001Dr. Jones, you want to lead us off to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, let's start with citizens comments. We have no citizens in the room, so we'll start with Zoom. Going once. Going twice. >> No citizens comments on Zoom. We'll move along to the educational update. Um educational update is we got to come to school tonight. Very happy about it. Um everyone got right to work. Um I'm always impressed that teachers don't skip a beat and start working hard in the classroom. Um, I put together a little article of thanks uh that's going out in the villager um next week. Hopefully they'll publish it. But thanking not only our teachers
002for kind of uh adjusting the curriculum, but obviously um our uh uh DPW workers who um are phenomenal. Joe Tasik I can't say enough about. He's just amazing during a storm. And then just our bus drivers and all the preparation they do. And then of course our families and um of course our own crew. Um uh it takes a lot to open up. If you come up the hill, you can't even see the middle school, right? The snow is just a big mound. So uh it was a lot. We were very happy to be here this morning. Um and uh things are underway because of the uh the small February break and now those three days off. Um there's a lot that's going to happen in a compressed time. There's lots of activities coming up
003in the next month. Um so it's going to be a very busy time. Uh accreditation next week for Turtle Memorial High School. This is our um full accreditation visit. As you recall, two years ago we had the preliminary visit. Um they gave us some suggestions and you had all been privy to that report. Um, I can certainly dig it out and send you the two-year report. Um, but primarily all of the suggestions that that visiting team made two years ago have been implemented. So, I believe that uh we'll have a very favorable accreditation visit and I'm excited to have them here so that they can see uh the improvements that the school made based on their recommendations. So, um there's a lot going on to get um uh the NEOS visit underway. They start to
004arrive, the team members is a team of six. They start to arrive on Sunday. Um and then they're here until they depart on Monday on Wednesday. Um so there's a lot happening. >> Matt, >> will it be the same people? >> No, I didn't think so. >> No, different chair, a whole different set of people. Uh I looked at uh the members, they're all from Connecticut, so that's a good thing. They're from Connecticut public schools. Um and they're pretty diverse group. Um, so, um, I'm looking forward to it. I'm looking forward to their feedback because anytime you do an accreditation or an audit or any of those things, you're going to get recommendations that you can improve the the school. So, um, we're looking forward to it and everybody at the high school's buzzing about
005the the visit next week. So, uh, that's underway. And then back at the middle and elementary school, things are underway to get all those activities that we kind of skipped over um, back in play. and the play is coming up at the end of the March. So, it's a busy next five weeks. I'm going to be really busy. >> And then you want to include Dr. Jones. >> So, Dr. Jones um I asked him um on on behalf of the uh board chair um there were some uh questions that folks had about um Dr. Jones's presentation. um he hasn't been able uh to be here in person. So, this is an opportunity now that if we have any pending special education questions about his budget, this is the time to ask Jones. So, I didn't
006know if it was if it was best for you to feel free to ask me questions or if you want me to. I provided you all with some do talking points based on the feedback from the last presentation. I'm open to either. Whatever you feel would be best. >> Does any Justin >> Oh, yeah. >> I knew he would. Um, so we've we've been in this dance couple years. How many in your professional opinion? >> Mhm. >> And we've had this discussion before. We see it trending. We we see overall pupil services trending in which direction in terms of the need for services? >> Increasing. >> We see it increasing, right? Especially here in this district, and we've talked about it before, there's a demographic pressures that put us into that. Yeah. >> And I
007think some of the things here >> kind of lead to that the those demographic pressures. There's the DCF placements, there's the homelessness, there's the there's, you know, expulsions and and we know that with some of our demographics inherently lead to an additional need for services, >> right? We've had that discussion. >> Yes. >> With your peers. >> Yes. are are they seeing a scalable same increase in their districts or do we tend to be an outlier? >> I feel like that if you if you go back to the uh prevailing rate how you had brought that up was like 14 16 then we dropped to 40 but that's because those 39 districts ahead of us they're identifying students with special education just at a higher rate for whatever reason this year. So therefore, yes, we
008dropped, but our percentage did not drop. So now you have this global situation across the state where these other districts are finding the same needs that we have. So I don't know if that answers your question, but I I put this together because this is the stuff, and I hate to say it. These are the things that I have a very hard time controlling. A lot of this is outside of my ability to redirect something or have some say over. And then I have to go to Melinda with that information and then we're kind of left in the dock such as a DCF placement. Student lives in town, they get uprooted to, you know, new New Hampton or Hampton. And now all of a sudden based on the students needs, I'm not at the table
009to make any decisions. A little bit different from where I'm from. There would be a meeting to talk about how the student was doing because now the student is over here. Parents reside here. We would have a meeting and talk about how the student was doing here because now that they're there, are they going to come back here from Ham or are they going to be educated there and we're going to have to pay for it there? That doesn't happen. It's they're there and oh by the way these are the services the student needs we have to pay for it >> and vice versa at Susan Wayne when a student is placed there. >> Yep. I included that in here as well. >> Yep. We're on the hook for the educational and we had a
010new student lose $32,000. >> Sure. So, like, you know, you know, I don't want I gota be very careful in the things that I say for obvious reasons, but if a student comes into the district and they're already outplaced, more often than not, you're not going to disrupt the placement unless you have something in house that is comparable that you feel as though the student could benefit from, right? And and that's not the case. And a lot of that tends to go towards the shortage of special education teachers. And that's why the Bradley program we have in house is is in the situation it's in. I included that as well. Just an updated number. Uh where did I put that? >> That was going to be my next question. >> Number 12. Number 12. So
011as of today it was up to 203 opening open positions. It was down to 181 184 went up. >> Can I finish my last thoughts on that? >> Yes, last thought. >> Um and then with that staffing shortage that we're seeing for for Bradley >> for for in general, right, we know that there's an overall shortage of people that are qualified to do a lot of this work. >> Yes. and those that are qualified are asking for a higher s are are not asking but we're in salary competitions with that because of other districts that are doing the same thing. Correct. >> Sure. >> Yeah. >> And put just to put it out there, the Bradley program, they went back and looked in Rhode Island at the highest paying district. They matched that for all
012of their employees. Okay? So if an employee wasn't making that, they got that bump up in pay to secure longevity with the employees and then any employee they hired were given the rate. So they really did a nice job to recruit and secure staff. Doesn't matter. Doesn't matter. I called over to Rhode Island College. Two students are graduating from special education. >> That's it. >> Two, Matt. >> Thank you, doctor. You're welcome. >> So if we have a student in special education, we send them someplace else or they >> did that I send them or are they >> if they move Okay, if they lived here, you have them in our special ed system. >> They move to some other town. We're on the hook for that. >> They moved as a family or DCF
013moved them. >> Oh, you were talking about DCF. >> I was talking DCF. >> Okay. Okay. >> Family still resides here. >> Okay. child unfort you don't get a say in what >> I have no say and that and that I and I'm just being honest with you I have a very hard time with that >> yes >> I have no say but I have to go report that to the boss lady there >> hey by the way this and she sees me coming and it's usually never good >> there's no okay >> Kristen >> I just wanted to throw out another statistic for Justin's point that I did this kind of special education work and the burnout is six years. So that's another reason why you're not keeping staff or finding staff is it's
014not easy work. >> When you're the teacher, you are the >> be all end all nowadays. You're doing everything. It is a lot. >> Heaven, I don't have a question right now, but I wanted to ask you to see if I we should send Dr. Jones our letter. um just for his feedback. >> We have like a excess cost. Uh >> I have it. >> Yeah. Yeah. >> Just to We're going to start putting together a um a signature collected petition kind of letter that will support properly funding special education. >> Yeah, I'd love to look at it. >> Sure. >> I will send it to you. >> Okay, >> great. One big happy family. >> We're trying. Any other questions for Dr. Jones? Justin, >> can you speak to expulsions and long-term suspensions >>
015in terms of what that would cost to the district? >> What happens? Because there's a there's an image out there that when a student gets expelled or is in a long-term suspension, they're not the responsibility of the district. >> Wow. >> That's unfortunate. >> So incorrect. >> It takes two paths, right? If a student has an IEP um and there's an expulsion um there often times we will go through the team meeting process to maybe determine an different an alternate placement. If it's a a general education student that um often comes before the board um then it there is a high cost for that. as you know, just the the hearing itself is is costly. Um, and then we are obligated um to provide faith and so we have to pay tuition for that student
016wherever we place them. Even if they're doing some tutoring, we're on the hook to pay for that tutoring. We have to make sure that they're maintaining their grades. There's someone that serves as a liaison between the student and the teacher here. um if we go that route um and there are times I have to ask Dr. Jones, find me a placement. He's usually, even though it's general education, once it becomes an expulsion and we're looking for placement, obviously that's his wheelhouse of knowing what kind of placements that that are out there. So, he often is very involved in placing that, but there's always a price tag attached to that. So um you know we luckily um you know our expulsions are at a minimum um and uh but there is a price to that um
017and it can be expensive depending upon the level of support the student needs. >> Right. >> And what's the age out on that? >> Please out. >> What do you mean >> at what? So >> if if we have a student that's a freshman in high school that gets spelled Yeah. Jenna, >> they're supposed to graduate >> till they complete the graduation requirement >> or 26 or 70 like >> 22 is a special education, >> right? Special edition. >> It's graduation to graduate. We're responsible to graduate. You can only expel a student for one calendar year. >> Right. >> So you're asking about the cuto off age wise. Correct. Like if >> so like if we have one that turns >> 18 >> so the student could then decide whether or not they are going
018to drop out or they >> or take the alternate placement. >> Okay. >> And then we end up >> if they do drop out then it's a dropout on our graduation rate. I just I what I'm trying to get at with some of these questions is I'm I'm trying to expose although it's a smaller percentage of our pupil services, it still needs to be out there that just because this happens doesn't mean they no longer become the responsibility of the district. >> Correct. >> Even though they're not enrolled and we go through the enrollment report every month, right? They're not enrolled, but we're still fiscally responsible for them. And a lot of times that fiscal responsibility is considerably greater than just a regular general education student that sits in the district. >> For sure. Yeah.
019>> Because all so student has an IEP and they were expelled. I still have to follow that IEP. So all the services that were in place still need to take take place >> and there's still administrative resources that have to follow it as well. >> Correct. >> Yeah, >> it's correct. >> Okay. >> And I know I know you did have one question. I just wanted to make sure I I I did speak to it. So you had mentioned about at what point prior to when the feds were kind of handling all of that. So if you looked at um page two number six just went back did some research cleared it with the attorney as well. The federal government began requiring states to pay for and provide special education to children with disabilities upon
020passing the Education for All Handicapped Children Act Public Law 54-142 on November 29th, 1975. This landmark legislation, now known as the Individuals with Education Act, IDA, mandates that states provide a free appropriate public education, FAPE, in exchange for federal funding. So, it goes back quite a ways. It wasn't I know you had mentioned 20 years, but it's >> it's actually has been longer. >> But if you look in at the presentation, you'll see that the amount of federal funding we actually get is minuscule. But at one point the state of Connecticut was paying for all the special education and then they weren't. Do we know what when that date was? >> Oh, I don't >> because you I hear that referred to as 20 years ago, >> right? >> Paying for it in full. So
021there was there's conversations and I've had it there former board members who have said that when they were on the board, the state of Connecticut was picking up the full special education dollars. When I did when I had when I was doing this research, I didn't see anything that said that they were picking up all that. There were percentages over the years. It was like 8% 10% 12% 16%, then it would drop back down to 12% 8%. I didn't see anything where it was 100%. This this was I mean these board former board members are pretty adamant that this was 100% because it wasn't affecting the budget as volatily >> as yeah as it is now >> and you think it was about 20 years ago >> I think it was longer ago than that
022and at one point the state of Connecticut did not have special education in the schools they went to class center in Putnham >> and there was Mansfield and there were special schools for these kids. They didn't mingle with the regular >> gened kids. >> Yeah. >> Disabled kids. Yeah. If you were in a wheelchair or something like that. >> Sure. >> But some of these special education children went to their own schools. >> It gets tricky sometimes when you're trying to follow least restrictive environment. Right. So, I have little Johnny here who needs some additional support. >> Okay. I mean, very easily, but I would not be doing my job to say, "Okay, Johnny's got to go to another placement." That's wrong. >> Johnny needs other supports and services. What can we provide here in
023Thompson? So, let's just say it's an RBT. We implement an RBT. We're going to take data collection. We have a board certified behavior analyst who's going to oversee the RBT. They're going to track data. They're going to identify the function of the behavior behavior. They're going to document all of that. We're going to tweak a plan. We're going to have an FBA, a BIP. There's a lot that goes into it, but that costs money. And lo and behold, to keep that student in the public schools, it's going to cost more than to put them in the Bradley program here on site. >> So to follow lease restrictive, it costs us more money, >> right, >> than to send a student out. But if the state ever does a desk audit and says, "Hey, how did
024you get from here to here?" I am able to say, "We went here, we went here, we went here, we went here." But to Justin's point, at least it may have been 30 something years ago, they didn't the state of Connecticut did not require that in public schools. There were no psychologists. There were no long. >> But I guess the question is when did leash restrictive environment become the >> the the I don't want to call it the norm. >> It was part of that 1975 legislation. um the the police the LRE has always been part of that legislation. I mean I it's been a long time since I've been a building principal and I can tell you that I was under those those uh regulations back in the day. So um this isn't I
025mean this has been around probably since this leg legislation was enacted >> around 1984. >> Yeah, I remember kids in my class. >> There's a whole mandate on L right there in the paper. That makes sense. >> In the 70s, >> right around 1984. 84 makes sense. >> Rick, you had your hand up >> because when you were >> when I was here, >> I just Yeah, I thank you. You actually kind of helped answer a couple of thoughts. I don't know. >> The the interesting part looking at it budgetwise is you look at the top four lines of the budget and I I was looking at the other night is that each school ranks in around $3 million to to run >> and then you get to pupil services and that's where I'll ask
026this question in a second. It's $6 million. It's double the cost of any individual of the schools. And the word I got listening to you is complexity. I just never remember public education offering as much as we do to help a student get to the next level to meet what we say we're going to do. >> Right. >> So, but just to be clear then because I I I talked to a few folks and trying to understand we hear of a student that needs help. It's $100,000 here and $100,000 here. I think that's students that are sent out probably outside of the school. Yes. The district >> trying to get the terminology. >> Yes. >> But beyond those young folks >> and I think the total is 100 some kids, right? Because 777 are here.
027>> Mhm. >> And there's another 100 plus. >> What's the total? >> Are you saying that out? >> Yeah. How many? >> Only 20 only 22 out. So that's that's still a lot of funds there. So then the rest of the $6 million go to taking care of some of the 777 >> that are in the building. >> So it's distributed quite a bit, but it's like a whole extra funding >> and as we >> umbrella as we >> over the entire school district. >> Yeah. And as we've talked about, some of that funding >> is for students with IEPs and 504s. Some of that funding supports students that just need reinforcement services like speech and language and >> things like that. Correct. >> It's a special help >> education. Those kids are >> not
028funding. >> No, we've had this discussion before. Not all of the kids that need reading intervention are on IEP. >> Correct. Speech pathology. >> Yeah. >> Is an IEP. >> Yeah. But like even a student that has, let's say you have a student that's only in need of occupational therapy, >> well, that can't stand alone in an IEP, but you could receive direct service through a 504 with that need. >> So, there's some tweaky things here and there. You know, you just have to be doing this for a while to understand some of it. And I apologize that some of it's not clear, but it's one of those things. There's there's there's a lot of nooks and crannies to all of it. >> Every time we have a meeting with other superintendent or with uh
029state legislators, you know, everybody talks about the out of district placement and I always bring up maintaining students in the le least restrictive environment is also a high price tag. Um and and and people forget about the BCBAS and the RBTs and the you know consultants that have to come in for the autism program and >> the equipment the technology equipment that's associated with that. There is a whole host of services the nursing services that some of our students receive. um the there's a whole host of services um under least restrictive environment and that's why we always see that number going up and up and up and what was happening years ago not since Bill Stlets has been here but years ago no one ever budgeted correctly and that's not on Chris but no one
030put the right number in contracted services and remember along the way those numbers started to increase pretty rapidly and since Bill has been here we have an accurate number on what they cost us. >> Justin, >> so I think to follow up with Rick, outplacements, the the outplacements that are the $100,000 outplacements, that includes, correct me if I'm wrong, but that includes transportation as well as the tuition services. And we don't get anything for that until it reaches that threshold. And once it reaches that$119 >> and once it reaches that $119,000 threshold, we're only getting >> 74% >> 62, right? >> 72 >> 74% >> on for every dollar spent after that. So 74 cents >> for every dollar over $119,000. >> Yeah. I just 19 $119,000. Correct. >> Yep. That's Think of it as
031a deductible. >> Tuition and transportation combined. district one student >> and there's on an average maybe there's 22 students if you just said 100,000 >> four meet that criteria. >> Okay. >> So some are less. So the average is lower but you're pushing $1.5 million for that. That's the out placement stuff. So then there's another 4 million plus that is supporting the other general population within the schools for their needs, their special needs. Oh, it's Do you know the total >> 1 point? It was 1.5 million in our budget. >> So, it's 1.5 million in our budget to support out placements. What Chris was saying, sorry, what Dr. Jones was saying is four of them >> beat the $119,000. So, we're going to get almost >> for the excess. >> The other one we get
032nothing,000 like 60 grand back. Yeah, there was it's sad because I was speaking to a a person from Massachusetts that deals with this and they get millions back and they go, "You got to be getting this. There got to be this, that, and the other." I said, >> "I don't see it. I've been in these meetings. We're not getting millions back to help support this." >> And that's the volatility behind it. And that's why we're having the discussion, right? this the volatility behind it and the amount of money that the town is required to support >> is is what we're trying to get exposed to the public because if we were able to budget strictly on our population >> today and and our population from a general education basis and somebody else the state the
033feds picked up the excess from there if if Melinda was able to budget for $77 77 Gen 7 777 general education tuition students, we wouldn't have the volatility in the budget we have. But because it's 777 with a 26% volatility rate in there, >> we sit here and go, well, this year it's $2 million more and we can't do anything about it. Matt, >> not that we're in Massachusetts or Rhode Island, but >> can somebody either of you explain to me a basic a broad very broad picture difference of how those two other states do it differently that their their school districts are getting millions back for special ed that we're not? >> I think you're talking about a district that's much larger. >> Okay. >> Where you have a larger pool of students that
034meet that criteria. >> But do they have a different formula? Is their formula less broken than ours? >> No, I don't think I don't think so. I think I think the other part to this is >> this can be fixed. >> Yes. >> And I'm not one to ever give up on anything ever. This can be fixed, but I need teachers in that Bradley program because I have students that can come back. >> Yeah. Okay. >> In order to get them back, you need teachers. Not just anybody. You need teachers, right? >> But we're not going to fix the $6 million people services. It may fluctuate down to 5 a.5 million if we bring those students back, but but we're never dropping that 6 million that and I'm I'm rough numbering. Sorry, guys. That we're
035never going to drop the 6 million that sits in the people services budget down to zero by some magic bringing in. >> Well, I'll tell you what. I'll tell you what. So then you look at the students that are in district that have RBTs. >> Yeah. >> Right. Now you have a full a fleet of teachers in Bradley. >> Yeah. Well, now I might need to move a student who's not making progress, who has an RBT off of the RBT into the Bradley program. And I want to make it about dollars and cents here, right? But if a student's kind of stagnant, well, what are we doing about it? We might need to move to a more restrictive setting. And in turn, there's a positive outcome by making that change in placement. Because at the
036end of the day, if all 22 students did not meet the threshold, the district's in a golden spot, >> right? >> A golden spot. That net deficit is is nil right now. It's it's a drastic change because you only have four students meeting the number. One is by like $1,400, right? >> Well, what's 72% of,400, >> you know? But I still have to account for it. But that's that's the reality of it. I think there were some misconceptions that once we met that threshold that it was 74% of the total gross amount and it's not it's 70% 74% of the delta >> right >> you know and then I tried to you know the question was >> and this this is where it gets a little tricky >> based on disability the the hypothetical supports
037and services that you may have to implement for said disability. So just in generalities, right, I gave you a list per disability of things that you we could have to implement >> based on the child. I don't pick who, you know, who registers here, >> right? >> I they're all welcomed with open arms. We sit as a team. We talk about what's needed. We look at an existing IEP from Chicago, whatever, and we have to make it work. And and quite honestly, the budget is the budget. I have to make sure the student gets what they need to be successful here. Then I go cry to her. It is what it is. >> Any other questions for Dr. Jones? >> I I think managing a special education budget is is is frustrating. Um, I know
038when Chris H sees a a positive in his budget, it's very short-lived because um, then we have students that enroll that need additional services. It's just like the tide coming in and out. Um, and uh, I I I don't know what the corre the correction is that we need more state aid. Um, and that's the advocacy around that. Um, and everything we do during this budget season has to be around that advocacy because there is no way that any of these small towns are going to be able to continue to to balance their budgets because of the increasing numbers of students that have need. Um and obviously it's the right thing to do to make sure that we provide the right appropriate services for a student. However, um it it's just escalating to a point
039of no return at this point. >> So it's roughly 60% of the general ed to provide the extra special ed >> costs. Gosh. And and even if the state if the state were to pick up half >> Yeah. And I apologize. What I read from the governor and the other ethic is they don't get it. They don't understand even legislation that we just passed. >> There's I don't understand. They're not seeing what the imple the implementation of the policy is >> correct. >> Financially, >> we talk about it. We call totally >> you'll hear us refer to it as unfunded mandates. They got free. Well, that was the Somebody else gave us a free breakfast, but >> Oh, you're right. I apologize. There was free breakfast is funded. Yeah. >> Yeah. >> Thank you, Dr.
040Jones. That's amazing >> coming from where we've come >> to be where we're at and provides so much more. It's more daycare, child care, total growth than it is ABC's. >> It's far beyond. And I would like to just say because it was brought to my attention that I am out there recruiting staff or or students with uh special education needs to come to Thompson. >> No, I I just want to be clear and go on the record that is the furthest thing from the truth. Everyone's welcome, but I am not recruiting anyone to come here. Just want to put that on the record. That was said somebody else. I wonder if that's being misconstrued as BCBA that we have the program and we're accepting tuition for the BCBA program. The Bradley School >> Bradley
041School, sorry, not BCBA. >> Bradley School. I I wonder if that's being misconstrued as that, right? Is that we're providing Bradley School. Those sending districts are paying a tuition, but that you are out there saying we have a Bradley school that provides these services. I'm wondering if that's the way it's being misconstrued. >> Entirely possible. >> Could be. Could be. >> I like your optimism. >> I just I drove to Mr. Stlet. He says, "No, that's not >> I got in my car. I drove to each district and I made the pitch." >> So, I can see that being misconstrued as Dr. Jones is recruiting special education into Thompson and that's why we're so high. I think the real story, right, that's the Channel 3 story. The real story when you dig into it is
042Dr. Jones was recruiting to fill our BCBA or our Bradley School Windham County program that accepts tuition that only makes our district >> cheaper. They're not Yeah, of course they're not counted. >> Did I say that right? >> Okay. Thank you. >> Take with me next. >> No, I'm not. >> And then it'll be board of ed members recruiting special. >> I'll be the next one. >> Thank you. Um, did we want to make a motion to move the approval of the fiscal year 27 budget? >> Thanks, Chris. >> Thank you, Dr. Jones. >> Motion to move item six, approval of FY27 budget to the next line item in our agenda today. >> Second. >> All those who approve say I. I. >> I. >> Any opposed? Abstensions? Motion passes. I said I over here.
043>> All right. Thank you, Melinda. You had >> um so I see Bill Steglets on um and so he can um maybe go over the um FY 2027 final numbers. Bill, can you do that for us? >> Sure. Um the current total is 23,932,673. That's uh just over $200,000 higher than the last draft of the budget you saw. Um and and and we've discussed what the changes there were. It it was unfortunately, as we've seen in the past, it was it was late special ed uh related or pupil services related um additions. um kids who I believe I believe it was a combination of people of students arriving in the district but also um students who were in placed having to move to an outplaced environment. So, as we have historically done, uh if we're
044budgeting for those students, we budget for those students in the in the upcoming fiscal year at the same level that they are currently hitting our u actual financial results in the actual financial in the actual fiscal year. Uh so that's why the increase which uh is it brings us to an increase over over last year's budget of uh $2.2 million or 9.9%. All right. Any questions, items on the budget that anybody wants to discuss? >> This does not include any capital. >> Our current budget does not include any capital. >> It does not. Uh we have uh one capital item on the town side and it's the replacement of the 1986 K C Kabota tractor. We have we do not have the um locker painting on the town side right now. Just so everybody remembers
045that. >> So chairman. >> Yes, Justin. >> No, go ahead. Kathleen. >> Oh, Kathleen. Yeah, I thought we discussed that rather than paint them, we were going to replace them, >> right? And we talked about holding off until the drip money comes into play, >> right? So, >> so sorry, >> Justin. >> Um, I would like to >> suggest, >> so my my thoughts are we put this this budget forward as our this budget number forward as our budget. Um, but we also include some dollar amount for capital on top of this, not only just the tractor. We have a lot of capital that's about to kick us in the butt. We have a lot of capital that we have deferred. I think it needs to go forward that we need some capital here as
046well. Whether that's the floor machine, whether that's the serving lines, whether that's kitchen equip, the ovens for the kitchen equipment, whatever those line items decide to be on the capital side, I think we need to put some capital items forward as well. If they get denied, they get denied. But I I think if they don't if the board of finance doesn't know it, they can't do anything about it. >> Mr. Stelets, >> who? My understanding is the board of selectmen approved their budget already. Is that correct? >> Yeah, that's why I just unmuted. Um the selectmen uh actually put in a a pretty hard effort uh earlier in the week and they have already sent the budget um the town budget to the board of finance which includes the capital requests. Now it's something we
047could always Now the board of finance believe it or not contrary to popular belief they don't only cut. um they can add. Um so there's nothing to say we couldn't request that they add something uh as their meetings progress next week. Um given all the numbers I'm seeing, it's it's it's probably pretty unlikely, but it's it's a request that could be made. I mean, the first question is going to be why why wasn't it there to begin with? um the the selectman side moved along uh uh pretty quickly and I I think it's really because we you know we we have that new process where we have the joint meetings at the beginning um just like they do with the board of ed uh so people tend the selectmen tend to come to those meetings
048with with their adjustments in mind and it actually moved along pretty quickly. I thought we had discussed we would have a capital list to be able to pres >> Yeah, I thought we said that too. >> There is a capital list in here. >> Yeah, >> right. It's on It's in the presentation. It's It's the five-year capital plan. >> But I thought we were going to concise that, nail that down, and actually say this needs to be done, that needs to be done, and go from there. I thought that was going to be presented alongside our budget. >> So, we prioritized that in the columns. >> Um, >> it was in your you did have some capital I think in your >> C plus letter. Was it a C? Was it a letter? >> It
049was the letter for the um >> the uh supplemental special education request. There were >> not. That's right. Those things are here in in rank order. >> We have the fiveyear plan >> in the five-year plan. And so the alarm system is something that's concerning. The painting is concern. I mean, all of these things are in rank order. Um, so I don't I know Justin had mentioned the last time that there was a conversation around putting at least a number in for capital. Um, we didn't include it in this number, Bill. Um, this is where we're at right now. Um, do you want to add a certain amount of money to this bottom number, the 23 million? I mean the 23 million and say these are the things that it's going to go to. >>
050No, we can't. include >> I would rather not include it in our dollar number, but I would rather include it as a request to the board of finance to consider it under capital. >> So, I can put it in my budget letter >> to the board of finance. >> Matt, >> I second that. I think that's a good idea. Okay. >> Did we ever get any kind of an idea of if they were able to bundle >> that? Uh >> so we have a meeting I did that meeting get cancelled because of the snow with >> I think it's tomorrow. >> Ventra it's tomorrow ventra. >> Yeah. >> But I I some of this stuff is well it's all important. Some of this stuff is >> security important kind of stuff and I think it
051should be added somewhere. um 65 for the security alarm, then the access system upgrade. Um so that's, you know, whatever that is. Um that that should at least be in there. And the painting is the painting. I mean, we we should be painting every year and we're not and we haven't been and it's frustrating. >> Three years, >> right? >> So, you know, whether that's adding 200 250,000 more, it's scary. It's a scary >> thing to do. And I don't But but by the same token, we >> we don't put it in there >> and something breaks and we have no money, >> right? >> We you know, >> are we talking about page 16 in this >> says fiveyear plan? Yes. >> But I just see removed on everything. >> And I don't see
052I don't see dollar amounts. So, is are we suggesting >> from what was at the bottom of the list, we're going to come up with a couple hundred,000 capital we're going to request? >> Well, Justin just did math. I saw the calculator out. >> Okay. So, I'm I'm going to >> I guess I'm going to suggest that we have the superintendent propose in her budget letter to the board of finance >> um a half a percent of our overall budget for capital, which comes out to about $120,000. So, half a percent of our overall $23,932 is 119663. >> Mhm. >> Rounded up to 120. Okay. >> I think requesting a half a% of our overall budget for capital spend is not out of the realm. And I think when we when that is in that
053budget letter that we attach with it all of the potential capital and the deferred capital that we've already done. >> So we've deferred I mean last year we deferred everything on that capital list to this year. This year we deferred everything on the capital list to next year. And eventually like what we don't want to be doing is we don't want to be in a break replace scenario. We want to try to be proactive which is what we were admonished for from the town with the Hback. So I think I think this shows that we're trying to be proactive in our capital. And this is the list of potential things that we could spend it on depending on how much they decide to give us. So do we need a motion for that? >> We
054do because we're approving the budget. Is there anything else in the budget that anybody else wants to discuss? >> Um, so then we'll need a motion. So, a motion to approve the 2027 budget of 23,932,673 with a proposed capital line of uh half a percent of our overall budget or $120,000. >> Okay. >> For 202. Is that in addition to the tractor that's already there >> in Seattle? >> Yes. >> All right. So, we have a motion on the floor. Do we have a second? >> I'll second. >> We have a second with Daniela. Any discussion? All in favor say I. >> I. >> Any opposed? Any abstensions? Motion passes. All right, let's go through the draft. >> Oh, yes. Sorry, Dr. Jones. If you would like to at home, you may. >> You may.
055You don't have to stay. You're welcome to stay. Your choice. >> I know you have a ride. So, >> Thank you so much. >> Thank you. >> Thanks for coming. >> Pleasure to see you. >> Oh, Bill has a sandb. Sorry, Matt. I'm going to defer you to Mr. >> Seas. Yes, the money man. >> Hi, guys. Now that um now that you've moved the budget along, we I do have a commitment down here um to to head off to. Uh if if if unless you think there's something pressing within the presentation. Um would it be all right if I step off? >> Absolutely not. Darn. >> Wait, what's the temperature down there? >> It's I I'll tell you at least things are melting down here, which is nice. >> Thank you. >> All right,
056Bill. >> Good night, guys. >> Good night. >> All right, so title slide is as >> question. >> Yes, Matt. Sorry. >> Oh, yeah. No, no worries. So, I my quick a quick question is this this first several pages. First, >> four, six pages are just >> standard from last year. We don't really need to review them if we can look at them if you want, but >> it really starts on page seven. >> Thank you. >> Yeah. And this is our standard >> just this year is added. >> We always show the budget history up front. the special education slide. >> Oh, you want to stay for the special ed slide? >> I'd like to tweak it. >> You'd like to tweak it? >> All right. Do we want to take a look at
057that real quick so you can tell us what his plans are? >> That's 11. >> He just sucked himself back in. >> Yep, he did. >> 11. >> The pyramid. Okay. >> No. Or is it 10? Bill Stewlet gave this process though. >> Okay. The written one. >> Which one? >> Slide 10. Okay. >> Okay. Oh, okay. >> You don't like it? Okay. I don't like it. I don't >> This slide I remember we put in last year because we were trying to capture everything under your umbrella budget wise. >> Yeah. I don't think it does that. I'd like to change it. So, if I could give you a proposal >> that I think would be more >> eye-catching. >> Yes. >> Explain it to that works. Yep. >> And then we'll save the space.
058What do you want with it? >> Well, okay. >> Sure. >> I just have a question. So, if we're looking for graphicy stuff, we always say that that this is this is a an umbrella over a general ed student. So would it not be like wise to show like general ed student like literally and show it as almost an umbrella of services that is layered on top of >> I get where you're going. I get where you're going. The general ed student and you work all you want. >> If someone answers my question of you earlier is this $6 million is spread across all three of the schools. Right. >> Right. Maybe maybe even a pie chart that kind of shows some without and I know we have to be careful with furpa and and
059>> identifying certain students but maybe if we can generalize it and say it's 1.5 million in outplacements >> and then this much in paras and this much in rbts and that kind of >> which we had in his other presentation. It was all in the presentation. Yeah. >> Okay. We will look forward to your >> a giant umbrella on top of the page and then you'll put our chart. I'd say yeah, let them >> Yeah, >> let them run. >> Easy. Give us >> Yeah, >> that's needed electronic. >> You and I will work on that. >> Oh, there you go. >> And then we'll drag Danielle in so she can do the graphic design. >> And you can send it to a bunch of little >> slides one through eight are normal. Yeah. >>
060The ones we include every year >> without question. Slide number nine is the 2027 budget drivers. >> Y >> anything anybody wants to change on that? Justin, >> sorry. My only change on slide two would be to add article the 8 of the constitution of Connecticut says that we must provide a free and fair education. >> And there's better language out there for that. But it's article the eth >> is is the other governing piece of this like our board of education. It it refers to 10-220. Yep. >> But article the eth is really the overall governing piece. >> Okay. >> That says that we, you know, that leads to the budget. >> Okay. Fine. >> All right. >> Article eight. Add article. >> Yep. All right. Anybody have anything they want to address on
061slide nine? >> I'm not going to get to slide. Sorry, >> I'm moving too fast for you. >> Yes, >> we're I'm trying to get us cuz we have a massive communications subcommittee meeting. >> Yes, I know. I know >> trying to get us. >> I'm not staying. I got to go home and feed my dog. >> Anything anybody dislikes on slide nine. >> As long as they add up to the total change. Bill did that. >> Bill did that. >> Slide nine's right >> cuz our budget said 1.5 million in placements. >> Sorry. >> I haven't had a chance to check. >> Page nine >> adds up to Does it add up to the total change >> between the two budgets? >> Page nine, line two. That's That's the change >> change delta. >>
062These are drivers between 23932 and 21778. >> Okay. So that was the delta. >> Yep. Y >> as long as they add up to that. We'll double check. It says >> So can we >> Why were the transportation and the other decreases up here? >> Mhm. >> Oh, I see it's pupil services. >> Those are pupil services. >> Okay, never mind. >> Budget driver changes. >> Yeah, I can see >> yearover-year changes. the title. Yeah. >> Year over year >> because you know going to be taking pictures of it. >> What What do we want? >> Say year over year. >> Changes year over year. >> I would do change budget change for >> Yeah. >> As a subtitle underneath changes changes >> Year over year. Yeah. Okay. >> That one negative otherwise it'd be
063increases >> so slide 10. Chris is going to give us a updated slide >> here. >> All right. Anything on slide 11? >> Unless the enrollment numbers change, we'll keep that. We'll keep that that one. >> Okay. Okay. to >> to be to determine, but that'll >> do you have any? >> Oh, you could put it as update that are >> we did for update to make 980 or whatever it is >> or is this just the >> the 170 that are here? Does this include the out >> the Oh, I see what you're saying. students who are out at Ellis that we pay transportation for at QMC that we pay tuition for. >> No, because this says special education. So, none of them have you want a new slide that says that. We can
064certainly do that. >> I don't know if we want a whole another slide. >> So, my only concern with slide 11, >> Yep. >> is that we've been harping all year that we're fiscally responsible for tax. So I think if we do anything on this and I think that fiscal responsibility pretty much falls into that 6 million bucket at the bottom >> does right >> not for the Ellis and VOAG that is a separate line item >> maybe at the top of the pyramid then >> separate from any of the three schools >> yeah where does it fall that falls >> it's really four >> that falls we have a we actually have a line for that >> for special ed but isn't that under the high school >> not special ed it's people service
065Boag and magnet schools they are separate line items responsible. So tuition >> external tuitions >> external tuition is something different than this number separate. >> So can we put where it has enrollment numbers as of? >> Yes. >> Could we do a line above that that says external tuition x dollars number of students? >> Yes. >> Right. That gets us to that fiscal responsibility number that we're all looking for. Yes, >> that's what I was >> that >> tuition and transportation. >> Yeah. I I would say the tuition includes transportation in my >> Let me play around with that. >> Yep. >> And the only part to that is the 202 students under the >> special ed. >> Again, that that's part of the other 700, >> right? >> That is >> Yes. >> Yeah.
066Select group of that. And so the 777 is what the top three lines add up to. >> The 202 is just >> correct specifically >> correct. I don't know if that can be identified different. >> I think when we articulate we've in the past we've articulated that when we present it. >> Yeah. >> That that that special education >> the full all the whole district >> right >> ties to $6 million. >> That's a hard pill to swallow. It is I got to tell you the rear rear. >> Um >> Okay. >> And and that's going to relate to my question on number 13. I I don't understand the way. >> All right. So, let's go. Slide 12. Any questions on slide 12? No. >> Make the red one bigger. >> Yeah. >> Is there
067green on here? >> Um it's in in between the blue and the red. >> Oh. Oh. Oh, they're in barely. Can we make this like 360 line? >> Can we do something to call it out? >> It's very hard to see. >> Yeah. Can you >> make a different color like the leader line to it? Make that thicker somehow. >> Yeah, like that. >> Draw it in. >> Add add something besides that 62,000 that if that's what the special ed excess that is. That's what it is. That's all we get. >> Add to the 62,000 that title. No, he we're going to make we're going to call it out. You can't see the color. >> No, I understand. >> Right. We're going to make it different so you can see it. >> That's right. >>
068But the 62 doesn't necessarily when I look at this doesn't say, "Oh, that's my special ed cost." >> That's because you can barely see the green that ties to it. >> When you can see the color, you'll see it and you'll go, "Oh, it's not just exaggerated." I think it should say special education excess cost reimbursement too. >> Yes. Thank you. >> Which is minus >> ship or I could say contribution whatever. >> Yeah. >> Well, what's it considered >> a grant? >> It's a reimbursement. I would call it a reimbur. >> Yeah. People understand that it's a >> it's comes as a quote unquote grant, but it's really a reimbursement. But grant means it's given freely, >> but it's really not. >> Yes. Can you add the percentage in there as well? >> Like
069what what our reimbursement percentage is over the >> over the 109? Like I get it. We're getting a little wordy, but I think >> you know sometimes you need to nail the people that you could put a little >> and down below just a little star something below. But that ex excess special education excess cost reimbursement equals >> Y got it >> X% over >> Mhm. >> So me I ask of that 7.5 million from the state. >> Yep. >> Is that where that alliance refund and stuff we're talking about the 3 million? >> That's tiny also. >> So the what we get from the state that is the economic cost sharing grant that we receive. So that if we were to lose the hold harmless, that's where that $3.5 million comes out of. >>
070So that state project. >> Yep. So the so so the state contribution would go like this and then the Thompson taxpayer contribution is going to go like this. >> But it is it's part of the 7 million. >> Yes. >> That three million that comes in from the state. That's part of the >> based on some formula kind of based on um >> enrollment. And it's there there's a lot of variables that make up that formula. One of them is free and reduced launch and it it goes on and on. >> Yeah. There's 12 variables I think in that formula. >> Okay. It's in there. >> Correct. >> But that's where that >> that's where that would be. Yep. >> And that's Yeah. As I understood, >> uh the taxpayer would go up $3 million,
071right? >> Beyond the 2 million we're asking for already. And remember that this number's been flat since 2013. 13. Yeah. >> There's been no increase in that. >> Total has been pretty much >> the same >> same number. That's >> the problem is our enrollment has dropped. >> Sure. >> And the whole harmless is that they've maintained that 7.5 million >> even though our enrollment numbers dropped. And if we have that in this slide, maybe we should break that up into 2023, 2024, 2025 to show that that state contribution is stayed stable and the local contribution has had to go up. >> Make it turn this into four boxes with a little narrative at the bottom. Each pie has the year. >> Okay. >> Interesting. If that's really true, like if and I I believe
072it is where the state number has stayed fairly level, but the town number has had to increase to make the budget happy. >> So the pie the blue part of the pie just keeps getting bigger because percentage. So you want to see that in four boxes >> over the years >> over four years. >> Sure. If it works or two, I'll leave the part of that to you, but I think we need to show some trending. We we actually have this a couple of years back anyway. >> Or if you want to change it to a line graph where it's got >> the three different lines, >> the excess cost, the state contribution, and the Thompson taxpayer, and you can see the lines and the trending on the lines. >> Yeah, whatever works. >> You'll
073also probably see that idea four separate. It'll get >> maybe a barraph excess cost too shrinking over time. >> Yeah. Yeah. So you see the color. So a bar graph might show that a little bit better than than a line couple bar show that show that the town is exponential whereas everything else is a sliver of green. >> Send the chairman virgin and let her >> which do you like better? >> All right, slide number 13. >> This was a slide that everybody really liked. >> Okay, >> remember that. >> Right. Because it shows the small amount where that we have some control over. Rick, I know you had some hard >> Yes. So I don't Since I read it six months ago to today, I don't understand the explanations that are written. >> I
074think you're trying to talk about the red piece of the pie. >> Yes. So, >> and there's two parts here that have a lot of stuff written out. >> What is Why is this in the black circle? The budget reductions directly impact from this portion. Is that talking about the black portion? It's >> talking about the red. >> Then that's the wrong place for that description. It needs to accurately define the red, >> right? Maybe putting that explanation underneath the other. >> This just kind of to me as a big >> Why don't we get rid of the black circle piece and just leave the red triangle cuz then that would better identify that. >> So this language belongs to the red, not the black. This language belongs to red, not black. >> It's in
075the black. Tells me I see what you're saying. Mr. >> And if we put it under where it says other expenses, if we put in parentheses next to that budget reductions directly impact students from this portion of the budget, >> we could do that too. >> Put it there too. >> You don't need the Pac-Man. >> You almost don't need the other. >> We don't need that other graphic. >> We could do that too. >> Melinda looks okay. No, I I guess you with us now. >> And the only thing on that the only other thing on that slide I think we need to be able to speak to is what the deltas were year-over-year. >> Mhm. Yeah, I think it was like $465,000 in salary was the piece in the obligated costs that was
076year-over-year, >> right? There's things like that. >> Y >> and I think we can just speak to that. I don't think we need to graphically show it. >> Okay. >> So, almost to me if if you I love I do this kind of stuff all the time to educate people at the shop floor. So, that budget reductions directly talks to the 13% >> over there. So, get rid of that little Pac-Man. Y >> and put that right up here next to that red thing. And then you can use the other expenses below that to help define the rest of the pieces. >> Okay. >> Um that would be more explanatory. >> So, if we if we needed to cut out of this budget, if we needed to cut $3 million, if the board of finance
077said you need to cut, it's all coming out of that red. Yep. >> And that's it. >> I was trying to understand what that means. And I was talking to somebody the other day. It means all of the >> everything goes. Then you just shut the school down. >> No, no, no. >> You know, you teachers then then you're left as ABCs. That's so you're lucky. >> Nothing no athletics, no nothing becomes more or less imprison. That's a great point that brings up. We don't have it on here. >> Can't cut three, right? There's the there's this year in that line we have additional staff and pathways, >> right? >> We have additional >> there's additional staff cuts >> and pathways that are going to exist in there as well. >> So we have athletics
078but we don't have pathways. >> Oh yeah. We got to add that. >> Oh add it to the >> add it to where it says like it says student supplies, field trips, curriculum resources. >> We need to put security. >> Yep. >> Yeah. Yeah. All those things that are at risk. >> Well, that would change this number. There's three million. >> That's extracurricular. >> Yeah, we would consider that extra >> and we can't cut more than what we increased the budget over last year's budget. >> It's too we have a minimum budget requirement. >> You would think we all >> so they can't cut us whole. I I think originally when this slide was put together, it was to show that most of our budget is a fixed cost. Sure. Correct. >> And that only
079a small sliver of the pie pays for the general education and extracurricular activities. I think that was the main idea. >> We're just fleshing it out a little bit more. What I think where where I want to be able to speak to it on the persontoperson side is when someone says, "Well, that school budget's too high. We have to cut it, but that high school should be a vocational school anyways." So, close, you know, those discussions. I want to be able to say that's exactly what cutting the budget is going to remove this year, >> right? >> Is those those vocational pieces that everybody is speaking >> saying that we need. >> I'm going to reorder them. Okay. Y in the priority scenario >> pathways being staff reduction is is a reality, right? >> Yeah.
080I think you presented that. What could you remove? >> Right. Which wasn't >> I I had someone the other day just say I said but two kids going off and adding to special ed is equivalent to all of the physical education stuff. They said >> so. So it's like what do you mean so? No gym, no nothing. Well, you have to know basketball play. >> That doesn't make sense. >> There is a mindset of folks who believe that that is what school's about. And if you heard the complexity of the needs of our students if we didn't have everything else, why are they getting out of bed to come to school? >> They won't come to school. Yeah. >> Especially when they can't meet the expectations of the academic um curriculum, right? Everything else helps
081bolster them, >> keep them happy. >> I said it back when we were originally discussing this, right? The athletics piece is what keeps a bunch of kids >> forcing them to keep their grades up. They have to keep their grades up to be on the team. >> All those extras, >> the music, all >> right, slide number 14. I love slide. >> Running out of >> the same dark leader. >> Yep. >> Um >> Oh, that's on there. >> Can we add Can we add one more into this? >> Okay. capital. >> Yes. >> And zero. >> Capital's not on our budget. >> Wes, right? He wants to show that we don't have any capital. >> Show that we can't we're not putting any capital into the building. We're not making repair. >> Make a
082yellow square saying capital. >> Oh, and there won't be any on there. >> Yeah. >> And it's going to be zero. >> Just put zero on a note >> because there is zero capital in our budget. >> All right. >> So when we get admonished in a year because that zero capital has been included in this budget, right? Yep. >> I'm going to put a note at the bottom. >> I don't know about that. I mean, this is a town building, >> right? >> Yep. >> And the town is responsible for this building. >> Okay. To that end, that means that the the hundred and something thousands that we've approved towards steamer and serving line and lockers should have gone to the town, but we're absorbing it in our budget with grants. >> Right. >>
083I don't disagree with you. But but unfortunately that's the why we had to privatize our busing. >> Yeah. But what I'm trying to say is in the presentation we need to be saying that we're not caring for any capital >> in in this budget in the $23 million. We don't have any capital in that budget. >> Okay. >> So that when we get admonished because we didn't replace HVAC. >> I hear you. I hear you Justin. I take the point. Um, and we need to drive that home that this building could fall down around our ears at any point because the town does not take care of their assets. That's why we had to privatize the buses because every year we put in two buses and every year the first thing they cut >> Yep.
084>> buses. >> I I would remind you that line 326 has $269,000 for building repair and maintenance. So, >> so that's going to be all the nuts and bolts and whistles. >> It's not like a boiler or a emergency generator kind of cost, >> but it's the small pieces. >> All the little things >> cleaning and waxing and >> maintenance is not >> No, there's supplies too. So, I'm assuming when that number is a4 million dollars, that's not pen and paper, >> but repair and maintenance on a piece of 14 acre, whatever it is. Five acre campus. Five acre, right? Eight acres. >> Eight acres of floor. I I'm trying to remember what the acreage because it's in acres, >> right, >> of square footage. >> Yes. >> I mean, that's a quart million dollars
085for acres. >> The roof is an acre of square footage. I think I think it's I think I want to say the roof is like five like a total of five acres or something stupid. >> There there's like another 123,000 for custodial supplies. So it's not that it's not there. >> But there isn't anything that covers these big chunks of capital. That's the capital from the general not >> two different parts. >> Oh, I understand. I have to do it all the time. >> Slide number 15. Yeah, slide 15 is a leftover from last year. Um, and it it's a leftover that I didn't want to forget about those really why I put it back in there for us to look at is I didn't want to forget about and I don't know if I
086should include it on the 5-year capital plan, but these are emergency especially the uh boilers at Marriott Fischer. We need to include it. >> So, do we just leave that on this alone? As far as the admin building, it shouldn't be on here anyway. Um, primarily because the trust is going to take care of that and that's already been gone up to bid. And I think you opened the bids today, didn't you, Danielle? Right. Um, the alarm system's on the other page. So, I'm not worried about that. >> Already put in 250,000 >> cameras. >> Yeah. Get rid of that. >> 250 cameras. >> Where's that camera? >> Cameras are at the bottom here. I got to rework that. No, no. on the admin building the um the turtleot trust put in 250,000 took care
087of that. >> I guess my question would be right our title of this slide is BOE capital projects requiring contingency funds. >> I I think we were trying to call out last year what's going to break any minute. >> So I think we should update this slide with with what has >> a dump truck. >> Yeah, a dump truck. >> A serving line. >> Serving line. steamer steamer the ovens that we had to repair. >> The ovens that got repaired there's a bunch of big dollar items >> unbudget capital expendit FY26 >> eies emergencies >> as well as as well as then these are our top these are also our top priorities >> if we were to get capital funding >> next year's emergencies >> right >> basically. >> Okay, got it. >> Yep. All
088right, slide 16. Now I So the reason I did the red and said that we removed because by the time you saw the budget, I had taken all of these out. >> Okay. So that would the removed should be >> well some of these we have accounted for in our non-lapsing fund which we are supposed to do >> only two >> like what? >> Uh they're not even there. We did the serving line which is not on >> but the lockers is in 27 as replacement of 100 >> not removed >> right cuz we're going to review that under the drip funding. >> So maybe put the two kitchen things are not on here. >> Yeah the steamer >> that's not there. >> We were going to put those under the >> the unbudgeted capital
089expenditures. I mean, look, we could add to this list the entire list that Deb gave us from the from the kitchen if we wanted to. >> Yeah. >> And so all this just gets moved to 28 and just keeps it all keeps moving. >> Explodes. >> I want it to make sense to people when they look at it. >> And and I think >> we've got we've got this one. We've got the vehicle slide which is coming up on 17 and we've got the capital slide on 16. Maybe, and here's my thought, combine those two and then give an overall list of capital expenditures and priority order. Combine 16 and 17. >> Got it. >> And then use the other slide to show all of the capital that we currently have listed on everything. And
090that includes phase two of the in priority order. So, this is our five-year plan, but on top of our five-year plan, there's 17 million other things that got to get replaced. >> Okay. >> Phase two of the HVAC project. Phase >> Oh, yeah. Yeah. >> three of the HVAC project. >> The roof on I mean, we're going to have to do >> there's another section. new elementary roof is going to be due cuz that's going to that's coming up this year as >> that roof replace and then the >> they're there. Okay. >> I mean there's got to be high school >> there's phase two in there because your security alarm and all the stuff we didn't do this year breaks and then this stuff gets pushed >> right >> and the roof doesn't get
091done. >> Yep. >> Oh, the clocks. We can't forget the clocks. >> Bill really wants the clocks fixed. That could be his retirement. Sorry, guys. His retirement gift. All right. Slide number eight. >> It might be bad timing. >> So, you remove the words remove. >> It just is confusing. >> Remove the red remove. >> That was to say you took it from a different way. >> Yes. >> So, they're they were deferred. >> Yes. >> That's a better word. >> Deferred. Deferred. >> What about the generator? >> The generator isn't here. The generator is not on here. >> Water leak. >> No scenario. >> We did get a quote on um the assessment. I think it was 2,300 bucks um to have them assess it. But once they assess it in April because they
092have to take it apart to assess it, right? >> Then we'll know what it really costs to fix it. We don't know. >> So I think the generator should go back on 15. >> Generator. >> Yep. >> It's got to get put on here somewhere. >> Who who funds it? That'll be up for debate. But >> Right. Right. It's the town. >> It has to be where their emergency >> shelter. >> All right. Slide number 18. >> So that is all accurate. >> That is accurate. >> We lost about 30 grand in correct >> federal grants over the last year. >> Yes. >> And those are the reduction >> in the my in the red numbers. concern. >> That's all we've lost. >> The only one we went up in in title three and if
093somebody asks you last year, you have to you have to get an allocation of $10,000 to stand alone and submit the grant from uh from the federal government. If you are under $10,000, you have to be part of a consortium. And in the past, we were part of the consortium with Eastcon. What ended up happening is Marianapolis in the past, Marianapolis always say no. Um and so they have the most amount of um multilanguage learners in the in the town. >> They always say no to the money because they don't want to have to be part of the federal requirements. Last year the consortium took that money. In the past we got all of it ourselves. They took it and they divvied it up between everybody else in the consortium. We ended up with pennies
094last year, $2,000. I was very upset. The good news is we made the threshold this year by $498. We get to keep whatever Marianapolis said they didn't want. So that's why you see the bump up. So if someone asks, it's only because we hit the threshold for once in our our lives. Um and we were able to maintain the full grant >> and these are federal grants that TPS qualifies for. >> It's based on a formula and we get an allocation and then we have to write the grant according to the rules of each grant and a lot of our grants are all salarydriven. It offsets the cost of the salaries on the BOE side. >> So that's where that comes from. We did lose $30,000. >> Yes. >> Just as they expire or it's
095less per year or >> it it fluctuates based on enrollment and whatever the feds give the state and then the state >> um folds in their own formula and then we get our allocation. >> Okay. >> And then just other grants we've got so far this year. Um there's not a whole heck of a lot of money out there right now. Alliance one. I thought we had nyx the late bus. >> No, we were able to go back and get the late bus for math lab only. >> Okay. >> So, the math lab late bus does run. I could put for late bus in there. >> Oh, yeah. It looks like it's >> Yeah, overall we don't have a late bus. >> Okay. that we need to keep that bath lab is having adamant about
096that. >> The reason we were able to is because one of the salaries didn't take health benefits one of our employees and so we had that I budgeted for the healthcare and she didn't take it which gave us the opportunity to do math lab. >> All right. And then slide number 20, although it's believed 10. >> Oh, this is this is this is we can get rid of this. >> Okay. >> This is this is last year. >> All right. >> That that that can be. >> Okay. >> Oh my goodness. >> All right. >> When is our presentation? >> Not yet. >> March 5th. >> Next week. >> So Danielle and I will work on this tomorrow. Yeah, >> you'll get it by the latest Monday, but I'm hoping to get it to you
097tomorrow. >> Oops. >> So, March 5th, 17. >> Next week is going to be tough >> because of me ask >> and I am scheduled out in a bunch of different >> sorry >> interviews with them. >> Y >> I'm happy about it. >> Yeah, >> we have a lot to share. >> I'm looking forward to what they have to say. >> They're going to ask you a question. Can't wait. >> All right. Well, then citizens comments. There's uh none in the room. Any citizens comments from Zoom? >> Amanda G. >> Hello. Um, thank you so much for listening to my comment tonight. Apologies. I'm trying to get away from my child before I say this. I just full name and address, please. >> Yes. Amanda Godding, 21 Rachel Drive. >> Thank you. >> I
098have an elementary school student. >> Um, I wanted to plant a little seed in your minds. I know you guys have been working so hard on this budget and I apologize for bringing something else up at this time, but I think it's kind of pressing seeing as in spring we have school photos coming up again and the elementary and middle school as far as I know have life touch photography that comes into the schools to take pictures of our children. I've been speaking to a few different families in the community and we all kind of have the same idea that we'd really like to look at something other than life touch. So, I wanted to bring it up to you guys just to plant the seeds so maybe you guys could think about it. I
099know you're busy with the budget right now, but with spring photos coming up, I wanted to bring it up. A lot of towns and communities across the country are getting Life Touch out of their schools due to their um possible implications in the Epstein files. And I don't want to sound like a conspiracist or anything, but it's kind of a big deal. I want to protect our kids. So, I thank you. I just wanted to mention something. So, anyone on the board, Superintendent Smith, I did send you an email. I know you're busy. Please take your time with it, but you'll find it from me. It does say school photos on it as the subject line. Um, I just want to kind of bring it up that way there could possibly be future conversations about
100it. So, thank you so much. >> Thank you. >> Any other citizens comments? >> Going once, going twice, three times. Motion to adjurnn. >> Motion to >> second. >> And we're done. Thank you.