to STEM just either. Just like just like like I said earlier, they're removing a whole language from the curriculum. Imagine a future translators, diplomats, writers, anthropologists who won't
071find their passion like I like I was able to just because the just because of the incompetency of people's death and the trend. This isn't a new thing. We've been bleeding money for how long now? Um to wrap up my statements, I'd like to impart a bit of wisdom again given to me by my science teacher. Um Newton's first law of motion tells us that an object at rest will remain at rest unless imparted unless acted upon by an outside force. And I think as a community, we cannot afford to remain at rest. I know students that set up walkouts who have collected petitions two more than 200 signatures trying to save our teachers. And even me personally, I'm writ I'm going to be writing letters to the board. And the the point is we
072can't remain at rest. We have to push for better education and make sure eventually the district recovers enough that you can effectively gain it. Um, all right. That's all. Thank you. Are there more students in the next row? Next up. >> Hello everyone. My name is Assai Torres and I'm a senior at Bport High School. Um, I've read this speech at the walk out that we had. So, I'm going to be reading it to you. So, hopefully it resonates with you guys. Um, okay. The dream begins most of the time with a teacher who believes in you, who tugs and pushes and leads you on to the next plateau, sometimes poking you with a sharp stick called truth. This was a quote by Dan Rather. I believe that teachers deserve so much more than what's
073given to them and what they are accredited for. From kindergarten until now, we have all encountered teachers who believed in us, offered us guidance, helped our voices be heard, and inspired us to make our dreams become a reality. For a number of us, they were the light that we needed to keep us going when times were difficult or for like me, provide a safe space when home wasn't always the best environment. We are lucky to have teachers who we can confide in and place our trust in. The truth is teachers aren't just people. They aren't just educators but they are the backbone of our schools and have a profound impact on the society as we know it today. It is because they are in direct contract contact with the future generation. A generation that will
074one day be in charge. Teachers are worthy of so much more recognition. They do so much more than just work to perfect their craft in education. But they have such a valuable impact on us which shapes us into the people we become. Education is a rigid system that sometimes feels impossible to change. Systems like these have been around for years and they have just worked. But that doesn't mean that they always are free of flaws. Each and every one of you in this room has a voice and you can use it to set motions of change. We are our generation's agents of change. We can change the systems that stand profoundly. And today we are working to fix the flaws in our particular system of education. The central office has not just filled our teachers
075with their budgeting errors but they have failed their students. And because of that we are highly disappointed. We demand change and we want competent leadership. I'm going to say that again. We want competent leadership. And this is a message to the teachers. We are standing here in solidarity with you to let you know that you are not alone. Though this time might feel tumultuous or even upsetting, your job is not done. Your work with the youth is not over. And you if you still have a passion for educating, I want you to know to keep going. Show your students that even when times are tough, you still have the ability to prevail. We are here for you. And I just want you guys to know that we love our teachers. Good evening. My name is
076Faith Wright and I am in my sophomore year at Fort Senior High School. I stand here to speak on the damaging effects that these staff cuts will have on students throughout our six schools. Our teachers who we spend a large portion of the day with for at least 180 days out of the year. Our teachers inspire us and they are continually shaping us upcoming members of society day by day. The French language program taught by the amazing Dr. K, who my sister and I love immensely, is the reason why I will be going to Europe with fellow students over spring break as an opportunity to learn. And the multicultural club led by Mr. Green puts on a beautiful performance showcasing African-American history each month of February. By decreasing staffing, which leads to the loss of
077valuable programs, you will be fac you will be raising the percentage of students in classrooms, limiting chances for students to learn about different cultures firsthand, and placing stress onto students and staff alike. If you looked around and you asked any student what teacher has impacted you this year or any year, you are almost guaranteed a response. How many of those impactful teachers and staff are on your list to be cut? By going through with cutting teachers in our programs, you are making a conscious statement that your faculty and student learning experience experiences are not important and your student futures are not as important as saving a few dollars. How are we as students supposed to have a future of excellence if there aren't enough if there aren't enough people to help us excel? How can
078you say we have a tradition of quality if the money for our district cannot even be managed properly? I urge you to look into other options and take accountability for your mismanagement instead of endangering our futures. Thank you so much. My name is Tlay Haynes and I am a sophomore at Milford Senior High School ambitions and dreams. This budget cut is not only affecting the school, it's affecting our teachers and students. My time here and back then have broke me down and built me up. I've had many teachers that gave me courage to keep me going even when I was at my worst. They me they make me better. I think about Miss Arnes, my teacher from elementary school who really started it all. I think about Miss Travis and her jokes and even my
079current teachers like Miss Miss Kellerman, Missy, and my math teacher, Miss Johnson, and Mr. Palushi. I hope it's clear that all involved refused to hire any central office employees. They're known for embezzling and giving themselves braces. Even teachers and students are aware and that's embarrassing. We started cutting. We've already started cutting electives for next year like public speaking debate. I haven't even got the chance to experience my extra rooms that I won't get until my junior year. At this point, the school will have nothing for our teachers and students to do the help for the school. The language classes of the language classes the school are hosting a trip to Europe. Did you know that even you have to pay $90 a month to keep your spot? Isn't that going all up to you? And
080even when you pay the whole total, it's so much more expensive. We des we deserve someone better and some people who know the the problem and should give it to someone who will actually make this district better. We have so much bad reputation that not even other theater art accounts. We post our theater promotions and that speaks so much volume. We need justice for our teachers and I rest my case. Hello. Um I'm a graduating senior and my name is Alana Cornilo. I've been at this school district for almost 13 years and my entire family has also been here. So now I feel I owe it to the community and the teachers to stand up for them the way they stand up for me. But I'm actually not here to show my love for the
081teachers because all the students here have already done that for me right now. I feel the need to address my voice to those who have failed us. And at the last board meeting, someone said that they would take responsibility and accountability for what has happened. I won't name them now because everyone knows who I'm talking about. I want to ask at you when you were talking to him. >> I want to ask how this is you taking accountability. How could you possibly say to the people here now that cutting over 40 teachers is you taking responsibility when you yourself are facing no backlash for your mistakes. When you when you're in a position such as yours where thousands of people are affected by your actions, you shouldn't be um No, you aren't allowed to make
082those mistakes. Let me be the one to remind you that a single teacher reaches a thousand people. And when you remove one teacher, you're affecting everything that could have been. I want to ask you now, and I hope you later ask yourself, is this really our best option? If there's one things that I've learned from my teachers is to use my voice. And last week at the walk out, hundreds of students exhibited theirs. Our voices won't be silenced, and we'll be continuing to fight for our teachers for as long as we have to. Thank you. Are there more student speakers? >> Okay. Um I'm asking the board um should we hold the others till the end of meeting. We have speakers. We have business to conclude. >> Great. I think that it would I think
083it would be good for us to proceed with the presentations. um I think that a lot of your comments um >> will be related to that. So at at this point we will go on to the next session um section of the agenda which is the uh budget presentation number five. Um, you'll be the last speaker in this segment, please. >> Thank you. My name is Patrick Brady, president of the Bellport Teachers Association. One, I do think it' be more appropriate to listen to all the comments before we go into the next. >> I will be brief. to our students. >> Thank you for advocating for us and we're going to advocate for you. It is important to know that as you love us, we love you and without you, we can't do this. So,
084we're fighting and we'll be fighting for you. And I hope the path look forward where we both are. Thank you. Any extension? Any extension of public commentary at this point of our agenda requires a motion and a second and a motion by trustee. >> Is is there a second? >> Come on, guys. The motion fails. We will motion seconded by Trust D. Calderon. Thank you. >> All in favor of extending the time at this time. >> I have two votes in favor. >> Serve the community. The community is here to speak. >> Everyone's in favor. Move along. >> I will remind the community. >> I know you want to speak. There'll be a further opportunity after we complete the board business. This is a meeting of the board. There is certainly business that must be
085completed. We had a motion, a second, a vote to in favor. Any opposed to extension at this point of the meeting knowing that we're holding more commentary at the end. Any opposed? So much for transparency. >> I'm sorry. I'm having trouble following. >> The motion fails. >> Is there a mo the motion? The right. She had the second. I called all in favor to I asked for all opposed. Apparently my voice is not carrying down there. >> Raise your hand. >> Are there any abstensions? >> I don't know how she >> Your voice is not marrying. We There was a motion in the second to approve extending public abortion. Two people voted in favor and I've asked for office any votes opposed to that. >> Okay. Did anybody vote? >> Yes. They're >> two. You
086know what you're doing? So, my suggestion is that we do this to your presentation so you guys can see what we're talking about so that you can ask questions on the presentation. >> Yeah, but you don't answer. There will be better opportunity to answer questions. Come on Zoom next time. Don't show up. >> Ladies and gentlemen, please be hold if everybody can hold down for a second. Listen, I am continually open and ask for additional time for everybody to speak from a practical end. I am agreeing with everybody. I will sit here and listen to the questions and go forward. But I beg you, not only will your might your question be answered by the presentation that's been made, but you might have additional questions based on the material that's given to you. Give it
087the opportunity to be heard first. You shouldn't be silenced, but we've people have asked for the information. Give them the opportunity to present the information. Your questions might be answered. And guess what? You might have more questions to follow up. So, as a practical piece, let them make the presentation and then ask your questions. We're not I'm not saying to limit your questions thereafter, but let them present the information. If your question gets answered, that's great. If it doesn't, you can still ask it. And based on that information, you may have more questions, which if they're opened up just now, you don't have the opportunity to ask. >> So, I think it's a win-win. Why not? Let them make those two take those opportunities. >> It's already online. >> Okay. >> We care about We
088are having a business meeting, not a public forum. >> We will be opening up We will be opening up comments at the conclusion of the business meeting. >> So, who voted no? Let's call up and start our presentation. >> Somebody go up to the mic and talk. We are we are conducting >> point of order please. Point of order. >> We are conducting a business meeting. >> We are now having a presentation. >> Thank you Mr. Huntsman. Thank you, President Hayes and the board of education. I appreciate the opportunity to present our staffing uh presentation for the 2627 school year. >> I just want to take a moment before we start to just acknowledge that obviously the South Country School District is currently facing significant fiscal challenges that require thoughtful strategic action. We recognize that
089these decisions, particularly those impacting staff, carry real and personal consequences for members of our school community. Our teachers and staff are the foundation of our district, and we deeply value their dedication, professionalism, and care for our students. At the same time, we have a responsibility to ensure the long-term stability and sustainability of the district. And this requires us to take necessary and at times difficult steps. What I want to go through tonight, I know there's a lot of information and at times misinformation out there. So what I want to try and attempt to do this evening is to pres present factual information in terms of where we are in our budget process and our plan for the 2627 school year. So, my hope tonight is to provide greater clarity regarding how the three-year fiscal recovery
090plan is currently impacting our staffing and has already done already. Uh, how declining enrollment affects our district staffing needs, what the impact on class size will be across all grade levels if we move forward with these staffing reductions, >> and how exactly we are working to preserve programs and student opportunities to the greatest extent possible. Ultimately, our goal is to ensure that all stakeholders clearly understand both the challenges we face and the rationale behind our decisions. As we look and think about our three-year fiscal recovery plan, it's important to understand that the district has already taken a number of steps as part of that plan. In January, the district moved forward with abolishing two administrative positions, two vacant teacher positions, two safety officer officer positions, and two vacant cse positions. What's important to note is
091that even after making these difficult choices, the district still has a projected shortfall for the 2526 school year of approximately $8 million. As we plan for the 2627 school year, the staffing plan the staffing plan outlined tonight still leaves us with $6.4 million of budget shortfall as we continue on our three-year fiscal recovery plan for the 26 27 school year. One of the factors in determining staffing, as Mr. Santana has mentioned is the impact of enrollment. The South Country Central School District enrollment has declined by 140 students from March of 2025 through March of 2026. That repres represents a 3.72% decrease during that time. >> It's also important to know that this continues to reflect a pattern of decreasing enrollment over time as well. as we were presenting last year we had 111 students and
092the year before that there were 33 students uh decline when you talk about student enrollment. >> I wonder why >> it's important to also understand that declining enrollment also negatively impacts our state aid and the overall district revenue >> because no one wants to be part of this district anymore. >> Throughout this presentation, we're going to be talking through the lens of FTE. So I want to make sure that everyone fully understands what it is that that means. fulltime employee. >> A full-time equivalent. An FTE represents a full-time equivalent or a full-time employee. >> An FTE is based on the number one. Uh FTEES can be denoted as decimals as follows. 5 FTE means that an employee works half the usual expectation of 2 is someone that works as a 20% of the usual expectation.
093as we build our staffing projections and put together our FTE for this evening, it's important to note that at times uh you may have a full-time staff member that's a.5 FTE at the middle school and a.5 FTE at the high school. That would still make them a 1.0 or a full-time employee. >> At the secondary level, we also from time to time do have staff members that are split amongst departments. So, for example, you may have someone who works as a point. Point4 ENL teacher and a 6 English language arts teacher. That would still be a 1.0 full-time equivalent. >> No way. >> Mr. Could you take could you take a deep breath here? I'm going to caution the audience that the outbursts are interfering with the presentation that's being presented to the board. Let
094me remind you that that has to stop. It's interfering with the business of the board at this point. >> Thank you, Miss. So as we look at our at our first category which is central office at this time that does remain flat. Uh we do have a vacant position for our senior account position and at this time the district is exploring alternative titles for this vacant position to better support the needs of our business office team. just >> looking at our staff analysis for administration and support. Again, uh the the U column where they're highlighted in yellow, it's important to understand that those represent some of our midyear reductions. We did have a midyear reduction of the a director of STEM and also a midyear reduction uh of an assistant principal going down. Although we
095did have an interim middle school principal, we also have a sixth grade academy principal for the 2627 school year where we will be returning to a single uh Bport Middle School principal for the 2627 school year. Finally, it's important to note here that we do have a change in leadership structure. We do anticipate and project having four new chairperson positions that would that would live amongst the PTA. Uh and that would be in the math math chairperson, science chairperson, English chairperson, and social studies chairperson. >> Our South Haven uh early childhood center. This is where we offer our prek program. This is not funded uh through the general fund. It is grant funded at this point. It's running through the YMCA. But it's important for us to note at this point we still continue and
096anticipate that program running as expected. So, what we want to do today is walk us through exactly where we are. We're going to look at each one of our grade levels. Uh, and we're going to start with our elementary sections. So, our first building up is looking at our staffing analysis for Brook Haven Elementary School. I did my best to uh highlight the cells which I will be speaking about. So, as you can see, looking at um our Brook Haven staff, we do anticipate a reduction of two general ed positions as well as an increase of an integrated gened section. So, that would be a net of minus one elementary section at Brook Haven Elementary. You can also see that we do anticipate an increase in special ed teacher at at that location because of
097the increase in integrated uh section that we anticipate. I do anticipate that position coming from one of our other buildings. Not that that would be a new position position where we would hire. I also want to point out as this is Brook Haven, we do anticipate, as you can see with our section numbers there, we still do anticipate continuing to offer our K3 new language program as we have in the past and we continue to do that. >> Additionally, excuse me, point of order. Would any of you allow your students to do that in your classroom? Listen, >> quiet. Mr. Odicon, let him give his presentation. You will be allowed to ask your questions. >> And now you say I want to answer. >> No, not to make comments while he's >> lying to us.
098>> I'm just going to make a quick comment. >> Got to stop this. No language. >> We're not going >> to be I am pausing the meeting and I'm asking the audience to maintain control. And if you cannot do it, >> I'm going to have to ask you to please wait outside until there's time for public participation. >> So very quick point of clarification because there's a little bit of misinformation. So when you access teachers, you do it based on seniority. We're maintaining our dual language program. Some of our dual language pro uh teachers are less senior in terms of seniority less than other teachers in the district. when you're in a state pro the uh program that program requires a specific certification. So what happens is those teachers get recalled. Same happens in science
099you get seniorities based on your tenure area which is a science. So for example if we had this is for instance a chemistry teacher that was less least senior in a science department that teacher would be excessed and then because a school needs a certified chemistry teacher to teach chemistry that teacher would be recalled. We are now dispancing our dual language program. Rick Walls of dual language teachers will have the bilingual extension to maintain the program. >> Last last time, >> we're pausing our meeting right this minute. Um, and you're going to have to be asked to wait outside. No, until it's time for your comments. >> Come on. >> So, um, wait till the end. I don't want to see you toss the meeting. I want to see your question. >> I just I
100just have to make a comment. I just have to make a com comment. Madam President, >> I'm sitting here frustrated myself because the board usually gets these presentations by Friday, the Friday before this meeting. We got this presentation today. >> I Which is precisely why we need to carry on. >> It is not precisely why we need to quarrel. for what we needed ahead of time. We should have done it ahead of time. It should have been published to the public ahead of time. But if they asked the question, they called the board or called Mr. Belmont or called Mr. Huntsman to ask these questions. >> Amen. Report clarification >> for no point clarification in a minute. Mr. Mr. Superintendent, >> we have answers. I have time and time again. May I finish my statement,
101please? >> Trustee, we are trying to get through. >> We'll get through it. But this is why frustration grows. We have asked the superintendent and you have been part of these discussions when you and I were board president and board vice president. We have asked that the board be provided with reports like this and certainly not in a crisis like we are experiencing right now. That we be provided with these reports ahead of time so that we had a weekend to digest reports and then we could make appointments with the various administrators to ask and answer questions. Now the report on the slide seven where you talk about let me go back to slide seven because I wasn't going to interrupt you Mr. Huntsman so that you could get through your report. But slide seven
102is rubbing salt in the wounds >> because you we have said we wanted to show that we were sharing the wealth and sharing the pain and then you show every administrative position and every position that is in central and not one of them was cut but all the teachers positions only position. trying to stay calm, Madam President. I'm trying to stay calm, but I can't. And of course, you're going to hear outbursts because people are frustrated. So, yes, audience, and yes, Mr. overcome. Let's get through this GD report to see what the hell is this point of clarification. We're now taking action on the uh presentation. So, the point of the presentation is to provide information to the board and to the public. >> Ladies, that's a lot of time left. I also would ask
103you to um reiterate if you have not already done so about the other um administrative positions. You've already talked about going to a chair chairperson who's in certain situations. Um, I think that I don't want to have it a mis misunderstood comment made by a trustee when we're talking about other administrative positions. If you've got that other we'll get to that, but just to answer your question, we're proposing reductions in 25% of our administrative staff for the upcoming school year. Central. >> Why don't you put >> What's the address of Central? >> 189. Is it 189? >> 189 North. I've done an add 189. That's the building they're looking at. That's what they want to see. And actually, see number seven. >> Go back. >> And I should know I should know this question and
104I apologize that I don't. So, Mr. superintendent. Is it mandated that uh we have a a superintendent of curriculum? >> No. >> Okay. I I'll ask the audience. Is it mandated that we have a a superintendent of finance AND MANAGEMENT? >> NO. >> Is it mandated that we have a superintendent of human resources? >> No. >> Thank you. Can you continue with your presentation? >> Should have just let us talk. >> Up up up up next is our Kramer Elementary School. That's our second K3 building. So at this point based on enrollment we do anticipate a reduction of two general ed sessions uh one in grade one in kindergarten and the second one in first grade. Uh a couple things to point out with that looking at our our current kindergarten enrollment at Kramer. Uh
105we do know that starting we do have a significant number of students that move over to our dual language program. So that number of 21 is not where it would be because many of those students will be moving over to our dual dual language program over. Um, also on this slide I want to point out that we do have an increase with our A13 section. So we do have an increase of a special education class uh at Kramer for six D13 class. I do also want to highlight here that our average class size remains below our our current largest uh K5 class. So that as we plan for 26 27 it is nothing but that is larger than what we have currently. looking at learn Writz uh at this time based on enrollment we do
106anticipate a reduction of one gem le kindergarten section as well again it's the same situation that we had over at Kramer where we currently have an average there of 21 but that is not reflective of our dual language students that will be moving over to our proced campus for our dual language program that we will have in K5 um I also just want to highlight again that our our average class sizes remain below we're at our largest current pay five classes that we have for the 2526 school year. Moving on to Frank P Long is our intermediate building. Um at Frank P. Long, we do anticipate a reduction of two fourth grade sections and also a reduction of two uh fifth grade sections. Um and and this is one of the uh in terms of
107of being strategic at uh at Frank P1, we do have all of our grade levels in one building. Um, and so we're able to consolidate down to two sections in each one of those in each one of those grade levels. As you can see, we also plan on running only one integrated section in fourth grade. And so therefore, we would have one less special education teacher serving uh at Frank at Frank Pong. Again, I do just want to reiterate again as we plan for the 26 27th school year, our average class sizes at Frank Long remain at or below our largest current K5 class. Finally, I want to uh reiterate that we continue to offer our four or five dual language program at uh at Frank Long. In looking at our elementary staffing projections in
108total, um it is important to note here we have a projected decrease of eight elementary sections between kindergarten uh through fifth grade. Again, even with those reductions of eight elementary sections, that does keep all of our average class sizes at or below our largest current K5 sections. And also just again a point of clarification because this has been a talking point that I've heard uh at least this evening. Um we do anticipate running our K52 language program that that will remain the same for the 26 27 school year. >> As we look at our other elementary school staffing projections. Um uh on the top there is our our current staffing projection and on the bottom part of the table is what we anticipate for the 2627 school year. So just a couple of things that
109I' I'd like to highlight here. So despite the reduction in PE and health, all students will continue to maintain their three time a week physical education program that they that we currently offer. Um additionally reduction to ENL FTE does not indicate reduction in services. All of our students will still be getting the mandated services that they require. Uh finally, we also will be maintaining our building specific literacy coordinators as well as our math specialists. And one of the things that we did this year in term of terms of our reading positions is we did look to the look at our our reading staff a little bit differently. And we actually in I believe it was October of 25 we did have a staffing change where we moved a middle school reading teacher over to one
110of our elementary buildings. And so one of the things we're looking to do is to be more dynamic with how we allocate staff especially within our reading department based on our student needs. And so as we look at as we look at elementary st as we look at elementary staffing uh in in total >> um again when you look at the building numbers those are reflective of elementary teachers as well as special education teachers. The specials and supports >> the specials and supports um indicate the slide that I I just spoke about. And so for the elementary level we >> could you use slide 15 again please >> oh so just no library >> audience is there has been a change in library coordinator >> there is no library coordinator this we have library specialist
111we have librarians. Currently, we have 0.5 FDA in each of our elementary buildings. >> Has there been a change from the from the original plan of excess or has there been any changes in that in that particular area? >> We have at this point >> we are moving from from having a.5 FD in each one of the buildings to now having uh one librarian at Frank P. Long. And so under the idea of looking to not remove any programs, we want to still offer library to our our students that >> I apologize if I don't understand this truck because I only just got this this program today. >> So there was an originally three media specialists that were going to be accessed. Is that what what it was going to be? And now is it
112has there been a change? I I'm not speaking about the number of people that were accessed. What I was saying is I'm comparing the top part of the chart where we had we had 0.5 FD in each one of our elementary buildings and as we anticipate moving into the 26 27 school year. >> So what am I misunderstanding? >> I'm not sure what the question is. >> I don't know. >> I'm trying to read minds right now. >> There there is a change. Can you help me understand, Mr. Talis? Can you help me interpret, please? >> Let the parents talk. You would know. >> We We went We went from having a.5 FTE in each of our elementary buildings to having no element to having no library media specialists in each of our K3 buildings
113and having a library media special. >> But the children learning to read don't have a librarian. >> Did I get it now? >> Thank you. >> So, the number should be 0 0. Yes, it was a big change. It starts off as zero. >> Thank you, Mr. Hson. Let's not have to regulate you. You're >> welcome. >> So, as we start looking at our secondary staffing, again, it's important to take a look at student enrollment because student enrollment does drive staffing needs. And so, at the middle school, we anticipate a reduction of 15 students uh compared earlier on this year. And at the high school, we actually anticipate a reduction of 70 students compared to where we are currently. As we look As we look at enroll, as we look at enrollment, one of the
114things that we do in addition to just doing a one-year look back, we also want to be strategic in terms of our decision- making. So, we also take a look at where we are in our K4 enrollment. So, the current enrollment, if you take a look at that, it looks like that our enrollment kind of starts to level out in the 260 range. But, as you can see, compared to where most of our enrollment is in in the middle school and high school, that definitely represents a decrease. So the reason why I point that out is because I don't anticipate any increase in enrollment coming up through the middle school and into the high school as we make these decisions. So looking at the middle school staffing uh first to take a look at our
115core academic electives. Uh we do anticipate reductions in in in pretty much each one of those areas up there with the exception of business which I'll talk about in a minute. And the way that we're able to the way that we're able to um identify that FTE is through increased class sizes. So if you look at and Mr. Santana mentioned this in his previous presentation, uh our current middle school class sizes in math, science, English, full size, and sixth grade is listed up there. We're going from between 22 and 23 per class to what I anticipate at this point between 25 and 20 and 27 per class. What is important to identify is that in terms of of programs and course offerings that the courses offered at BMS for the 26 27 school year in
116the sixth grade, ELA, math, science, social studies, world language, health and PE, tech, family and social science are all exactly the same as they are currently. Uh in fact in our music program we are looking to enhance and and provide a modern instruments class in addition to what we have this year and music technology class in place of Sunberg uh traditional general music courses. I do want to highlight that that selling green where you do see an increase of concept in business. The reason for the increase in business and the decrease in technology also reflects a change in the pathway for our middle school students who will now be taking a financial literacy course uh during their time at the middle school. As we look at our specials and support at the middle school, uh
117again, a couple things to to identify. Our reading classes are being adjusted to align with with grade level. So, in the past, we did have grading sections that were smaller than many, if not most of our elementary sections in terms of reading. So, we need to adjust that. Uh, and like I mentioned previously, it's important for us to strategically use our staff in the best way possible based on our student needs. And so, if we have to readjust staff by building, that's something that we can do based on our student need for next year. We also anticipate a reduction in uh in guidance and again our our student enrollment has declined over over many years uh and we have not adjusted that number and so at this point uh we we cannot sustain continue for
118the school counselors at the middle school. Looking at the high school, our FT is is up there and needs comparison to where we are and where we anticipate being for next year. A couple pieces that I do want to highlight here. Obviously, some of those numbers are pretty significant. Um, it's important to to know, as I mentioned before, we do have 70 less students at the high school for next year and so that's obviously going to impact our need as well. Um, but one of the things that we're doing for next year is we are looking to increase class size in order to achieve those reductions in FE. So at this point our um average class size at the high school was between 22 and 24 per class and as we look for uh next
119year they will between 24 and 27. One of the things that I do want to highlight as well is in terms of in terms of program is that courses at a high school specifically a bellport high school are scheduled based on student requests. And this process started back in December. And what we have is with our electives, any elective with a minimum of 20 requests will run for the next school year, while AP and college level courses will also run with at least 15 requests. So that's important to understand that our decisions in terms of courses that we're offering are reflective of student needs and student interests. And that's something that we do each and every year. Again, as we look at our belort high school staffing in terms of specialism support, um the one
120thing that I would mention is when you look at special education and ENL, both of those areas are primarily driven based on individual student needs and what we're offering and providing for our students in our ENL program will continue to at least meet the mandate uh by the state and also uh our special ed decisions are typically driven by our IEP requirements for each one of our individual students. So when you look at staffing on the secondary side, you are looking at a reduction as I mentioned before just counting in FTE. We're going to bring this back to talking about people here in a moment, but when the FTE perspective, it's a reduction of 32.7 FTE on the secondary side. As as we've we've spoken about, staffing reductions are necessary. They are designed to revert
121to preserve existing middle and high school programs. As a result, there's no way around this. Class sizes will be larger than current levels. Uh however, high school classes will continue to run based on student demand with the minimum enrollment thresholds. Our our final piece of the puzzle here is looking at our non-instructional staff. Um and we do uh want to point out a couple of positions that we did reduce in the midyear. We had clerical positions, safety officer positions, school nurse uh positions as well. I also do want to highlight at this point we do anticipate a reduction of two teaching assistants and two teacher aid positions that were not previously included in the staffing projections when we talked about the 55.5 uh FTE number previously. So looking at this in total when you look
122at through the lens of FTE across the district >> there is a reduction of 61.2 to FT and the reason why I wanted to talk about FT again that the FT does not directly reflect the total number of positions. At times we do have a staff member who is uh what has what we consider an overage. So they may be considered a 1.2. So there may be a reduction in their teaching condition but they still would be considered full-time. Um as I previously mentioned this total includes four BTANA positions that were not previously included. And our current total reduction in staff for the 26 27 school year is at 59.5. And just to provide a little more context in terms of um where those positions are coming from, I did want to break it out
123just in terms of um positions that we would consider to be attrition versus being excessed. Uh attrition would be considered anybody who is retiring from the school district or anyone who is leaving for any other reason on their own accord. And so when you look at the 59.5 total um positions, 27.5 of those positions we have identified that would be through attrition and there would be 32 of those 59.5 positions that would be addressed through excess. >> Oh yeah. >> So at this time again I do appreciate the board of education's time and attention here this evening and certainly to answer any questions I'd like to try and answer. It's time for the board to ask questions. It's time for everyone in the audience to listen. >> I'd like to uh offer a motion to
124the board. I'd like to make a motion that any and all uh PowerPoint shows, reports, anything that has to do with the budget from here on going forward be made available to the board and the public the Friday before the the Wednesday meeting. Council's gonna try and find a reason why that isn't possible. >> No, let's clear it up. This is a very >> more detail here >> and and it should have been made available to the public and it should have been made available to the board. >> Stop whispering. >> And let's be reminded we live in a hatefree and bullyfree district. Your presentation includes the numbers that are current as of today. And this is an evolving process, is it not? We're having the next presentation. >> Thanks so much for transparency. If
125you need to talk to stretch your legs, please go in the lobby as we're going to continue our meeting. >> You stretch your legs. The next presentation >> you're one board member. Just wait. >> We're going to continue our meeting. >> Soon as you wait for your board member. >> You're missing a board member. >> You wait for all your board members. >> Going to continue our meeting. We need the audience to settle down. We need all your board members. >> Go outside. >> We need all your board members. >> Can't continue without all your board members. >> Mr. How you going to continue without all your board? >> Vendy, if you could put out Mr. Belmont's presentation. Good evening, uh, board of education and community members. Uh, this evening, we're going to, uh, start
126with a recap of the budget where we left off from March 11th. back. >> Um, at the last meeting, we finished up with a proposed draft 2 budget of 152.1 million. We made reductions from the first draft. Uh, we brought the spending increase down to 3.4%. Uh, we're still at the projected cap of and the, uh, deficit, if you will, with the 2627 budget is at 6.6 six million. So, moving forward, um over the last week or so, we continue to analyze some areas and one of the areas we looked at was transportation. So, we have some additional uh reductions we're looking to make in the 26.7 budget. Uh one is in the area of transportation. We're uh recommending to eliminate the 230 high school late buses. Um in addition we do have uh several
127additional staffing reductions. One is a director position and the second is a social studies position. Uh in addition to that we took a lengthy look at all of our Bosei services um which are uh extensive. Uh, as you may recall, we purchased approximately 14.5 million dollars worth of BOSIE services. So, we're looking at those very closely to see where we may be able to reduce. Uh, so far to date, we have identified approximately $160,000 in BOSI services that we can uh not renew next year. However, instead of reducing the budget with that amount, we're going to roll it over into our Bosey's special ed services budget. Um, that seems to be the largest growing area within the budget and we need to address some of the budget shortfalls in that area. So, for this draft
128of the budget, um, we have come up with another $577,000 that we will be reducing. Um, getting back to the first proposal, we talked about the 230 late buses, and this will save the district approximately $416,000 in transportation cost. It will involve eliminating four buses uh at the 2:30 slot at the high school to achieve this particular run. Uh it's important to note that on the right side you have all the other late buses that are still in place. We are not recommending reducing them or eliminating them at this particular time. But as we go through this process and we look to achieve efficiencies um we will always re-evaluate this um as we indicated that all the other late buses will run and the purpose of this is it will allow for all after school
129transportation in all schools both in and out of the school district. Um, this recommendation that we're proposing has the uh most substantial savings with the least amount of disruption for the students. And what we mean by that is that we also looked at eliminating all the late buses. And if we were to go that route, we would only have an annual savings of around 609,000. So, um, just going with the $416,000 um was a better option and still leave the late bus transportation for the students both in and out of uh school, right? >> This is not this is a presentation to the board. You've been warned, Dr. Oan. >> So, so with that, so as we as we navigate through the budget development process, um, we like to think that this is live. we
130give you a walk through, if you will, where you can see the the different phases where we are. So, what we have presented tonight, we're we're down to $151.5 million budget. The spending is down to $3.01%. We're still at the cap and now it brings our deficit down to $6 million. Um, suffice to say and items that were discussed here this evening, this is a budget development process and it is not the end of the process and there will be more reductions as we go through the process and get to a place where we are comfortable to move the district forward and have the board of education adopt a budget that can be presented to the community. Um I just want to make that clear because a budget process cannot be static. It has to
131be flexible and that's what we are doing on a daily basis. So moving forward, uh I also want to talk a little bit about the fiscal recovery plan. And I think in the spirit of what I've just mentioned, it's important to know that to have an effective fiscal recovery plan, you have to have strong leadership that's grounded in the ability to continually assess, monitor, and adapt to changing fiscal conditions. And it's important to note that that's what we are charged with on a daily basis because it changes on a daily basis. It does not remain static and it is a crucial goal that as we navigate through this recovery plan that we ensure the district can implement these timely and informed adjustments. So at these particular meetings when we bring to you changes in the
132budget whether it's an ad or whether it's a additional reduction it's a process that we are continually going through to bring the board the most current information on the budget process. So basically u in the revised summary what we're looking to do the board passed a resolution this evening where they have um increased the special act legislation or the authorization for us to pursue uh pursue special act legislation. They increased the amount from 12 million to 15 million based on the current fisal condition over the two years. Um, with that, um, as we mentioned earlier, at the time that the we put this together, the structural deficit in the current school year was 8.8 million. Um, after several things and adjustments that we've made, we got it down at it's now 8.1 million. So, we
133are constantly working with that. We are constantly looking to drive that number down the best we can. And as we update our projections, that number becomes clearer and clearer. As we get closer to the end of the school year, um that number will kind of um fine-tune itself. I think it's important to mention at this time the importance of how are we going to handle the existing 8.8$ $8.1 million deficit that we're currently facing in this school year. The answer to that very simply is that we have to have borrowing in place, i.e. that is the necessity for the special act legislation. Um, at this point, uh, as the superintendent indicated, we're working very aggressively with all the appropriate individuals and agencies to ensure that that happens. Okay. I also need to state very clearly
134that without that funding this school year, we are on a path to not having sufficient monies to pay our bills through the end of the year. So when we talk about the significance of a fiscal recovery plan, uh we are putting the pieces in place to ensure that we have those particular resources and we'll talk about what those resources are. So our goal through this is to also stabilize the financing to protect the instructional programs because in some of the things that you're seeing, it's not only about the staffing. We are looking at the ancillary things that are around the fringes such as transportation, such as supplies, such as everything in the budget. every budget line is being analyzed to see where we may be able to cut back and achieve a savings. So at
135this particular point um I think it's really clear that we have adopted a very disciplined um financial management model and we have implemented significant budgetary controls to manage this on a daily basis. um the leadership framework. Um as we mentioned the recovery requires continual assessment of financial data. Some people say well why is it changing so much? Because the bus is moving and uh the bus will continue moving and as we address some of these financial challenges um we have to build that framework into our current budget development process. um the ongoing monitoring and revenues and expenditures for cash flow purposes that happens daily. And part of this particular expansion of our recovery plan is to seek some additional assistance on an advance of our state aid or our lottery aid to help us navigate
136through some of the cash flow deficiencies. Um and again, you have to be able to adapt and change gears quickly because things happen quickly. Just this afternoon, we had new estimates that came in through special education in the area of OSU. It's not what we anticipated. It came in higher than what we expected. We have to adapt to that. We have to build that into the 267 budget. It means that sometimes we take two steps forward and four backwards. And that's what happens almost on a daily basis as we're navigating this process. So again, the three-part financial strategy that we've expanded, uh originally we were only talking about special act legislation and deficit financing as a long-term solution. Um we since have further evaluated our cash flow needs and things to get us through the
137school year. Uh we've had conversations with the state on lottery or general aid advances that results in some interestf free borrowing on our state aid dollars and I'd like to thank the the BTA and NIC for their assistance in helping us move in this direction. In addition, uh this may be somewhat of a long shot but nonetheless we are pursuing it. In some cases, when school districts run into a little bit of fiscal problems, and there's many school districts in New York State seems to be navigating similar problems, you reach out to your legislators and you try to get what we call bullet aid. And bullet aid is really a one-time punch, if you will, in an infusion of state aid that the district does not have to pay back. So knowing the uh the
138depth and breadth of our deficit both in this year and in next year as well um we're looking to pursue that avenue and hopefully we will be somewhat successful in getting something. Uh it may not be a lot but nonetheless it will have help us in the process. So um just to kind of summarize so we're looking to increase our deficit authorization from 12 million to 15. uh as I mentioned earlier as well if we do not require in the 15 million this is only the authority to spend we will only borrow up to what we need um extended borrowing period to June 30th 2027 and uh pursue the lottery aid as I previously mentioned. So why is this important at this time? because without um our intervention the structural imbalance will only continue and
139grow. We have to have resolution on this to solve and close the structural deficit. Um, by doing what we were doing with the increase on our aid or lottery aid, if you will, we're reducing our need to borrow in what's called tax anticipation notes. Okay? Okay. And once that revenue comes in, um, we're able to reduce cost in the district by borrowing less and borrowing later in the year, which saves the districts a significant interest cost. So, we are looking at all options. Um, and why we need to act immediately is because of the financial risk and the reduced operational flexibility. So there is structural and organization concerns as we navigate this process. And I think it's even more importantly, it's more important to recognize that as the state either they work with us and
140advance our state aid or our lottery aid. It does not come without strains. There is a very extensive oversight and reporting process that the district has to adhere to um when we embark on those type of advances from the state not only from the state education department but also from the controllers's office. Um, as we go through this process, we've seen on various other budget slides the most significant cost drivers of salaries and employee benefits. Not so much in salaries because we are making a significant stride in reducing costs. Our benefit costs are rising and offsetting most if not all of our salary savings. Uh, we've seen our special education and transportation costs rise. That's why we have focused on some of the recommendations to reduce our transportation costs. Um just in summary, when you
141think about the numbers in transportation, the original midyear cuts that we made with cutting some matrons and maybe some vans that had no impact on the student transportation. We were able to reduce our midyear cost by about $387,000. Um, if the proposition is successful, uh, that's put up with the budget on the private school transportation piece, the district would be able to save an additional $900,000. And with the, uh, piece of transportation on the 230 late buses that we introduced, uh, we would save approximately another $44,000. So you can see that just in transportation cost alone where it was significantly high and somewhat out of control uh we have approximately $1.7 million of reductions in that area. So again it's not only a reduction of staffing where we're looking to achieve savings. It's all across
142all areas of the budget. Another significant challenge for us is limited growth in revenues. Um if one way that you don't have to reduce your expenditures as much is if you get additional revenues in. Unfortunately, our state aid is somewhat flat. We don't anticipating getting additional state aid. Um, we're waiting for the state to finalize their budget and at best they're talking about maybe a 1% growth in foundation aid. Um, and when you look at available revenues or revenue sources and what the district has spent from their available fund balance and reserves, there's minimal monies left to apply and help us reduce and offset the tax rate. So, the revenue side of our problem is a concern and we need to monitor that closely as we go forward. So um the whole financing impact of
143this is to is to convert the structural deficit into management uh manageable repayments. And what we mean by that is the approach that we're taking is basically to spread this out over a period of years and it provides budget stability and predictability. We know what our payments would be. we know what our repayments would be and it supports our long-term financial planning going forward. Again, we talked about the lottery aid and the way this works with the state is they give you uh an advance of your money and you get to pay it back over an increment of 30 years. So, for instance, if the district was to take a $6 million advance on our lottery aid and we paid it back over a period of 30 years, it would be a $200,000 payment a
144year. But when you look at our overall budget of $152 million, it really is not a significant uh piece. But what is important what I mentioned earlier about the TAN borrowing if we're able to get interest free money up to the tune of 6 to8 million that we don't have to pay interest on that is going to greatly reduce what we need to borrow for our short-term cash on tax anticipation notes. So that's a that's a real real plus for the district and we're hoping that that goes through. Um it's an immediate improvement in our cash flow. Normally we borrow in um probably the end of June, early July for the new fiscal year. If we do get an advance on our aid, we may not have to borrow till much later within the school
145year. The later you borrow, the less you pay in interest expense. Okay? So i.e. the last bullet by doing that we reduce our dependence on short-term borrowing. Um again talking about the TANS in 2526 we budgeted 20 we borrowed $27 million. So by moving to the type of program that we talked about, we improve our liquidity and our predictable operations and we reduce our uh financial risk. And I did talk about the monitoring and the strings that come along with what we are doing. Not only is it from the uh state education department but also uh from the office of the state controller. So everything that we are doing and moving forward it's datadriven decisionmaking uh models and um we we navigate this very cautiously. We we make sure that we are slow and steady.
146Slow and steady wins the race in this particular game. Um you have to make sure that your data is correct and your projections are correct as you move forward. So operational alignment um it has to align to our daily day-to-day operations. We need to cover what our cash flow needs are to pay our bills. We need to also consider maintaining the educational program integrity and balancing the fiscal discipline with the needs of the students. So, as you heard throughout many of the presentations, our goal is to preserve as much as the core instructional program as possible. Um, this is just an interesting talking point because in many fiscal conversations, people usually ask, well, how much of our budget is mandated and how much is actually discretionary on the part? So we uh I I actually
147took the district's SD3 which is the annual financial statement. We did an analysis of the codes and it came up about 82% of our expenditures are mandated for contractual and only 18% are discretionary and part of those discretionary expenses are expenses that go to support the quality of our program. So when you really subtract them out, you're looking at a very small portion of the budget that you're working with to actually reduce cost. A lot of these things are out of our control. And why is this so important important for the community to understand? because maybe at the next meeting or the meeting after I'm going to start talking about what a contingent budget looks like because a contingent budget is a budget that's basically a barebones budget that if the current budget goes down
148and the district has to go back to the existing tax levy of the current year it will mean significant significant cuts and I don't want anybody to think that this is a fear-mongering approach. The reality is to frame this very simply. We have a significant problem. You have a program with program costs that are here. We do not have the monies and the revenues to pay for that program. >> So, we have to work together to bring those two worlds together. both the expenditure and the revenue side. So um we will get into that later on. So when you look at what's discretionary and what's mandatory um this it's not significant of the categories here but when you look at that our instructional and our special ed make up 46% of our overall budget and
149our employee benefits 20%. You can see that where those mandated costs come into play. And when you're looking to make reductions, look at this smaller percentage that you really have available to you when you're trying to make these decisions. So these are some of the mandated or the largest share uh you're talking about noncontractual salaries um contract obligations health insurance and further benefits your pension contributions costs your debt service your most obligations your special ed obligations in mo in most cases are definitely mandatory. um transportation to some extent of the law where you only have to provide the basic transportation. You don't have to provide all the other ancillary uh pieces to it, the the utilities and the facilities baseline operations. So when you look at this particular 82% of the budget, so if our
150budget is $147 million, you're talking about over $120 million of those current expenditures that are really mandated in nature. So that's what makes this process so much more difficult. And where you have the flexibility is in u some of your staffing that's above your minimum program requirements, the electives as we were talking about this evening with um student choice, our clubs, athletics and enhancements, our administrative structure beyond the minimums and supplies um and certain transportation pieces. We talked about the field trips and we talked about other things like that non-m non-mandated professional development and um some technology upgrades. So again this is very small percent of a discretionary budget when we're looking to reduce cost. So um we are on a very comprehensive and deliberate path to fix this. I believe we're on the right
151track and the one piece that I really want to leave everyone with is that bottom peace that the difficult decisions are necessary to restore this fiscal stability. And the one other thing that I have learned over my career is that the finances really become the educational foundation for your programs. Without a solid financial foundation, it's very difficult to maintain and sustain your instructional protocols. So, we strive for this. We work for this. And I'm sure together we can get to that goal. That's all I have. Any questions from the board? I have one to start in in your slide on legislative request extending the borrowing period through June 30, 2027. Does that mean that would be the period that we would be authorizing to draw down unborrowed money and it does not mean the period
152of time within which we have to pay it back? >> That is correct. the borrowing period. The first resolution as the court may recall uh bond council had put a date in there of June 30th of 26 when we looked at and were managing the deficit in both fiscal years. Um it makes sense what we talked about that we don't want to go out and have to borrow the $12 million if we don't need to. Let's say we only need $8 million for the 25 26 year. Let's go out and borrow 80. We don't want to borrow 12 because the minute you borrow the 12 the clock starts ticking on the interest payments. Okay. And our go usually those type of deficit notes you have the ability to normally pay back over a period of
15310 years. That is not the approach that we were taking in this plan. We want to keep that borrowing period as small as possible. We want to keep that payback period let's say within five years. And why is that? Because when you have that debt service and you have to pay back in subsequent years, let's say we put $2 million a year in the budget to pay back that um that debt. That $2 million takes up what we call uh instructional capacity from a financial perspective. It means that we can't use that debt service to exclude it from the cap. So it helps us and has no benefit to us. And because it's in there, that's $2 million less that we can use on our instructional program. So the faster that we strategically pay that
154off um is would be in the best interest of the district. But nonetheless, you still have the flexibility to do it in a reasonable amount of time while preserving as many of the instructional programs as possible. >> Apologize for the longwinded answer. >> Thank you very much. Um, do I have any questions from board members on my roll? >> No. questions from board members of my ris. >> Thank you, Mr. D. We're item I2 which is a board meeting schedule for 2026 2027. the um board meeting schedule for the year beginning July 1, 2026 through June 30 of 2027. >> You're presenting that for >> Yeah, this was presented to the board. I don't know if there's any questions or any action that needs to be taken. I I wonder if we want to consider
155have a conversation about the reorganization meeting. The last couple years there's been a lot of personal complex before the holiday. So I don't know if we can wait because it comes at a really weird time but next year. So it's just something it doesn't really impact me but it's just something that at least it does right now something. >> All right. So with regard to to this are you propose are you presenting this to us and asking it for our approval? >> Yeah I'm asking for the approval. The board wishes to um deliberate more on it. I'm certainly table consider other dates for the organizational meeting on July 1st. Um, maybe I misunderstood. Trustee Pacini, are you saying that the first is we should not have the organizational meeting? >> Organizational meeting is Wednesday, July
1561st, a couple days before the holiday. The last couple of years, we move the meeting around accommodating some vacations because the holiday, so it's just a a recommendation if anybody has. Well, let me speak to that because I'm thinking back a number of years and depending on how the dates fall, it put us it would have put us very late into June. I mean into July and that would have left no no board no functioning board. >> Well, that's not true. >> You're a board member July >> and all I'm saying it's going to be that way next year. I don't have an impact. I'm just saying it's been a hassle the last couple years. It's just something to say. If nobody else has an issue with this, >> if no one has an issue
157with July 1st to start to have a meeting for reorganization, >> do you want a motion to approve it? >> Yes. The wish of trustees. >> All right. Is there a motion to approve the board meeting schedule for July 1, through June 30, 2027. A motion by Trusty Dillo. A second by Trusty. Trustee Ross. >> All in favor? >> It's unanimously approved. >> We have the treasures report. So, um, this is you're you're asking that we acknowledge received and review of it, but um, I think we were going to have Mr. Delonte comment about it. >> The trustees report In case anybody has questions about the trustes report, I was hoping. So we have a I'm going to take the motion resolves that we acknowledge receipt and review of the trans the treasur report of
158February 2026. If I get the motion and second, we will then have an opportunity for questions. >> Okay. Motion by trustee, second by trustee. Questions or discussion? >> I'll stop the questions. >> I I reviewed the reports. Um they seem in order. My my one question would be we have $10 million left through the end of the year. Are we going to get there? >> No. Without some >> How are we going to get there? >> Well, we're hoping that the uh borrowing that we anticipated is going to come through. That is going to be dependent upon the state. Um, if that does not come through, we'll have a plan B and that plan B may be consideration of a what's called a revenue anticipation note, but something to get us through the end of
159the year. Um, the problem with a revenue anticipation note, it doesn't necessarily uh close the deficit gap. So we we really really need the type of funding or financing that's going to be able to help us close the deficit gap at the end of this school year. >> And my next question is because we have a budget transfer at the uh at the end of the agenda of nearly half a million dollars. >> That is correct. >> In the salary lines. >> That is correct. >> So the salary lines weren't adequately funded. >> That is correct. How did that happen? >> Uh I guess when the budget was created, uh individuals not being charged in the proper codes. One of the things as we mentioned with the board, one of the internal controls that we
160do um throughout the day, the week as it goes on is that after every payroll, we identify what those negative codes are and we look to cover them. So right now to make that magnitude of a budget transfer, we're essentially shaking the trees, if you will, to cover those negatives. Uh I can say that based on just the expenditure side of the budget, uh my projection is that we're probably around $3 million short on the expenditure side. So, the $8.1 million that I talked about, um, it's about 3 million on the expenditure side and on the revenue side, we're looking at just over 5 million. >> So, then are we going to find ourselves again having overspent the voter approved budget? >> Um, not if we were able to attain the special act legislation and
161deficit financing. And deficit financing provides what's referred to as other source financing, which allows you to not necessarily recognize that as revenue, but close that budget gap, if you will, so you're not in a position that you have over spent the voter approved budget. >> Thank you, Mr. Dani. And just to clarify, the transfers that are shown here are from one budget code to another. It is not taking money from um reserves in any way. >> That is correct. All internal. >> Thank you. Were there any other questions? Seeing none, um, all in favor of acknowledging receipt and review of the treasures reported February 2026. >> Yes, it's unanimously acknowledged and repeated. >> All right. Next in items of discussion, we have policy 1500 publication facilities. This is a second reading. Um we have uh
162looked at it through our um policy subcommittee. Um we're still sort of finalizing the regulations that go with that uh to the policy, but this is up for second reading and a motion. Is there a motion to approve item F4? Trusty Dillo second by that trustee policy. >> Questions. >> All in favor? >> Unanimously approved. >> The next policy is 3420 the non-discrimination actual harassment school district. This is second reading. The only change in that policy is that the compliance officer was named as an individual. It should be named by title. Is there a motion to to approve item F5? Trusty Dillo. Second. Trustee Calderon. All in favor? >> Yes. It's unanimously approved. >> So, we're going to move on to the board consent agenda curriculum. The administration recommends uh approval of items located in
163items G1 and G2. >> Is there a motion to approve items G1 and G2? Trustee Dilla. Second by Trustee Calgar. All in favor? I think it was unanimously true. >> Next is um personal agenda items. The administration recommends approval of personal ident. >> Is there a motion to approve item H1 through H3? >> Is that Trusty Wallace? Second by trustee police. All in favor? Unanimously approved. All right. Finally, there are business items. Um, the administration recommends approval of business items reflected in schedules I 1 through I12. >> Is there a motion to approve items I1 through I12? Um, okay. Trustee Boss and second by Trustee Velisetta. Questions or discussion? Seeing none, all in favor? >> Unanimously approved. Ma'am, >> we have we have public commentary again. Um, we're going to call call up people who
164submitted cards. Another one. We have three three minutes per person. No reference to individuals. Um and thank you for staying with the issues and we will start with uh Victorian Haml. Relax. Yes. Can you hear me? >> Yes. >> All right. >> Hi, my name is Victoria. I have a student at Belor Middle School, 7th grade. I also have a sophomore in St. John the Baptist. First, I'm appalled by the decision to cut services for our students across the board. Your decision to cut the front line, which is the teachers, is unacceptable. Also, can you please explain how $900,000 is going out to bus 120 students? Have there been alternates that have been looked into? Not to mention that some of the students that are at these private schools are on scholarships for these schools.
165So you guys don't pay for any of their education and now you're not even going to help them with their busing. Are you ready to add another 120 students to the Belfport School District that you said you can't even educate them now with the amount of staff cuts that you have? We pay our taxes without a choice and now you have no choice but to fix the mistakes that you're taking in with our children. You have an obligation to all of our students and our districts to fix your mistakes. And I think this means reeval re-evaluating the topic salaries and getting back to your basics of why people enter jobs and education. It should be for the kids and it appears as if there's been lost in your actions near lack of care. Before I
166get to the next speaker, I'm going to call three names. And if you could come up and kind of line up so we can Okay, >> Dr. Future Banking, Victoria Crabtree and Mary P. >> I do not know her name. She's been here 28 years. Good evening uh members of the board administration and members of the community and of course my beloved students who are still here. You're very brave. I will not blame you tomorrow for the next class. Okay. Thank you so much for giving me the opportunity to speak tonight. My name is Dr. Kucheno and students call me Dr. K. And for the past 17 years I have had a privilege of teaching French at Belmont High School. During that time I have taught French levels 2, three, four and AP. I have
167advised the French club and French honor society and more recently I have served as an adviser for the seal of my literacy program. But more importantly, for 17 years, I have had the honor of watching Belort students discover a big wide world around them. The French program in this district is not new. It is part of the fabric of our community. The very first log year book sitting in our library shows that French program was taught here 90 years ago. Let me repeat that number. 90 years ago. That is more than anyone in this room was alive. 90 years ago. It dates back to 1936. Some of those students who graduated nearly 50 years ago could very well be the grandparents of ninth graders sitting in my classroom today. For decades, this program has connected
168generations of Wellelford students to language, culture, and opportunities. In my classroom, I have watched students who were initially shy stand up and recite poetry in French in front of an audience. I have watched them win county competitions in French. I have watched them travel abroad for the first time in their lives. I have watched them walk across the graduation stage stage with a seal of biliteracy proud of the skills they earned. Over the past 17 years of my employment here, hundreds of students have completed a French program. They have achieved 100% passing rate on regent exams, flax exams with averages well above 90%. Many of them have gone on to top universities. Some have even returned to the classroom themselves as language educators. But the most meaningful moments are not statistics. They are the moments
169when students realize they can speak to someone from another country. when they begin to understand another culture, when they see that the world is larger than the place they grew up in. >> I'm sorry, I'm going to be over my time, but I have to say, go. >> And that is what language education is about. And that is why the recent decision to phase out French in this district, it's so deeply concerning and painful. Last September, French was removed from the middle school language options. Families were told that there was no interest and no enrollment in French. But when our teachers surveyed sixth grade students independently, more than 30 students selected French as their first choice language for the upcoming school year. The interest is there. What is missing is the opportunity. >> My colleagues
170and I proposed several solutions that would allow the district to maintain the French program without hiring a teacher in the middle school. Options that would cost the district nothing but would allow students to continue accessing this language and culture. Unfortunately, we never received a response. saying, >> "Oh, >> whoa." >> Over the past decade, our world language offerings have already shrunk. We once had a thriving Latin program in this school. It is gone. Now French is being eliminated and many fear that Italian language may fall. If that happens, Balport will become a district offering only one world language, Spanish. In a time when we speak so often about preparing our students to the global citizenship, I ask you, is narrowing other their opportunities truly the direction we want to go with? Language programs are not
171seemly simply electives. They are bridges. bridges between cultures, between communities and the generations, >> between generations of >> your microphone. >> Wow. So I was saying that language is a bridge between cultures and opportunities. You know I grew up in another country. I was born in Russia. I grew up in Russia. I got my education in Russia. I learned how to speak different languages when I was in Russia. We were given that opportunity in former Soviet Union. tell the truth. >> Why we cannot give opportunity here in America. Thank you. >> I speak four different languages. >> I speak Russian, French, English, and German. >> Let her talk. So, >> keep talking. >> I'm almost done. Okay. Tonight I'm asking the board to reconsider this decision to eliminate French program. Not for me, for the
172students who deserve the same opportunities that generations of Belfart students had before them. It is not too late to preserve this program and with it a piece of district's educational legacy and history. Thank you very much. and Mary Patter. >> All right, the next three, Diana Santos, Naen Meyer, and Michael Felis. >> Good evening. My name is Dr. Mary Putit and I'm a fourth grade teacher at Frank P. Long and a 28-year veteran of the South Country School District. Tonight, I want to take you back in time a little bit. So, buckle up. We're going back to 1998. That is the year I was hired. I was part of a very large group of new teachers during a time when this district was flourishing. At my final interview, I was asked a question that I'll
173never forget. Why do you want this job? My answer was very simple. How lucky am I to graduate with a degree that allows me to do something that I love to do and get paid? That summer, two buses full of new teachers toward this district. I remember thinking this is the place where people are proud. They were proud of their diversity, their programs, their schools, their students, and their teachers. Morale was high. Teachers had autonomy. We felt trusted, appreciated, and supported. Teaching wasn't just my job, it's who I was. When people ask me, "How are your kids?" I still ask, "Do you need my students or my own children?" Because to me, there really has never been a difference. And I know I'm not alone in that because the teachers in this district have loved
174and cared for generations of South Country's children as if they were their own. But today, that sense of stability and trust has been shaken to the core. Mr. Santana, in your October 24th Friday message referencing the use of 16.2 2 million in reserve funds. You stated, and I quote, "Think of it like a family dipping into savings to pay for a big purchase while keeping day-to-day spending manageable." End quote. Respectfully, that analogy doesn't begin to reflect what many of us are experiencing. Because when families dip into savings, they do so with a clear understanding of what must be protected first. And $16.2 million is not a small dip. It represents decisions with real and lasting consequences. Those consequences are not abstract. They are being felt in classrooms, in careers that were cut short, and by
175educators, some with decades of service now facing an uncertain future. And so I ask you, what are you choosing to protect and at what cost? Board of Education trustees, I know your service is voluntary and it's often thankless. Teachers are no strangers to that reality either. Walk into any school in August and I promise you, you will see educators volunteering days, sometimes weeks of their own time to build classrooms their students love. Classrooms funded largely out of their own pockets. We attend events, we plan, we grade, we support families beyond the school day, often at the expense of our own. Others like myself have spent years pursuing higher level degrees like a doctorate and national board certification. Accolades, I might add, that are held by as many teachers in this district as there are administrators.
176People always ask, why would you pursue these degrees when they're hardly compensated or not compensated at all? And I'm almost done. My my answer is very simple. I still believe in this profession. But if your message to the community is that this district has to do what it can with what it has, then it's time for teachers to do the same. Not because we care less, but because we have been caring so much for so long that we have been quietly sustaining a system that should never have depended on our personal sacrifices to function. Our time matters, our health matters, and our families matter. And our students deserve a system that is strong because of its leadership and its vision, not because teachers are holding it together by finding solutions to problems we didn't create.
177So I always all of you, anyone in this room, please remember the South Country that I described at the beginning. It was a place where teachers felt supported, where careers were built, and where teachers were the foundation of strong schools. Because when we lose teachers, we don't lose positions on a budget line. We lose pieces of the heart and soul of this school district. And if you truly want to protect South Country, then you must start by protecting the people who make it what it is. Because without us it's not >> Yes. >> It's a system. It's not a community. disrespectful um president of the BTA union. Um I stand before you tonight not as a union president but as a voice for the educators, staff and students who are deeply affected by the decisions
178made. Um the decision made to let 30 to 40 dedicated teachers while simultaneously shifting countless others into new and unfamiliar goals is nothing but a ball. Um we are not just numbers. We are not just numbers on a spreadsheet. We are professionals who have committed our lives to this district to our students and our community. The impact of the decision reaches far beyond those who have lost position. disrupts stability, erodess trust, and creates uncertainty and fear. Our students thrive on consistency, relationships, and trust. By dismantling those connections, we are compromising the very foundation of their education. For the educators and the TAA who remain but involuntarily reassigned, um is not a small adjustment. It's a complete uphillness. It disregards our ability to best serve students. Morale is at an all-time low. We understand the difficult
179decisions, but the way it's being handled, excuse me, lacks transparency, collaboration, and respect. If you had considered the human aspect of the choices, perhaps the outcome would have been different. As a union, we are calling on the board to take responsibility for the consequences of not having to stay within the budget. We consider the scope of these cuts. Work with us, not against us, to find a better solution. Our educators and BTAA deserve better, and this community deserves better. Thank you. Good evening. My name is Michael Falsetta, also known as dad to the two amazing children who started our night. In the summer of 1992, I received a letter in the mail from Cranberry Street Elementary School that changed my life. That day, I learned that I was going to have Mr. Skip Monastery as
180my first grade teacher. His reputation was well known as a young, energetic, inspirational teacher who didn't always teach the conventional way. As the years went on, I quickly understood why he had built that reputation. It made learning fun. I was constantly engaged and I knew I could jack up as a special teacher. It didn't occur to me until I was an adult that I didn't see him the following year when I returned from second grade. That always stuck with me. So recently, I found Miss Monastery on social media and reconnected. He shared with me that he had an extent that year. Fortunately, he went on to get a job in South where he became the fixture of the community and was named teacher of the year in 2014. Why is this story important? Because this
181year we are once again letting go many teacher of the years. There is no doubt that many of them will be picked up quickly and students in neighboring districts will benefit from our central administration decisions. Our childrens matter. They deserve teachers like Mr. Miss Kieran, Miss Arthur, just to name a few. Don't let our teachers of the year become somebody else's prize. In 2019, the Red Sox treated their teacher of the year, Babe Ruth, to New York Games due to financial reasons. We know how that worked out for them. What we don't know is the fallout of the trade. The owner of the Red Sox sold the team and many of the players left for other teams. Moral of the story, let's not be the Red Sox. My next goes to Mr. Belmonte. I applaud
182you for taking on this challenge. Very few Coast Guards rush to Titanic, and that's exactly what we're asking you to do. But I'm hoping that we can learn from that Titanic, too. Instead of getting rid of all the first class folks first on the rafts, let's see if we can find a way to prioritize our kids and our teacher. You have inherited an impossible task, and I can't imagine how difficult this is to write this. My hope and desire is that we are looking for every option possible considering administration position and considerations going back to department chairs as opposed to what we have right now. I know that was something of the past, but it's an option for us to look into. Even with only a handful of teacher, every teacher saved is one more
183opportunity for our babies at home make lifelong connections the same way I did. Thank you for your time. >> Next three speakers, Victoria Wright, Teresa Polarmo, and Cheryl Moot. all disenfranchised. >> The next three >> we'll follow we'll follow Miss Blero with Sonia Royce and Carrie Kieran. >> Good evening. Good evening. I'm here tonight to speak about the inclusion program at the high school, a program that has long been a model for other districts. This year, a decision was made that will directly affect our 12th grade inclusion students. Two essential inclusion classes, active citizenships should and English have been eliminated. These are non-electives. They are required for graduation by the state. As a result, special education students will not be placed into who will now be placed into general education classrooms without the support they
184have been relied on. Both the students and the general education teachers will be left to navigate this transition largely on their own. Without proper support, we risk students disengaging, failing be falling behind, and potentially not graduating next year. And let's be clear, this places a tremendous burden on the general education teacher. They must meet diverse needs, positive provider modifications, and manage large class sizes. without the support of the co- teacher. That is not a solution. >> What especially concerning is that the decision was made without consulting the inclusion teams. They were not given a voice to discuss their students and their abilities because they have the students right now in 11th grade and then they will get them again in 12th grade. So basically you pull the rug out of those students. >> What's excuse
185me? So I have a why and I want to ask this question. Why were those teachers part of the decision making? >> Yes. >> Because they know the students they work with day and night. >> Sister, you do not. Nor does the administration specialize. Parents were also not informed in advance of these changes. They they learned about these changes for the first time at a cse meeting. At that point they were given limited um options. Placement in a general education classroom without support or placement in general education class with a resourceful period which cannot replace school inclusion support. Secondary special education programs like inclusion are not optional. They are essential. They allow students not just to be to attend school but to access their education, build independence and graduate. And these programs strengthen the entire
186district. They support teachers and reflect a community that values every learning. I understand that budget constraints require difficult decisions, but the cost of cutting these programs goes far beyond short-term savings. It is measured in lost potential and missed opportunities for the students who rely on us the most. I respectfully urge you to protect and preserve these programs so all students and have the opportunity to learn, grow, and succeed. >> Thank you. >> I chose to speak about because my granddaughter graduated. She was an inclusion student since third grade. She is a success sport that came out of that. She's in her first year of college. She would never graduate last year without the inclusion faces. I called the family for the past couple of weeks. I text people who are in the education system of
187special ed. The first the first comment was never touch special education programs to uh pass your budget or security budget. The second thing that we said was that we talked about was that they all have 12th grade English inclusion, 12th grade social studies that got and government program um because it's easy to graduate and Mr. Satan your previous school district village has that program. >> Thank you. >> Okay. I'm concerned about right now is the parents were supposed to be notified by mail prior to written know that this program was changed and it wasn't Sonia Rose. >> Hi, I'm Sonia Rose. a 46 year resident of Billfort. I my concern if our primary now that I find out the fourth grade library program will continue but our primary um program is not I am 40
188plus year school librarian retired and public librarian. I feel um Each school has a library, >> but without a librarian, it's just a room with books. >> Yes. >> With a librarian, our school libraries are the hub of the building. And the librarian, I feel, is the big has the biggest bang for your buck because we do two jobs. We teach, they're all certified teachers that teach New York State standards and library science. And we also run a business. The school libraries are a line item budget on the school budget. So everybody can see what the cost of a lot to run the district libraries. I'm retired from East Quad Schools. 15 years ago I was that librarian laid off and I was that position was never replaced until this year. So East Club did
189without a school library media specialist for 14 years and with that when I say we run the business we select the books according to school board policy we have to research age appropriate books curriculum support because a school library is different than a public library school library supports curriculum the public library has a larger community to service. But with my primary, my little ones, they they my background is of preschool education. So the brain development of your children and the language development is so important in the elementary schools, the primary grades especially. So now, who is going to spend that $6.25 that we get for every child as a library aid? Who's going to spend the budget? Our classroom teachers are on getting more students than you would do. And this librarian is a specialist
190and they can get the just right book in that child's hand for your emerging readers. They learn mechanics in the classroom, but we know our collection purchased the books to support the curriculum of that building. So now you're taking a elementary librarian putting them in the high school which I think is happening this year. That librarian has to learn that collection and digital services is a whole other um area that the classroom teacher might not know but your specialist can be taught and experience in those materials that the district pays for. So, these are collections that have been purchased and built upon and now um they're just going to just sit there and get home very fast. So, please reconsider and think of the future of our young minds as they go on to their
191um education. >> Thank you. Following the next up will be Tanya Haynes, Maya Schindler, and Karine Figer. I just want to start out by saying thank you to the students who spoke to me. I might not have been your teacher, but I'm proud of you all. It means a lot. students did me tonight and I will never forget that moment with me for the rest of my life. So I want you to know that as well as teachers that you have as well. >> Anyway, um my name is Eric. I'm a kindergarten teacher at Brooklyn Elementary School. I work in the language program. For the past 10 years, this district has not just been my workplace. It has been my home. I left this past week to be excess. That's the first thing I said
192when I walked out of that room was I just lost my home. I And I say that very intentionally because this is a home I chose once and I chose again. Six years ago I was excessed from this district and at that point I had a decision to make whether to move on or return and give it the opportunity I wanted. When the opportunity came I chose to come back. I chose this community again because I believed in it. I believe in its students, its families, and its commitment to education. Since returning, I've poured myself into my classroom, my students, and specifically into our program. I've built strong relationships with families out there. I'm excited to learn two languages. So now to stand here 10 years into my career in this district, facing excellence. Again,
193it's not just difficult, it is truly heartbreaking. What makes this even more painful is what we are seeing ripple through our community. Since the last board of education meeting, many of us have been approached by families who are confused, concerned, and beginning to question their future in this district. Parents are asking if they should stay. They are wondering what it means for their children, for the programs they trust, and for the stability that they have once believed in. This should all concern us because begin to question whether to remain in it. It speaks to something deeper. The trust and stability that our schools are built on and right now that foundation has been shaken. This is not just about me. This is about many dedicated educators, some with more years in this district than myself
194who are being told that their time here is no longer needed. Before we make decisions that impact students so directly, we are asking that every other possible option be fully exhausted. Because teachers are the glue that holds this issue together. We are the relationships, the consistency, and the support systems that students and families rely on every single day. When you remove that, the impact goes way beyond the classroom. We understand that difficult financial decisions need to be made, but we need to make we need to ask you to consider the full cost of those choices, not just financially but in the loss of experience, trust and community. I stand here tonight not just as someone being excess but as someone who chose this district to believe in it and still wants to believe in it.
195I kindly ask that you have conversations and listen to your teachers, your administrators and your families and carefully reconsider the path forward. You have some pretty ideas. Thank you. Maya Haynes, Maya Shandler. Good evening. It's late Saturday. Um, I want to thank a lot left. Thank you. It's not being said enough. Um, I'm here in solidarity with our teachers and our children. Mr. Hannah, I remember meeting you at the high school. Um, meeting you just hired. Uh, you told me I work for you. I work for you. These words stuck with me. If you are here to work with the community, that's hard. Um, more than a year, we've been asking because the community group is very engaged. I think you know who we are. But for more than a year, since last March when
196the first round of uh accessing happened, for more than a year, we've been asking um a real platform to engage with the administrating and decision that PC affects our schools. Last year when we were supposed to present the budget, the public meeting broke down. We didn't get to the public presentation because we had so many questions and then discussion. Since that there was no one public meeting. Um we are facing an emergency situation. Um and we see great teachers hanging by every day. Decisions are being made in back rooms and behind closed doors away from the away from the public eye and zero and we keep asking we're asking for information we can ask for questions that are not being answered and now he's telling us that there is a forum to discuss the budget
197one of them is on passover it's on the school calendar that's a crazy I'm sorry our district they is repeated scrutiny and pattern of poor communication becoming in that is becoming your legacy and our legacy. Every board meeting in this case you start the meeting with saying this is a bully free zone school this is a safe space is it? Our teachers are not safe. They're being they're being handed these letters almost every March now and they have to look for alternatives. Your comments earlier, Mr. Santana, directing to that was pretty offensive. Saying some will be accessed but will be called back. What is this? What are we doing? Would you work in a place like this? Would you would you send your kids to this district? I have two kids in this school district.
198They're doing great because of these teachers. We love these teachers. Most of my kids teachers are on this list. And that is Jesus. Please find another way. Please work with us. We have good ideas. I think we're pretty smart. So, please work with us. What else needs to happen? Thank you. you know, Mr. Belmonte at the last meeting tells us they're examining things that may be working and those things that are not working. Uh and looking at this as an opportunity to make things better. Um instead you identified 43 dedicated teachers positions um which folks are working so so hard in our district and decided to fire them, cut their positions, you know, making our district much much worse. uh you know with these cuts the number of we had a from the one uh
199uh budget advisory committee that we had before you guys canceled it without any notice and dis dismantled it um you know there was a chart of BTA membership and after these cuts you know BTA will be cut by 18% in two years that's one in five teachers this is you know so beyond bad for our district uh you say you're going to cut lowhanging fruit and then we see think that the bedrock of our school district is being decimated over the last two years. You say that you have controls in place so that the people making decisions have the right information to make sure decision makers are not making decisions blindly. That's your quote. Meanwhile, after the last budget proposition, I asked the majority of the board if they could explain the math surrounding that
200and they could not. So, it's not true that they're make they are informed when they are making decisions. All right. You Mr. Montei, you told an auditorium full of community members and teachers, many of whom are lo they're losing their jobs and said if this proposition goes through um you know someone asked the question are you able you said that you're able to save in staff and other instructional costs. So, someone asked the question, um, are teachers saved if the proposition goes through? And you said the answer would be yes, because we need to be able to offset some of those reductions by this reduction. And then someone asked how many jobs will be saved. That was at uh 2 hours and 15 minutes into the meeting for those on YouTube. And uh, you know,
201you said anywhere between seven and nine teachers would be safe. And for the last two weeks, I've been asking the board of education, I've been asking you, but you said you don't open my emails. Uh, so I've been asking please make it make sense. And I I asked Superintendent Santana for the math and the math you sent me is off by half a million dollars a year. You should be ashamed of yourself. So I brought one the math. Okay? And if you guys have a different way of thinking about this, I'm open to it. I have an eraser. I have a line. The proposed budget of 100, this is off last board meetings numbers. The proposed budget of $152 million required a tax levy of 6.51%. Okay. The proposition lowers expenses $900,000. So the budget
202became $151.1 million and the tax levy was now 5 and a4. So the revenue we have let's say scenario A is no the proposition fails. We have a tax levy increase of 6.5%. And that goes to we raise 67 $76.15 million from taxes. Okay? And there's no change in the transportation and we get $510,000 of state aid because the transportation states. All right? And because we have a 56.7% transportation aid ratio. Scenario B. We lower expenses by $900,000, but we also lower our tax levy by $900,000. So the expenses go down $900,000. The revenue goes down $900,000, but it doesn't go down $900,000 because we also get $510,000 of state aid associated with that busing. That is revenue. Okay. So actually the revenue goes down $1.4 million to save $900,000 in expenses. And it doesn't
203affect us next year because transportation aid is paid in the next year. Okay? So next year we will get transportation aid for this year. So so but going forward every year we're going to lose half a million dollars in the district. Okay. So over a fiveyear period uh so the question is how can lowering revenue by $1.4 4 million to save a year to save $900,000 in expenses a year. Save seven to nine teachers jobs. I've been asking ad nauseium. You're smiling. You know, I asked you before this meeting, Mr. Delvonte, and you told me, "Ask the controller." I mean, we are paying you hundreds of thousands of dollars on top of your probably hundreds of thousands of dollar pension. And you have the audacity to tell somebody who volunteered their time multiple nights to
204asking for a clarification. Go ask the controller as you disbanded the budget advisory committee. You know what? I asked the CPA that sits on the budget advisory committee, can you look over these numbers? Am I hallucinating? He said, no, everything this looks right. So, and then I asked the majority of the board, can you explain this? And they could not. Okay. So, I feel like you misled the board with your uh you know the 10 the room full of people many of whom are losing their job to say that this proposition is going to save seven to nine jobs. And I'm asking you tonight, make it make sense. I have an eraser. I have a dry erase board. Let's do the math. >> Thank you. And Miss Hayes, I'm asking you too, and you ignore
205it. MR. SANTANA, YOU IGNORE IT. LIKE, this is unacceptable. You talk about Miss Hayes, when you ran for in 2022. I'm going to pull up elect Hayes board of education, student centered decision maker, fostering community, standing firmly for fiscal accountability. And here I am asking you a math question about a proposition that you passed two weeks ago and there's still no answer. When you tried to do the math, you couldn't do it in front of the board. This is terrifying. If you can't do the job, you don't need to. Okay. >> Thank you. gold planks. >> Uh, good evening everybody. My name is O'Neil. Um, I graduated from this school in 1994. I wish Dr. K was I didn't have her, but I I did go to St. Maxine. Do they still have that trip
206for the French students for the French program that's being disbanded? >> You guys still go to St. Maxine? It's our sister city. It was the first time I left the country. So, she's absolutely right with everything she said. Um it's a shame that we lost so many stakeholders. We had a full full house and uh we decided to as Karen actually really aptly put it disenfranchise three quarters of the room. >> Yes. So, um, without any further ado, uh, I have some questions. Not speeches, not accusations, questions. Because I believe that when you ask right questions out loud in public, the answers or the silence tell you everything you need to know. So, Superintendent Santana, board members, I'm going to ask you some questions tonight, and I'd like you to really think about your answers
207because the students, those that are left with us, we had a we have quite a contentious students. I think we have about half dozen now. Thank you guys for staying. Um because our students sitting in these seats uh they're watching and they're learning right now what accountability it looks like in this community. So let's start simple. Superintendent Santana, you were appointed in May of 2022. By October of 2024, your finance committee had documented in writing that the district's health insurance reserves were being drained, that costs were exploding, that a budget crisis was building. So, here's my first question. What did you do about it? Not in October 2025 when the crisis went public. not in June 202 2025 when you started cutting um teachers in October 2024 when you first knew because the document trail
208says the answer is nothing visible nothing documented nothing that protected a single child in this district to the board you are elected by us to govern this district on behalf of our children. So, let me ask you, when did you find out how bad this really was? Because here's what we know. Lenders, Wall Street bonfires were told about a $16.6 million deficit in September of before you were told before you were told formally formally before the public was told before. My question is that so my question is this. Why do the people lending the district money know more about our crisis than the people elected to govern it? >> Yes. >> And if you didn't know, why didn't you know? >> Now, let's talk about the cuts. To the students in this room, those are
209left. Thanks again, guys. I want to hear I want you to hear this clearly because this affects you directly as you guys all so well well stated tonight. Nothing we can nothing any of us can say here that you guys didn't say so much better. So thank you. In June 2025 the district eliminated 53.5 jobs and this June another 55.5 are slated. 113 staff members eliminated in 13 months. teachers, support staff, people who work with you every day. And do you know how much money that saved us in the most recent cut? $22,000 out of $152 million budget. That is onetenth of 1%. They cut 55 people and saved less than the cost of two teacher salaries. So, Superintendent Santana, here is my question. If you knew the math was right there in your own
210budget documents that cutting teachers saves almost nothing because of benefit costs, why did you cut the teachers first? Why not the contracts? Why not the consultants? Why not the energy performance deal your district just signed locking us into 18 years of payments in the middle of a fiscal emergency? Who authorized that and why? Let me ask about transparency. There's a forensic audit commissioned by this very board to investigate what went wrong with our money. It was promised to the public in October of 2025. Board President Hayes said it would be available, quote, at the next board meeting. That was 5 months ago. To every student in this room, imagine turning in a paper 5 months late and telling your teacher it would be ready in the near future. So board members, where is the audit?
211What did it find? And if the findings are benign, if there's nothing serious in it, then why are we still waiting? Because here is what silence communicates to this community that someone somewhere is afraid of what the document says. Prove us wrong. Release it. Give us your numbers. tell us where we're wrong. To the students especially, I want you to understand the states. If nothing structurally changes in this district, if the health insurance costs keep growing 13% every year, if the tax revenue keeps being drained by developer tax breaks that you and I have no vote on, here is what the math leads. By 2028, that's two years from now, this district will be running in a deficit it cannot borrow its way out of. By 2030, the state may take over the district entirely.
212And the historical record on state state takeovers, the last district in New York went into full receiverhip, spent $300 million over 11 years of state control. Student outcomes did not improve this. So, here is my question. to every adult in this room, the board in particular, on what exactly is your plan to make sure that doesn't happen here? Not a slideshow to make 3/4 of the room leave. Not a draft two budget with borrowed money tapering over the gap. a real plan with real numbers that adds up. I'll close with this. Every young person in this room is going to graduate or they're going to try to. They're going to need teachers who know them, counselors who who have time for them, programs that challenge them. And right now, the adults in charge of protecting
213that future have presided over the loss of $16 million in a single year. cut over half cut over a hundred staff positions in two years and still cannot show this community a recovery plan that a high school math student couldn't pull holes in. So my final question and I'd like the answer tonight on the record in front of these in front of these these kids. Do you believe in do you believe the children of this district deserve better than what they are getting right now? Because if the answer if the answer is yes, then act like it. Release the audit. File a recovery plan. Tell the union the truth. Tell us the truth. Tell the students behind me who are watching every move you make. Don't waste their time. They've already lost enough of it.
214Thank you. Hello, I'm David Goldwitz. I live here in Melport. Um, what we've heard tonight is that the district has a structural deficit. Every year costs grow faster than revenues. Our health insurance, as Pat said, is growing at 13%. Our tax cap is growing at 2%. That's an 11% cap. It compounds every single year. The district's solution is to borrow $15 million. I understand why. But borrowing will not fix a structural problem. It defers it. There is a fiscal cliff. It arrives in two years. In that year, the bond payments start coming due with a $15 million bond of approximately $3.4 million on top of that structural deficit. There's no second ban available. The band proceeds are gone and that structural deficit by your own estimate is 12 to 15 million in that year. There
215is no plan for that year. The recovery plan supposedly covers three years on paper. But there are no financial tables for year two. There are no financial tables for year three. There are no revenue projections. There are no expenditure projections. There is no fund balance pathway in the December 2025 plan promised a comprehensive financial model by March 2026. It is March 25th, 2026. That model has not been delivered. The community deserves to know what they are voting on. Earlier tonight, you said if we want our questions answered, we can ask them by email. I sent you an email today of 67 detailed questions trying to understand what is actually happening with this plan next year and the year after and the year after that. I expect and this community expects answers to those questions. >>
216Thank you. Thank you. Next speaker, Aba Assari. >> Hello. Hello. Hello. It is almost midnight. Three4s of the people here have left. So much truth has been shared, especially from our students and from the people that teach them. It's sad to say that most of the truth has been from this side of the room and not from this side. >> I have a question about judgment. Judgment. It is so strange to have this sense in which there is a gap between the board and the people. Aren't we all in this together? Why do you wait to allow people who have given up their time to come and share their stories about their love for the district and their ideas about what should be done? WHY WOULD YOU WAIT? WHY WOULD YOU MAKE THEM WAIT? Why
217would you make them leave? This is a question about judgment. I hop on it. I hop on it because it is a lens into the broader issue. Do we put our students first and those who teach them? It was nice that you allowed them to speak first. There were also all of their teachers, their moms and dads who were here. You did not let them speak. We need a fullcale reassessment of how things work in this nation. I want to make one thing clear for our young people that's you all did it. You lit them up >> and it has to be done because you see the way that they use order to try to keep everybody on a train which is about to crash over a cliff. We need disorder so that we can
218come up with creative ideas and work together. So it is almost midnight. What hasn't been said yet? Y'all have said it all. What has it been said? Step >> down Santana. >> Step down Santana. >> Yes, >> it's time. >> To be a change. The fish rots from the head. It's time to make a change. You cannot ask people to pay 6.5% tax increase and say the same thing will occur. How do we know it will get any better? That's why it's time to say step down Santana fix everything but it will be a start because from that point we can think about what does it mean to be what? accountable to whom the students step down. That concludes the public commentary for this evening. We have Do we have a card? >> We have
219a card. >> What is >> Might be right. My name is I'm reading this on behalf of Sha and Maya Dixon who were validictorian and saludiatoran of the class of 2025. You're not here unfortunately because they're a college. Growing up in this district, you received an unimaginable amount of academic in education from through from through a wide range of staff members. So many memories have been made each of whom puts their all into their work. Not only are they amazing educators, but they are also dedicated, strong and intelligent role models. Each bring a unique perspective. We can personally vouch that our teachers have pushed us to reach paths of success we felt they were. These people are involved in the most supportive and selfless of the loss of teachers and major programs is a failure
220on the part of our profession taking AP physics was unique experience and formative unity. Mr. Mack was her biggest supporter throughout high school. Burning physics was the lack of familiarity made it nearly 10 times hard yet never let her strong class of 12 give up pushing the group forward each time they stumbled. Not only was he an amazing teacher, as a mentor, he provided invaluable guidance, wrote her numerous recommendation letters, started the district's science book, and generally went above and beyond in his support. She truly would not be where she was without him. For Maya, our French program brought her so much joy and ignited a new academic interest that she has continued to deeply pursue college. As previous president of of the French club and the holder of the seal by literacy in French,
221it deeply satisfied that the district is considering getting rid of of such a noble program in which Dr. K has truly poured support and soul into teachers such as Mr. Green and Dr. K who run the multicultural club and French club are imperative to exposing students to a wider cultural lens and advocating for representation in a school with such a diverse student body. These programs have deeply shaped who she is today and she should not She she could not imagine what her life would be like without them. As recent alumni, we're aware of the discrepancy between the rigor of South Country School District and that of colleges. Cutting pieces is taking away fundamental support opportunities for students in the district. We attend Rice University and Cornell University respectively. Coming into and coming into university completely
222unprepared for the academic rigor of our classes and the environment compared to others. You cannot imagine how other students from South Country will feel that they move forward with less resources and opportunities provided to them. Taking a wide range of advanced classes led us to find our passions in STEM and our future career paths. By cutting this many faculty positions, threatening the few AP classes and programs we have. The students of South Country are being put at a major disadvantage. These programs such as French and physics are held up at at the high school at the high school level by only one teacher, one position each, whose passions are embedded into their students. Removing these programs will have debilitating effects on the students and the teachers who continue to go above and beyond what their
223job requires of them. For the sake of our district and the futures of our students, we must protect these teachers who serve as the foundational pillars of our students education. Thank you. Thank you. Thank you. >> Good evening members of the board and this is superintendent. Uh I didn't plan on speaking tonight. Um, I actually wanted to watch the meeting on YouTube, but um, I noticed that tonight we're talking about one of my favorite presentations on budget. Uh, the staffing analysis. It's my favorite because it's the easiest to compare year to year. And what I mean is the enrollment and the staffing. Uh but I'm here because when I went to review, I went to the prior year's um agendas to look for the staff and analysis to do the comparison to see how administration
224is projecting its future enrollment to see how we're trending with our remote enrollment, what you know our class sizes look like. But when I went to the website docs, those documents weren't there. Now I was confused and then became frustrated because when I was on the board I had actually made sure that those documents were placed there. In fact a couple months ago I was looking into the similar issue and they were there. I printed them out when they were there. So I have them and I did a little bit of math before I came here and I want to throw some numbers at you guys. What is 180? 180 is 180 students that administration uh did not plan on being in our former street and bright. Critz plant school building 180 students is a
225lot of classrooms a lot of teachers and when you plan for a decreased enrollment for next year you you budget and you uh plan your staffing to suit that. But when I looked in the past years, your projections are off quite a bit. For instance, in Brook Haven this year, you well, last year when you gave this presentation, you projected this year we would have 411 students in Baven, but we had 531. That's 120 students unplanned for. How many class sizes is that? How many teachers is that? How much money is that? grade after building by building. Literally, it's right here. I I'll go through it. We'll take care. In 2024, 2025, you projected 458 students. We had 512. >> That's that's under under projecting my 54 students. The year before that came in, you
226projected 473 students. There was 530. That's 57 students not accounted for. That's that's that means that you have to now rehire those excess teachers to account for these students that are you know you didn't you didn't you didn't know you were going to have but this pattern repeats in every grade every year and I just have a question that no board member asks is how do you plan your future enrollment because the strategy or the way you're doing it now is not working. My second question is my second question is uh in the presentation uh the budget presentation on one of the pages you uh are adding four uh directors but we also have a curriculum uh superintendent. So when I was on the board it was kind of either one or the other. You
227wouldn't have both. So can you explain the rationale for having uh uh more administrators and keeping the the the uh curriculum instructor but curriculum superintendent because I I don't I think that's you know spending more money on registration than we should be and I also wanted to know if they would be full-time position or they're going to be toast. >> So those are those are my questions. I would just recommend uh that the school board look into what the actual woman is because the numbers are really if you match them up year by year. Sometimes the superintendent pulls the woman from the cohort prior and sometimes he doesn't. Why he does why he picks and choose I really don't know but the numbers are here and unfortunately you can't go back and look because they're
228not going to board that. >> Nope. >> So to me to me to me it looks like a cover up. I I don't know. Um we have more students this year than we did than we had last year according to your budget. I don't know where these numbers are coming from, but you're putting them up here and I have them. When you look at them year over year, they don't add up. The math is a math. So I just wanted to have an answer to that. How do you predict your future enrollment? To that question. So if you look at the kindergarten line right now we don't have the full enrollment in kindergarten but we don't reduce the sections. So for example if you look at current Brook Haven we have 135 kids in kindergarten
229in the current year. In next year's projection we only show 65. Those are how many kids have registered. However you look at the number of sections um we still allocate three sections. We don't change the number of sections. So you're right, the full enrollment in Brook Haven is not there at either of the three um kind of pre-buildings because we don't have full enrollment for kindergarten. So we don't reduce the sections until the full enrollment is done. And typically we haven't reduced uh kindergarten sections. You look at the average class size now in the current year at Haven it's about 21 kids. Next year it's projected at 11 kids per class which is not an accurate number because we don't have the full enrollment in kindergarten. So it's not that the numbers aren't accurate. kindergarten
230registration to ongo process. So we don't reduce those sections um in anticipation of kids enrolling. >> But Mr. Sen, they aren't accurate when you follow a cohort to cohort. >> The cohorts for the other grades are accurate except those numbers change because kids do move out of the district 20 30 40. >> Yes, totally possible. Yes. >> I I think that the board should ask for some kind of audit of the of the enrollment. years. >> Thank you. >> Any closing remarks? Closing. And we'll have to double check on the day. We need a motion to adjourn. Trust the helm. Trustee Phelips. Are you agreeing to Thanks for watching.