001good evening everyone [Music] welcome to the school committee meeting of February 8th uh this is our uh fourth in a series of four public forums uh this this um forum tonight is on our fy24 budget I'd like to welcome everyone who is here with us in person and those are who are here with us joining online I'd like to thank Milton Access TV for hosting this hybrid meeting which is is a challenge and we very much appreciate their their help and and making this happen and the Council on Aging for allowing us to use this this space um as I mentioned this is the fourth in our series of of four public forums and the school committee decided last summer um that we wanted to hold these public forums this year as an opportunity for
002more Community dialogue about the efforts and and activities around the the schools and particularly a focus on the pillars of our strategic plan and our budget so this is uh the fourth of our forums and um we have opportunities for people who are here in the room with us to come up to the microphone to speak with those of you who are joining online you can raise your hand with the raise hand function if you'd like to speak and we'll recognize you um and um promote you to speak um so um I'd like to introduce our presenters for this evening we are we're a mix of a real hybrid mix of presenters and um uh tonight in person we have uh Dr Glenn pavatek our assistant superintendent for business um online we have uh interim
003superintendent Garth McKinney who is joining us we have school committee members over at that table at Dr Selena Miranda Anna varghese Betty White Beverly Ross Denny and myself Ada Rosemary and Dr Lizzy Carroll is joining us online we also have three Milton Public Schools staff who are joining us online will be part of our presentation of Karen mcdavitt the principal of Glover School Susan Maselli the director of pupil Personnel Services and Claire Galloway Jones the director of diversity equity and inclusion and finally we have the wonderful Stephanie O'Keefe our Communications coordinator who will be helping with facilitation for this evening's meeting um our presentation will take approximately 30 minutes and then we'll allow an additional hour for questions and dialogue um so our Forum will conclude promptly by 8 30 pm at which time we
004want everyone to get back home safely and if there are more questions that come up that you think of after tonight or don't that we don't get to tonight please know that you can always email us or call us and and let us know what what's on your mind um ask people to please keep their comments to a maximum of three minutes to allow as many people as possible have the opportunity to speak this evening and ask everyone to maintain a respectful Community discourse before we get started I'm just wondering if people in the room can indicate to us if if they if there are people who plan to speak tonight if you could raise your hand just to get a sense of how many speakers okay terrific thank you and online um we have
005a number um I don't know if okay okay yeah yeah that would be great if if online if you if you plan to speak or or if you decide to uh speak later on you're welcome to raise your hand um so with with that I will pass uh this over to Dr Miranda who is our chair of strategic planning to provide some introductory uh remarks and slides oh Dr Miranda Selena Miranda and I am a member um in front of you or or on the presentation you'll see our overall vision statement which captures just our ideal you know sort of ideal of where we want to be of what we want our school district and our students to achieve I'm not going to go ahead and read that paragraph for you but I will tell
006you that you can actually find our strategic plan online and you can review the vision statement however I would like us to move to the next slide which is our strategic goal and we went over this at the last Forum but for those of you who haven't perhaps heard it before or are not familiar with our strategic plan our overall goal is to provide all students with a highly personalized developmentally appropriate emotionally safe and Equitable balanced daily learning experiences designed to ensure that each student becomes a productive caring and contributing member of society and can achieve his her their post-secondary goals as measured by the analysis of information obtained via the district data cycle so that is our overall strategic goal that is framing our work from now until 2027 so it's a five-year strategic
007plan we're in the first year of implementation um unfortunately I don't have enough time to go over how we came to the Strategic plan that we have before us but it was an elaborate process up until last year the spring of last year we were completing an old strategic plan and then we needed to create a new vision a new North Star where we want to be as a district and that is a result of many conversations that happened across the district with Administration with staff with teachers with parents being involved in committees Etc so there's a lot of work that happened and how we got here we can definitely go and into greater detail and I would look to to uh chair Rosemary to share more about that because she was actually part of
008that process um next please and as we have discussed before there are three pillars to the Strategic plan and that is personalized learning safe and supportive schools and equity and learning I would also encourage folks to review our conversations the different the recordings of the forums if you were able to attend because we actually went into great detail on each of these pillars to let you know sort of where we are but I remind you that we're in year one actually it's the first you know with six months of implementation of this plan so just to think about it that way but in terms of personalized learning what we're talking about is that we're making sure that Educators have the tools that they need to meet our students you know specific strengths interests and needs
009of each student to create a unique learning experience for all of our students so that's the focus of that pillar the second pillar which is safe and supportive schools we're talking about actively working together and mostly actually we've heard a lot from the school unit so what does this look like in the schools to make sure that we're fostering a safe positive and healthy and inclusive old school learning environment so that we can support all of our students holistically in key areas of development and integrate services and align the many student support initiatives that aim to address particular areas of need in our schools and thirdly our equity and learning focuses on working to create the conditions in which all of our Learners can of all identities and abilities have the resources and support they
010need to thrive obviously there's greater detail here and again I refer you to the plan if you're interested in in learning more can we go to the next slide please and so there's embedded in our plan is a theory of action and that is that if we make progress against the three key strategic initiatives that we are going to see student and staff experiences improving we are going to see student performance which I know we all care about improving overall sort of individual student performance but I would also point to the fact that we're working towards improving on the aggregate how our district performs right in terms of when we're looking at State data we want to make sure that we see progress in the direction that we all care about and then lastly making
011sure that our students are prepared for the future right so that if we're doing all of this that's the idea that's where we're going to get to and now the next slide here is a list of the many things that have happened already and again I don't need to read all of them but you see that most of it is really focusing on implementing uh sort of we have new math and social studies curriculum that's embedded in different differentiation and when we talk about differentiation this is what we're meaning in terms of personalized learning right we're analyzing data so we're looking at the data the data is driving sort of the work that we're doing we're also planning instruction together so um and then select a digital platform uh we selected a digital platform platform
012as a repository to collect student work so again we want to make sure we're using data so that is happening on the personalized learning and the say some supportive schools you also have uh we're regularly assessing students social emotional well-being we want to know how are our students doing how can we better meet their needs we created a school-based social emotional learning goals and we have actually secured resources to continue to move that work forward in our equity and learning which we just heard about two weeks ago we have been able to we completed a root cost analysis of the district's disproportionality in special education and develop a robust action plan we've also been able to secure additional resources to continue to them to move the work forward and we recently secured a grant from
013Desi to be able to recruit a diverse teaching Workforce so that's where we are right now thank you thank you Dr Miranda and Dr pavlichek pass it over to you thank you so one of the issues this year is in the past year or the past two years has been a substantial amount of federal funding whether it's Esser funding from the state or arpa funding through the federal government or some arpa funding through uh that went through the Norfolk County but there have been different sources of funding to have supported us in different ways this year fiscal 24 we've referred to it as sort of the arpa cliff there is a large amount of arpa funding that is actually dropping off after the current fiscal year we're in I'm going into next year and the
014positions and we'll talk about what those positions are in a moment or two but in order to maintain the positions we have currently um we need to go from between the general fund and the arpa funding about 59.6 million dollars worth of budget um resources to about 61.6 or about 2 million dollars additional money to maintain what it is we do now the problem with that is arpa's going down by a million dollars so in order to get two million dollars on the budget you need three million dollars from the general fund because we're losing a million dollars worth of Harper if you look at it as a whole the the cost of roughly two million dollars is about a 3.3 percent uh increase to support this year's budget into next year three point three
015percent in this economy and with uh the state of us at the moment is not an exorbitant amount in fact it's less than it's been in many years um but if you're only looking at the general fund which is what town uh meeting is going to be looking at it looks more like a five percent because that's the increase to general fund spending funding that comes from the tax base and and and state aid and other sources so that's sort of an overall picture of this is the cost of doing what we do right now again this year's Appropriations 58 million to level service the general fund budget which is basically take the exact staff we have and that's what our budget did by the way we took a snapshot on I think it was
016November 5th and took the exact staff and rolled it forward and then looked at all the non- Personnel costs and made trying to make assumptions as best we can with current inflation and so forth some of that's difficult as we'll come to a little later utilities for instance are very hard to project right now um but to to basically level service our general fund appropriation is about two million dollars but then there's that extra million dollars of arpa funding that we have to make up and again that 978 000 arpa funding is the actual cost next year of retaining the people that we have this year on arpa so it's not an allocation from the federal government that's some of it's for this and some of it's for that it's just strictly the staff we
017have this year that are funded by arpa carried into next year these are the uh the arpa staff these are the staff that are funded by arpa currently uh the preschool coordinator you may have heard our preschool program is growing wildly in terms of children with special needs um we have to we'll talk more about that shortly a 504 team share is a person who coordinates all the um the work with students who are not uh in special needs but have are covered under the Americans with Disabilities Act and we have a lot of students who need accommodations under that and this person is um here to make sure that we follow all the right guidelines and so forth an elementary Reading specialist a high school math support teacher we moved to kindergarten AIDS from
018point eight to full time using arpa funds that's something we've wanted to do for a long time they once were full-time they got cut back to have hard time and budget cuts years ago if you think about it when you know if you have a Aid in a kindergarten classroom when are they most needed the beginning of the day in the the end of the day when you're getting kids in Boots off and boots on and so forth and basically if they're only a point F 8 FTE they're there one or the other but not both which is doesn't make sense we really needed those people full time two part-time nurses it goes without saying that our nursing staff is stretched as a result of the last few years um two Preschool teachers and the
019Three Special Education aides were actually included last year in arpa funding um by my predecessor who was I guess also my successor but that's a different story um because those were um uh they needed to be filled those are special ed mandates that was said at the time those were going to have to be rolled over because there was no way to to lose those those positions and the board certified Behavior analysts pcbas dealing with children with all sorts of needs it is hard to say out loud that you can pick things out of here that we don't need um this one you can look at online the long and the short of it is based on last year we looked at about a dozen different communities of actually 18 I think it is different
020communities um in terms of perputable spending the state average prepared people spending is is nineteen thousand uh per student these of these ones here uh Brookline is 25 wellesley's 24 elections 21 down the list to Milton which is at 16.8 so we're under the state average um where uh you know about twenty two hundred dollars per student under in state in per people spending purple per pupil spending is computed by Desi they take the end of year report which is our spending anything we get from Grants health insurance that's paid by the town Debt Service that's paid by the town anything that has to do with schools is aggregated into one amount and then divided by the number of FTE students so in as much as the state is capable of doing anything Apples to
021Apples this is as close as probably we're going to come to Apples to Apples comparison just to reiterate The Sixteen thousand figure includes health insurance yes includes health insurance for staff and so forth yes and anything that thing that comes out of um the cost of retirement fund retired teachers health insurance and gets charged on um Cherry sheets anything that is contributed into the system is built into this it's they're called the end of year reports you can see them on the Desi website there 95 pages of lovely spreadsheets per School sheet we're 297 out of 397. right out of out of the 397 districts in Massachusetts are pure per pupil spending is 297th out of 397. um how do we spend our money um 45 the large one here on instruction that is regular
022education instruction 28 the large Blue on the left is special education instruction so that's 73 percent right there um instructional services are things like AIDS guidance counselors professional development all those different pieces of instructional Services um policy and administration up at the um up at the top is three percent facility seven percent technology is a weird one from the state's audit system it shows one percent but the state has a strange way of dealing with technology a student computer is an instruction a faculty computer is an instructional uh service sorry instructional leadership um so the little one percent in their sort of network capacity and things like that things that are across the state so it's it's an odd way of doing it but I don't I fill out the forms I don't argue with
023the state on that but in any case the point of this is the vast majority of our budget is going to instruction so that's the cost of doing nothing basically that's the cost of re maintaining Where We Are we've met with the various different departments um they've given us lists and lists of things that they need we've whittled them down um you know it's it's already a large ask but it's important that we say out loud the things that are really necessary um and so we we are looking at you know we've tried to whittle down to you know basic minimum what is really necessary that going forward what do we need um and these are just the needs beyond that level service um I'm going to ask the director of people Personnel Services um
024Susan Miceli to talk about the next couple slides just for a couple words on special education thank you good evening everyone um right here you can see just a snapshot of our special education students that we're currently supporting in the district you can see um at the end of the year reports from the 21 20 to 21 year and 21 to 22 a year you can see the increases in supporting students across different disability categories um most noteworthy is to take a look at our increases in students we're supporting with autism families are moving to Milton and benefiting from the robust programs we provide the New England Center partnership currently that number for this year is going to continue to grow it's right now between 125 and 1 30. we have a few students in
025evaluation as you look down the list you can see our Trends we do have a decrease in our communication category and you'll see that continue that is a direct response to addressing our disproportionality and special education related to the over-identification of students in this subgroup you'll continue to see growth in our developmental delay category speaking to our needs of our youngest students we're qualifying more students for special education in the early years coveted related developmental delay rated that number is hovering in the 120 range right now and climbing as you look down you'll notice in this year's numbers our neurodiverse population is growing we're currently looking at numbers in the low 70s now that's an area where we've continued to develop programming and supports and the other category really to take a look at is
026our specific learning disability Group those are kids that have explicit disabilities in the areas of learning reading writing and math and that number is going to be going up a little bit this year as well it's right now it's hovering around 2 15. here you see our two charts related to the work that the department has been focusing on related to our disproportionality work we are again trying to address the communication subgroup and our discipline subgroup while this graph is very small the important information to take away here is the blue band across the top the Department of Education requires that we have a risk ratio of less than three which means that our students in certain subgroups should not be more than three times more likely to be either communication or disciplined out due
027to their race so these are things that are aligned with our pillar for equity and inclusion and we really are working very thoughtfully on how we support kids to keep them in class and in school the reason you see that the risk ratio is pending from the last column is the Department of Ed did not calculate that number last year but in my conversations with them and looking at our data that's still an area where we are at Great risk and we are going to be continuing to monitor that finally this gives you a sense of our distribution of students that we're supporting across the district I can tell you that our number will be showing a little higher this year as well we are seeing increased enrollment at the preschool level we have seen
028increased enrollment in our students who require supports outside of the district this out of District number is also impacted by our space limitations in the district we've talked a lot about the number of classroom spaces that we need and how we support all students as our students grow through the programs go from preschool into Elementary into middle into high will continue to need additional space to make sure that everyone gets the program that they need right now our special ed number is is approaching the 900 Mark that said we have over 100 students in evaluation right now across the district so that number does tend to move day to day when we when the office of people Personnel does our annual report will be able to give detailed numbers with all of this data for
029a year to date thank you so in terms of needs here because of the growth in special education we have some current needs that absolutely we have to deal with we need an additional speech therapist and we need half-time OT and PT Services um these are required by IEPs as the classes grow I mean it may be right now we're covering these services with contracted Services which is more expensive and not the way to do it you want to have your own staff doing these things so we are going to have to hire speech therapists and halftime OT and PT Services one way or another those are going to have to be done it is more effective to hire them than to contract them out um going back to the uh to Susan's comments about
030the autism spectrum and the preschool we are going to need an additional class at the Cali next fall for students on the autism spectrum they are those classes are capped at small numbers they're crafted even smaller numbers because they're squeezed into classrooms that aren't full-size classrooms if they were in a full-size classroom you could have probably 12 or 13 students in the classroom but in these classrooms they're in which are sort of converted offices conference rooms and so forth because we've we're out of space you have a maximum of Nine the classes we have now are full we have to open another class and that is a a space issue just by itself if we can't uh we're trying to find figure the space to put it in frankly because if you've been in Cunningham
031and kalikot where these are housed spaces at more than a premium um and especially given this last weekend where we had a pipe burst so it's uh even even more so um so this is a class we have to we have to fill we have to form um if we don't form it we'll be sending these students out of District which is not good for them more expensive for us it's again we'd have to do this we're going to one way or the other we have to do this class the additional teacher at Milton High School as some of these students moved up our first group of students that we admitted years ago on the autism spectrum are now reaching Milton high school we need people who are trained to deal with students on the
032autism spectrum more than a general Ed special educator this is very specific trainings and we have to have someone at the high school who is capable of dealing with that so again we have to do these we don't do these students will be going out of District we'll be paying for them one way or another so these two slides in the world of special education aren't so much uh need to halves as must-haves well one way or the other we're going to do these it might have to be at the expense of something else if it's not funded but we have to do these things and they're just legal mandates um other things that we would like to do in special education we'd like to have a classroom at the Tucker school for younger students
033who are academically challenged to try to support them before they enter the realm of special education and try to correct a lot of learning deficiencies that have happened to them at this point um that's something been on our uh been on our plate for a while but it's you know something we would we would really think is a is a priority should we get funding for it and the outer district coordinator um again uh there were 50 some students out of District we have to have somebody who goes around to all those sites visits them meets with the teachers does the IEPs so forth right now it's a 0.6 position we have two part-time people who do it 0.3 each um it due to caseload um that is likely going to have to move up
034to a full-time position um you wanna you wanna pass this on to Claire Galloway Jones good evening everyone um on this slide what you'll see is our quality review and Equity audit findings um some of you may remember we had our Equity form a couple of weeks ago we reviewed many slides but this slide in particular if you look at the left hand column you'll see what um these are the areas that were highlighted of concern around disproportionality curriculum and instruction and accountability and on the right side you'll see the recommendations that the firm had for the district specifically around disrupting disproportionality what we needed to do around professional development and our data and Equity goals so um Sue did a great job talking about our disproportionality and the the work that that's been happening
035in the district um if you notice on the left hand side we were disproportionate specifically with disabilities of African-American students this was also mentioned by Sue in regards to the communication this is something that they've worked really hard at and those number are coming down that was shown on the slide that she reviewed also we were disproportionate and discipline and part of the work that has been done prior to my arrival with Sue was to hire um Adina Schechter which sort of practice coach and that's also we've seen a huge huge huge huge um production in discipline because of having that person on board so that was something we were able to immediately do in regards to the findings the curriculum instruction they all refer to the cultural relevance had been updated in some content
036areas we also noted that some of our students were still not taking advantage of our advanced placement classes the biggest um hurdle I think we have is around professional development which is recommended here they talk about developing a comprehensive PD plan making sure that we have embedded PD for our curriculum leaders our building leaders and our teachers throughout the district and continue to revise our curriculum with the equity lens this is really the area that we've been trying to focus on this year but again capacity has been a huge issue for us um you know the equity office is the office of one myself and Adina have been trying to do this work but this is really the area that we struggle with the most have a very comprehensive yeah we have a strong road
037map now but again to meet some of the needs and the recommendations that were outlined we will need to build capacity in regards to accountability what was noted was that we were had lacking an accountability in some areas specifically around monitoring and um this is something that in our data analysis and goals really making sure that recommendation was that student data inform all of our decisions so we spent a lot of time this year looking at data really making sure that our data is imp is aligning with our strategic plan so um this is the the two areas that I think we're trying to focus on the most and again building that capacity um is really going to help us meet our targets and the recommendations so in terms of building the capacity um what
038we were looking at was to have a basically one more person in this office an equity coach and some stipends for one uh one person in each school to act as sort of the liaison to the schools to try to build some capacity here originally this was a much larger ask but it's been cut down to sort of bare bones because there are again only so many things we can look at in a budget um so on the next time we've got Karen McDonald who's going to share some data about cast results over time yeah good evening everyone and um I'm certainly not the best person on this call to speak to this our math director Brian selig is here as well so um I I don't I don't want to steal any of his
039Thunder because he is the expert on all of this but um you know in my years here and I've been here a while um this is the first year that we've been able to benefit from math interventionists um at the elementary level and I can tell you that without our Mr Baldwin I don't know what we would do um he is servicing and working with children um in ways that we've never had the ability to do because we just simply didn't have the staff in the interventionist capacity so when you look at our data um and yeah there's a green circle around all those drops right all those negatives in every grade level um but I encourage you to look you know a little more carefully at the data and look at the 2019 and
040the drop to 2002 21 in every single grade level we dropped and in some grade levels we dropped significantly but we know what happened in 2020 right and we know what happened in 2021. um so what I also encourage folks to do is to look at the 21 to 22 because you'll see that we made gains we are gaining back in every grade level so while the picture if you look only at that green circle um looks dismal it's not but we need more we need more help we need more support we need more intervention um we are making the gains and that's thanks to you know the Herculean efforts of our Educators they work so hard every single day and we are making up for what was lost um and what is unfinished but
041we still have a ways to go so on the next slide is um I believe the pitch for the need for an additional math interventionist um and and Glenn can speak to that more but before I turn it back over to Glenn Bryan um since you're the expert on all this any anything to add there uh thanks Karen I you did a great job I mean I I think um uh that it is a situation where we are taking uh intentional steps to address the impact of the pandemic on math which all of the data and research that we have available to us nationally and locally uh indicates was most adversely affected for student learning uh during that period of time and I know that that something I've spoken about uh often uh in my
042appearances at previous meetings um but I do want to reiterate uh what Karen said about uh the map interventionist that supports our Glover students Mr Baldwin uh he's also putting forward the same efforts uh for students at Tucker and we have a second math interventionist who has been doing um just as Herculean an effort and impressive a job of uh supporting our students of need at calika and Cunningham since the beginning of the school year but their case loads are over subscribed there are students that we need to turn away from receiving the intervention and and we're currently only able to prioritize uh students whose data indicates that they have um gaps that go back at least one grade level so a lot of the instruction done by our interventionist relates to skills and uh
043Concepts from a previous grade and the idea would be to expand from a second from two to a third interventionist at the elementary level so that we could be sure that we're able to service students who need some on grade level reinforcement of content and I hope I didn't take too much of that Thunder either from Karen or from Gwen as it relates to this ask that's fine people are allowed to talk about numbers other than me we do need a third bath interventions the two we have our grant funded the grant funding does continue for next year so they will still be here next year it does drop off after that so we'll be talking about that again but we do need a third person and this way we would at least have one
044permanently on our budget that we can carry forward because we have for years wanted to have some math intervention abilities um in terms of other uh levels at the middle school one of the things we're looking at here is if you look at sections of 25 or over at the middle school um notice in 2020 2021 it's fairly low that's because we had an additional four staff members during the year for uh when we're doing hybrid learning we brought more people on that year um but you're looking at fair Fairly large numbers of classes mainly in the exploratory classes that are of 25 students are old uh or above um they vary a bit because if you're familiar with the Middle School some classes are sort of every other day what we sometimes call semester
045classes some are every other day for half a year so they're sort of like quarter classes well if you teach one of those every day for every other day for half a year and you've got 25 students in each class that's four sections as opposed to some other class which is two sections so the numbers are a little variable from uh year to year depending on which courses get over subscribed um in any case there are a lot of larger classes primarily in the exploratory at the middle school we'd like to edit exploratory teacher um the uh technology is the uh one of the ones that of course most people want to get into the difference between exploratory at the middle school and um electives at the high school electives as they say you know
046as it sounds like you say I'd like to take art I'd like to take music I'd like to take this at the middle school it's more like we want to expose you to this we want to expose you to that we want exposure to the other it's more of what do we have room for rather than what you want um so it they are slightly different but in any case we need we have demand at the middle school for um the the two most pressing demands that the Middle School are an extra exploratory teachers specifically in technology and um an English language support teacher in the sixth grade again to correct students who are coming up who need extra Ela support um though we have we have extra math support in the sixth grade we
047don't have extra Ela support in the sixth grade and at the high school um we um principal Cahill came in with a list of most of some of the list is at the bottom but what we took as the most uh pressing um need at the high school is one of the more interesting uh titles business Career Tech what's happened at the high school this is the business department this is economics but it's also cooking it's also fashion uh fashion it's basically a lot of things that were used to be different departments that were combined together we said we shouldn't have so many department heads let's put the ball under one person um so they're all under one person um you have excuse me 27 sections of of the 50 or over 25 students that's
048actually misleading because this includes um those 50 sections include cooking wood shop and auto shop which are capped under 25 students by OSHA regulations so it's more like 27 out of about 40 sections that are over enrolled in this in this particular um department so um as far as the high school goes that was the most significant need and then our final um in terms of system-wide technology we have a director of technology and three staff four five thousand plus pieces of equipment in six build in six schools we had more people in this department when I joined the school committee in 2003 than we have now um and I would dare say most people realize things have changed a bit in 20 years um so this has been a pressing need for quite a
049while to get another person into this department um as I say if it wasn't for a class at the high school who are doing a fabulous job at repairing Chromebooks and putting screens back on and putting uh keys back into them we would be sunk um there's a there's a group at the high school who's just or have have saved us by doing this um oops sorry so that's us I mean in terms of where we are um it's it's about a three million dollar Rask all the other things we're talking about are another million dollar ask four million dollars a huge ask we know but if you have to look at you know we don't do anyone favors by saying we don't need anything more um we need to let people know what the
050what the the needs of the district are these are the needs of the district this is what we're going forward with um and we will see what happens when we hit budget time at the town it's still too early the governor's budget isn't out yet we don't know what state Aid's going to look like we don't know what a lot of things are going to look like yet we are meeting with the select boards Finance subcommittee we're meeting with the Town Administrator um and we are going forward and as as we get closer and closer to town meeting in may we will know more and the town will craft a budget and it will be what it will be um but this is this is our budget request to put into that mixture and so
051at that point um I'll turn this off so people at home can see us okay great thank you thank you very much Dr pavlochick um so at this point oh now we can see everyone Hi um uh now I'd like to open it up um so if there are people either online or in person who would like to speak um uh Stephanie O'Keefe it's gonna keep an eye on uh those who are online and if we have any hands raised we can recognize them or if we have someone in person who would like to speak I see one hand in person yeah sounds good it will promote Jill Clark thank you hold on one sec we've got somebody coming in online but thank you uh-huh hi Jill are you there I am good evening great
052hi good evening um thanks my name is Joe Clark I live at 26 Harold Street I um am a town meeting member in Precinct 4 and a member of the parasite Council um I have a question for Dr pavlichek when he was talking about the um after you sort of got through the the basic needs for a level budget and then moved on to um some of the requests there was um sort of a a euphemistic comment of you know the the school building leaders bring their requests and we whittled them down and I was wondering if you could talk a little bit about what that process looks like um how sort of the request from from principals and other school leaders come to be the budget that you've just shared with us sure it's
053a it's a couple layered process initially the school the school committee's Finance subcommittee invites principals in to talk to um to talk to them and present what they feel their needs are principals are working with their site councils to decide what's necessary for their building they come in they meet with the school uh the finance subcommittee of the school committee present their various requests so that took place over a series of meetings in October early November at that point the school committee with input from the Administration has to look at it and say well one of these are sort of the most pressing needs what ones should we be you know because always when you ask what people need you get a very long list um so you have to you have to balance reasonable
054you know balance affect their all needs with what are the most pressing needs and so um this the list you have here is with some input from uh the school administration as to what we thought were the most pressing needs it's the school committee's school committee Finance subcommittee's recommendation to the school committee so it's a it's a process of a few few layers from site Council to principal this subcommittee to Administration and to the school committee thank you that's helpful and um I see principal McDavid chuckling as as well you know it because I I think it you know it's reasonable right I think the schools do have um extraordinary needs and and the principals to have a really good sense of what it is that their school communities need and and as a a
055member of the peer fighting Council I have only a small insight into that but I just wanted to raise that question um to point out that as astonishing as that bottom line number is I think it's important to remember that it's already a conservative estimate there are already things that principals need uh in their schools that haven't even made it into to this budget and everyone is you know I know they're all doing their best to kind of tighten their budgets and and get to where they need to be but there there are still unmet needs that that won't be met even if we um we fund this budget and um so I you know I I commend you for getting this far and for making difficult choices that you've made um and know that
056there's a lot we need to do to under schools appropriately thank you um hi I'm Vanessa Foster I live at 1325 Canton Ave I had a question sort of a clarifying question on what you said at the end Glenn when you said you know other things come into play sort of after town meeting like the state funding we don't necessarily know if it comes into play yet or something and I'm just wondering if so if we're if this budget comes before town meeting this is my first year as a town meeting member so that's why I'm asking and we approved this budget and then funding you know the state decides to put to sort of help districts bridge the gap between the arpa funding that used to be and is not anymore or there is
057is there a does do we we don't then have to get more right like if if we say yes we want to take this money from the general fund but then the uh State gives us some money then we don't have to take all that money is that correct or well um what happens is we we never know completely the state budget by Maytown meeting because we'll know the um the governor's budget we generally know where the various houses where those the house and the Senate are going with it we generally have a good idea on what state aid is and we go into town meeting with the best estimate of what's Day date is and that's what puts the budget together and the warrant committee will approve the articles that based on that would
058give a balanced budget if there is change afterwards and there sometimes has been you know there have been sometimes when state aid has come in higher than we expected and so forth basically it sits with the tap and at a subsequent town meeting they could appropriate it if they chose to or but it doesn't automatically go anywhere except it you know if the state gives it to the town the town has it but town meeting gives the authority to spend it doesn't give the authority to collect the collections come in so uh yeah so it there could be there have been in the past you know I can think of times fall Town meetings where we've uh allocated more money because the uh the budget came in higher but generally it may tell I mean
059we have a decent expectation and this year we yeah we fall but because the recommendation from the Town Administrator was to put that money not to spend it on budgets but to put it in a reserve because we were anticipating that utility cost is here we're going to be significantly higher for both the schools and the town so we kind of kept that in in reserve for those needs foreign hi I'm Nora Harrington uh 10 Standish Road I have a daughter at Tucker and a son out of District um so Glenn how many kids do we have in our in the system you know all together in Milton 4 350 something four thousand yeah and um and the state average for spending is about 22 000 did you say per child uh I'd have to
060go back and look I think it was I think it's less I think it's 19 19. okay 19 so we're about I just was doing some quick math because the numbers are sort of a side of shape so we're about you know at least around 3 000 below the state average and we have about 4 000 uh kids so um 300 bullets oh three thousand three thousand per student below the state average so you multiply that out and that comes to 12 million dollars so when we you know everybody in town is constantly struggling over why don't we have this why don't we have that why don't we have more of this you know we need more of this at the elementary level we need more of this and it's like of course we do
061right of course we do and um it just astonishes me really seeing the initiatives and the numbers what Milton what the Milton Public Schools the teachers and the administration managed to do with the budget that we have I mean it's fairly astonishing that if we were even at the state average we would have 12 million dollars more to play with and unfortunately we live in a town that has very few you know stores and restaurants and very little commercial base is all born on the backs of all of us of the homeowners and it's you know we we all it's a it's a burden that's tax burden so um I guess I just wanted to point out because you know I know as the budget goes on when it gets to town meeting there'll be
062all sorts of huzzle blah about you know when you spend too much money on this and you spend too much money on that or you spend too much money and you know what I see is we just don't have enough money you know we are short 12 million dollars compared to just the average town in Massachusetts never mind the really high performing ones so thank you all for your work and for doing your best to like you know get blood from a stone I suppose thank you thank you yeah I'm just not going to read anything today guys um Colleen McCarthy town meeting member uh Precinct 4 I live in Gulliver I have three children um in Cunningham go cougars um just uh just more of a clarifying question so um do we feel like
063we're adding enough intervention and and I'm not I'm not saying this because and I give you guys a ton of credit this is incredible amount of work that you've done um you know we're asking for a third do we need a fourth and a fifth and I listened to Warrant um meeting and even just reading right early intervention the Intensive Learning Classroom at Tucker sounds like an incredible um program can you talk a little bit about what that looks like with the three teachers is that I think Suma Sally would be the best to talk to that sure so as as most people know um in Milton each of our buildings houses some of our specialized program the autism programs at calicot our collaborative program and our preschools are at Cunningham and um for example
064of David hosts four programs in her building therapeutic program that the neurodiverse language-based the sld language-based and our co-taught strand so principal principal derosh and I have been talking about the needs of the Tucker community and trying to build on our model of equity we also know that many of the students who are affected by our disproportionality are from the Tucker neighborhood so the Intensive learning model program proposal would allow us to have a close-up classroom at every level in that school so that students from that Community would be able to get intensive early intervening services in general and special ed and hopefully be able to stay as part of their neighborhood building it also will continue to provide a more equitable distribution of all of the special ed resources across the district awesome thanks
065Sue um so is that is that before children is that before children reach IEPs like before special education they go on IEPs so one of the magical things about classrooms in which you have a general and a special education teacher is that all students benefit on both sides generate students have access to special ed teachers and and and special ed teachers especially students have access to General and teachers all day so the model benefits all the students in the classrooms yeah and things so my my um my son is up here in one of those classrooms and it's it's an amazing opportunity for both I think from you know if you're thinking about inclusion like 100 think it's amazing um so I think with that being said I just you know I think my concern
066and I think many in the community certainly don't want to speak but have we even seen the tip of the iceberg in terms of learning loss coming out of coved and you know it seems like from my perspective it's almost like are we asking for enough here and I listened to Warren um and I forgive me I don't remember the woman's name but she actually asked her really I thought smart question around are we thinking about this globally and I know that we're looking at this in the next year but are we going to be in this position where we're going to the the taxpayers and saying hey guys we need you know four more interventionists because all of a sudden we have this data so um I think that's all I'm getting at I
067just you know I think my concern is um you know we're going to be doing this year over year and I appreciate all the work that you're doing but there's part of me that wonders if we're asking for enough um so thank you for the work that you've done I just wanted to to ask a couple of questions the Intensive Learning Classroom sounds awesome I know another District my niece and nephew are in a dust check that offers that across the district and in every school they're getting pull outs for the slight slippage of reading and math and it's it's an amazing program so maybe one day we can have it in all of our schools so just a thought thank you guys thank you see if Brian wants to answer the question on interventionists
068yeah um Brian salad sure yeah um so that I I would feel irresponsible to say no we definitely could not put to use yet another four math interventionists across our elementary schools but um I think in reality we have to recognize that we're just about six months into having or six months ago we had zero math interventionists so um I do think the prudent responsible thing is to um see what impacted we were already collecting uh data um on the effect of the intervention services uh in our four elementary schools from the first half of the year but um to see how our MCAS data looks uh compared to last year and the year before um I hope and and and um optimistic that we're seeing or we'll see a continued Trend in the right
069direction as far as getting back closer to where our performance levels were before the pandemic and I think that it's also important to just acknowledge that um intervention is one way for us to address um additional um math instruction but there are other ways as well and we're rolling we've rolled out a new tier one uh instructional materials for math uh really from pre-k through grade five as well as at Milton High School this year and we want to be sure not to neglect or Overlook the significant importance and impact of high quality instruction alongside high quality instructional materials and the uh as my colleague Sue said as it pertained to co-taught inclusion settings the same is very much true we can't do more impact on student learning than to be sure that we have
070the best possible tier one instruction happening in our classroom so the intervention model is definitely one that is needed that I'm very happy to hear is getting the attention that it is tonight and has been getting um and we we absolutely need to continue to look at whether we are able to meet the needs by based on the Staffing we have in that area but it's not the only way that we can impact positively the learning that's happening in our math classrooms either across the district or in our elementary schools thank you thank you I'll keep my remarks short my name is Ben Zoll I'm a Milton dad and I've got four kids we live on the 1651 Canton Ave we've got four kids you guys have four thousand kids and we spend a lot
071of time just trying to figure out the needs of our four kids so I just want to start by saying thank you all so much the school committee and our Educators for what you do for our kids I'm here today to support the budget that's been put forward and I just want to say specifically call out um and it's been said earlier so I don't want to belabor the point but the effects of covet on the kids as they are now I'm so delighted to see the emphasis on the social and emotional learning on the um on the special education front on the diversity equity and inclusion work we know that covet impacted everyone and we know that it impacted everyone differently and I think it's really remarkable how much thought has gone into this
072process and I think to my if I have to ask a question which I I feel like you do when you come to the microphone um to sort of echo an earlier point I wouldn't mind seeing two versions of this budget one where we see even more needs that the schools have I totally appreciate the need to kind of Whittle things down and I also appreciate your efforts to try to make things more palatable for the Milton taxpayers um but I would really love to see um kind of a wish list a bit more from the Educators I think that would be uh really I think informative to see what we really could have if we had those extra dollars for our students do we need a broader tax base to support this we absolutely
073do um it's it's uh but we cannot mortgage our kids Futures the this they are the most important asset that we have as a town and and we are so grateful to have you all uh in the positions that you're in and advocating for our kids the way you do so thank you very much can I just want to respond to the last two speakers including yourself that you know typically in Milton we do need I mean I think we know I as a school Committee Member I can say I don't think we're asking for enough but the reality of our tax base is what we are dealing with uh this town typically needs to have an operating override and typically in the past you know the financial people will say to you the administrators
074will say every three to four years Milton needs an operating override we haven't had one in six years probably because we had the federal funding through Opera and the other funds that we got from Norfolk County to help us get through the last couple of years if we hadn't have them we would have needed an override you know there is some discussion um you know we presented what we called our needs-based budget and we did Whittle it down if we went back to the drawing board we could tell you you know that we need these many more positions we would add them to the total however you know the other Town departments brought and operate they just had a regular over they just brought their needs-based budget just recently to the Town Administrator and they
075came up with wanting some positions the library asked for some positions police the fire um DPW uh the health department I'm probably missing some others that did so right if you listen to the warrant committee last night um the Town Administrator said that if we looked at everyone's need-based budget we are in right now six million dollars short of what we would need for everything all departments so again that's a huge number but again I think that sometimes when we are planning for an override if we do go ahead with an operating override we do have to think about how can we make this amount last us for a while so we don't get right back into uh difficulty the following year so but we don't make that decision of the override the override has
076to be discussed by the select board and they have to put it on the ballot and the town meeting has to discuss it and vote on it and so then after they do that you will see on a town meeting a warrant you'll see what they call a contingent budget and a non-contingent budget and the contingent budget would be of the request that the town is making if we were to pass operating override so in fact there are two separate budgets and those kind of warrants that you'll you would see if you were a town meeting member um to voting just yeah one that if the override fails then this is what the this is what the budget's going to look like but if the override passes then we will be able to add these
077additional positions into the Departments across the town but just to add to what Betty shared with you it goes back to what kind of town do we want to be you know we're presenting a a narrowed needs-based budget but I would love to have the discussion if we were going to say if where is Milton going to be in five years and then talk about money I think we'd have a much better Town than we see today but it's Having the courage as a community to say that's the discussion that needs to be had and having the patience to see it through hello I'm Regina Campbell Malone I live at 177 Trail Lane and like the previous speaker I do want to thank you all for your hard work and dedication to the children of
078this town I also want to congratulate the children of this town who take an interest in and are keeping our Chromebooks afloat I had no idea so thank you for for the cost savings there for increasing your skills um I and like the previous speaker I too would like to see another sort of run at the budget in terms of what would we legally be required to spend by sending students out of District that we can't serve here what are the additional costs of not approving this budget right um and and I think I think that would be in stark contrast and would cost far more than what the asks are here and I think the the last thing I'd like to say before asking the question is that the math interventionists and the data
079that um that have been presented um by Karen mcdavitt I think and Brian Salem have shown the tremendous increase in in learning in math based on having the two interventionists that we have now the the idea that we could have a third and see even more increases um just warms my heart and I think should speak to all of those who are in this with an eye on Excellence for all right this is a position that will directly impact the math scores that we are evaluating our kids based on and so and the same thing with the the sped classroom as well improving the lives and education of these children directly and in measurable ways is is the goal and so if Excellence for all is what you you speak to I think this budget
080addresses those those concerns uses quantitative metrics and formative assessments to prove that IT addresses those and uh I think you you can't have everything but this this gives us a great shot at getting what our children need so thank you for putting that together and my my only question um would be you know if if there was one more thing that you could have or that you could offer for our kids in this budget what might that be like what was on The Chopping Block I'm just curious yeah you get one you get one can we each take yes please dream big thank you thank you foreign [Laughter] whittling down process of where we are it's hard to to pick something that didn't make the list um I think there there's plenty and not just
081one that I think we would all include but I but I would like to comment on on your um comments about the data that we're using and and I think that that is something that we're all very proud of that has really grown in the last couple of years and and really being able to follow the data very closely on how our students are doing and so those charts like you saw tonight that really demonstrate the progress um is is just so reinforcing and and earlier this year we had results for the formative assessments sort of in the first half of the year that really showed growth and it was it was just really very encouraging and it helps our staff you know know what they need to do and what they need to work
082on for students and and really addresses uh the the range of needs that we're seeing every day so I think that's something that we're all very proud of Regina I would vote for a new building [Music] and been watching all that and data and meeting and we need a new building now unfortunately we can't get it now but we need to get moving quickly so we can get it as soon as possible so and their district-wide's needs each individual school has something very unique to its setting that I could Lobby for each one of them so if I said any one of them it would look really bad but in all in all honesty I think to miss Harrington's point there really is probably at least three million dollars worth of stuff that I could
083rattle off in about 15 minutes yes is it appropriate for right now probably not but there's always next year we'll see what we think on the list thank you good evening my name is Paul Vaughn I'm a appreciate the town meeting member and our kids and our grandkids have gone through the Milton schools Tucker the high school Curry Etc but before I start I'm cutting it short because some of my questions were answered Glenn I want to thank you and you Betty for the work that you've done to put this uh together um I'd like to help you uh get what you want but I'm going to give you some feedback as to what I've been getting from the man out in the street the lady out in the street okay um as far as
084the school department and the police department uh do the police assist you or do they ignore you just a general statement we have two school resource officers okay who work with us day to day one is on the police payroll one we actually reimburse them for we have a very good working relationship with the Milton police one of our resource offices in fact not too not too long ago a graduate of Milton high school and so um they have a good relationship with the students there and we've you know you hear a lot about school resource officers in different situations I have to say our our experience has been good um they're down in the cafeteria sitting with them at lunchtime we find out things have are going to happen generally before they do good
085and as far as racial problems in the Middle School System do they exist do we have problems like I was a product of the Boston Schools uh you know you had a duck and Bob and weave Etc do we have that yes and do we have it for them and then we also were cited by by Desi which is what um Susan macelli shared so we're being flagged by our own students and the state for our challenges around race okay now I know there was and I'm just again talking generalities what I'm hearing out the street there was some kind of an issue that was instigated in the schools earlier uh in before the school season ended last year is that correct has there been any more of that the parents ought to be concerned
086about safety in the schools I don't know what the incident is okay well that's that's fine maybe it was uh oh oh but that was race that's no it wasn't were you talking about what happened at Pierce I am I didn't know that was a race issue but yeah exactly well good so it really wasn't that much if it's not a a big uh matter of Interest here now what do you mean I mean it wasn't it was a it was a concerning incident so I don't want to take away from that it's just more of I think that what we're saying it wasn't a race racially based incident getting back to what I had said about the police was there any uh a prosecution pursued by the school department of any of the parties
087involved did the police refused to pursue it if it was the situation I wasn't here last spring so I've been going to say one thing and I will say the prosecution is determined by by the district attorney it's not determined by the police at the school department they may make an arrest but uh prosecution is okay in other words we when something happens we refer our school resource officers to look into it and that's pretty much the end of our exposure there I think maybe if you spoke to Chief King all right question about what the process is you know but it's it's it's the chief you know I get along with the police as everybody does we have an outstanding police department but what we want to confirm for the people out here that
088are paying the taxes is that we don't have those kind of problems in the Milton school system so as a general statement we do not have problems like that is that correct ly yes but we do show problems we do so that there was data that was presented last just two weeks ago that showed us in terms of our young our students and how they are feeling and how they are experiencing right so in terms of our students of color right they so they are feeling they're not all feeling a sense of belonging in the schools or safe in the schools so we do have issues in our schools that we need to address now they don't necessarily you know you're making so sort of this correlation between sort of a incident of safety um
089that occurred at Pierce with a race-based incident so I would like to separate those two because you know they're not one in the same well see the thing is that the parents out here that don't know about these incidents and the taxpayers that don't know about these incidents are wondering is there is there a real concern well there is a real concern well there's a concern of the people that are here and the people that are pushing for a certain agenda but overall the town doesn't feel that way so say more about that I would love to have you say more about what you mean by that the town very much feels safe living in this community okay and who who is who constitutes the town people that live in it yeah right correct correct
090but who are you talking about right because you're you're saying just general generalities here but really who are we talking about we're talking about people that live in the town right they continue to live right so and other people continue to want to get in touchdown if they can afford it for what the town has to offer so if I sort of push a little bit more and think about the data that we saw two weeks ago right and the students that were surveyed they are Town residents and they are saying that they are not feeling safe a sense of belonging 25 percent so it was I don't have the n in front of me unfortunately right in this moment and I don't want to miss quote but I just want to say right if
091we have 25 that means one in four yes it was and the high school okay excuse me we can't have we can't have speaking from the back of the room because people who are watching kids let me know let me let me finish my time okay thank you we've got 4 000 plus students in this uh in the school system are you telling us that 25 of our students feel bullied intimidated because of uh because they wear glasses or they're black are they Brown are they Orient whatever is that what you're telling us yes you know the data says excuse me excuse me excuse me are telling us okay 25 of our 4 000 Plus student body I'm feeling intimidated and concerned because they wear glasses they're black they're brown excuse me Mr Vaughn Mr
092Vaughn excuse me excuse me [Music] it wasn't 4 000 students that data was reported at the high school level 25 of students said they felt bullied because of their race and 19 of ldgqt plus students said they felt bullied because excuse me do we have to have give me an opportunity to have my set and then you can say okay thank you I'm looking this time for 55 years I deserve a little respect I'm 82 years and I'm I'm shocked at what's going on in the school department absolutely shocked you're trying to keep my but respectful and Mr now now we have doctor you answered one of the questions tech one of mine anyway technology there's a 65 000 plus amount that is looked for technology fine but then you got 167 thousand dollars for
093uh an equity program come on why really why is there any amount of dollars uh appropriated for the kids to come out of two parent homes that do things a certain way that has proven to be successful no everybody's barbing and weaving ducking it's wrong what the school system is doing it's wrong with this Equity young lady you made a comment that we'll see in five years that things change do you want to change the whole uh structure of the town where we stop bringing in Industry to make up what the taxpayer is going to be paying who makes up this town you got a lot of elderly out here that are going to the food pantry and we're talking about you know come on it's not right it really isn't but again thank you
094for giving me the chance thank you Mr Vaughn okay um sorry but I'd like to make a complaint because it's really hard to have purchase being in the meeting with someone else yeah two days if you could call the cops that'd be great yeah please call them oh my gosh hi uh committee and District leaders thank you so much for all the work that you do my name is Louisa Lyons and our family has two kids in the elementary school and one in the high school we are latinx identifying people of color very similar to what the previous speaker spoke of so I can you know share my experience my husband and I have both been teachers before both here and internationally and we come from a family of Educators what we have here is
095pretty amazing let me just tell you our family is so grateful for all of the hard work that you do in the district my kids don't currently use special ed programs yet but we're very supportive of using dollars to support special ed kits thank you for prioritizing those needs we hope that all kids Thrive we have no kids in the middle school yet we're elated that a lot of the budget ask is going for peers we're very happy with our elementary experience Mrs McDavid has been amazing as has the rest of her team we constantly have chances to be in the classroom we constantly have chances to speak with our principal she replies right away and the teachers do as well so we have access and a lot of information coming at us every single
096week so I appreciate that some kids say some people say like many in the room that kids will leave but clearly the data you have shared shows the opposite of that I commend you in the district for garnering the resources and the grants for SEL for personalized learning that is very very impressive and appreciated you're beyond bright and very experienced and the fact that you were elected tells me that many or the majority of the families in town support your work our family and many other families unlike what you hear in these meetings sometimes trust your work and we're grateful that you and the committee have taken on these unpaid roles in service of our children we're grateful for the Dei SEL Ela and special need Investments made we reviewed the budget at home today
097and the D I asked was .22 of the extra money asked for 2.22 not even one percent I feel like that is beyond appropriate as taxpayers homeowners our family continues to support the budget you have laid out and we're happy to make this contribution not just for our kids but for all the kids in town so thank you for all of the work you do and it's just beyond me that you take on so much harassment all the time and just so you know although it is often said by a lot of people in this room here that they speak for the whole Community it is just simply not true so the numbers don't show that thank you so much for all of your work thank you would be our last speaker MP3 great thank
098you hi my name is Janet Ferrone 71 Central Avenue and my son who's now older he was a graduate of the Glover school he was also a student um a child that was adopted from India my husband's Indian and I do have to say that back um then he did experience bullying because of skin color and I'm very well aware of the amount of issues that that go on in the schools students feeling unsafe my background is education I was an administrator in Boston for 33 years dealing with students of color special education and I currently work for Curry College I've worked in the Milton schools observing student teachers as well as Needham Canton surrounding areas so I wanted to say a couple of things I was really surprised to hear how low our funding
099is for a town of what Milton considers itself and I think it's super short-sighted when people are buying homes they're looking at the figures their real estate values so I think if people are objecting to paying taxes they're going to lose out when people are choosing communities that fully fund education I also wanted to say that um one of the things that I think people who aren't in the schools or people who are looking at things when we're talking about money for the different things like SEL Equity it's not it's not separated if you have students coming into school that don't feel safe no amount of instructional coaching or technology is going to help them achieve if they are in the classroom worried that something is going to hit them from behind or someone's going
100to call them a name so by putting in the initiatives you know so many of us through the pandemic people were saying get the kids back in school for their mental health there there definitely was that disconnect when they were out so we we really need to even more focus on some of those initiatives that we're hearing about so that all the students feel welcomed included a sense of belonging and safety so that they can then focus on the academics in front of them and we're not talking about the money goes to one group or one skin color it's everyone if you have initiatives in the school that focus on belonging that focus on safety there's kids of all Races that may feel awkward and feel unincluded it it's you know people I think have
101put it in such divisive compartments so all these initiatives that we're talking about will all lead to academic achievement it's not a separate funding thank you thank you thank you very good well that concludes our our Forum this evening thank you all so much for coming out and stay tuned as this our budget makes its way uh towards town meeting and we appreciate your comments and your support thank you all have a have a good evening thank you all for joining us online bye-bye