001Good evening. It's called to order this public hearing on the Concord School District's budget for the 2016-2017 school year. You can't hear me? Can you hear me now? Talk louder. He's not doing. We're going to start with a brief presentation and then we will open it up for public testimony. So, I'm going to turn it over to the superintendent for uh for the presentation. All right, thank you Mr. Walsh. So, I'm the Concord Superintendent of Public Schools District and tonight we're going to take just a quick minute to overview how we got to where we are currently. We'll take an opportunity to look at our state revenues and shortfalls. There we'll look at the declining declining student enrollment and the impact that those two factors as well as federal revenues uh following short uh had
002on this year's budget. In addition to that, we'll take a look at some of the discussions that the board has been reviewing. I I want to stress tonight that things they talk about when it comes to reduction of staff are discussions. The budget that's posted right now is a draft budget. It's not a finalized budget. This is an opportunity for us to hear from the community about their thoughts about the proposed budget. And for the board to keep that information, have that have the opportunity to work to continue to work on a budget that one comes in fiscally responsible but two it reflects the will of the community and tolerance of the community for a budget that we can afford. So, with that being said, I'm going to let Mr. Dunn start this meeting by
003going over some of the financial pieces. I'll take over as we get going. I'll touch base on some of the potential reductions and then we'll wrap it up with a overall summary of where we're at. You ready, Jen? Yep, we're working. Can you hear me okay? Yes, we can. Okay. All right. >> [snorts] >> So, that's the presentation that's in the board's folder and that'll be [groaning] posted online. Um at a high level, this is the budget that was presented on February 11th as a draft budget. That budget was a 9.56% increase in expenditures of $10.9 million. The budget that was posted after work work sessions resulted in a $32,000 increase or 0.03%. On the revenue side, the original budget presented on 2/11 had a $12.5 million increase in the need for revenue and 11.22%
004increase for the revenue. The budget that's posted resulted in a $1.1 32 million increase in revenue over 26 or 1%. Staff adjustments, I'll turn that over to Tim. Mr. Dunn, I just think that was a little um might be a little confusing because the revenue adjustment that you talked about is for what's in the district's budget but our revenue needs are We didn't talk about the state reductions or anything at this point. So, it's not a 1. 1% increase of revenue local revenue. Say it again. I'm sorry. You meant to say that local Can you please go back to the previous slide? This slide, this one? Yes. That one, yes. And in this So, uh on this I on this slide you see the local revenue $17.8 million. Overwhelming majority of that revenue would be
005local taxes that would be needed. The second line, the state revenue, that $3.4 million is the shortfall in the state revenue uh for this year. Overwhelming majority of that number is state adequacy. >> [sighs] >> Um and then we had a projected shortfall when we originally did the budget of $316,000 due to mostly Medicaid and then we had a shortfall with transfers from one-time money from expendable trust. So, that is on 2/11. When we get to Sorry, make this So, I should say um the posted budget, um we now are looking at about $8 million $8.5 million in local taxes but again you still have the shortfall in state revenue of $3.4 million. Again, majority overwhelming majority of that is adequacy. Um we were able to make up the Medicaid with dedicated um dedicated work
006to Medicaid revenue even though there's a change in that program. And then we also have a again a reduction in the amount of one-time revenue that we're receiving into the budget um for um for the expendable trust. Is that helpful? Thank you. All right, as the board has been working through what Mr. Dunn has illustrated here our revenue shortfalls and the the arduous task of trying to find how to come in at a a fiscally sound budget that provides quality education for our students, one of the things the board has asked to do and consider is looking at our class sizes. We have gone down in student enrollment across many of our schools. Two of the most notable being Concord High School as well as Rundlett Middle School. We have had done some right-sizing over
007the past few years. Um what we needed to look at is our class size, our school district policies around class size, look at the certifications and the programs that our teachers are providing for our students and the academic opportunities that we value as a community, our music, our arts, our English that have a wide variety of electives at the high school but also having a wide range of unified arts and opportunities for our students in elementary These are things that the community has really valued and this board has taken very careful consideration as they talk through this. This which is up in front of you right now is not a finalized proposal. This is something that tonight as we share this with you, we have positions across different schools. We have uh if you see
008one column is certified teachers, another column is other staff and it gives you the total number of staff from each school that has been discussed as a potential reduction and at the bottom it gives you the totals across the district. We share this with you um as a community we want to hear back from you. We want to hear your concerns, what the educational experience you want from your students, your students to have, what opportunities you want us to provide for them and we use this to come up with a finalized budget that unfortunately no matter how we look at it, there's no way to avoid uh reductions in staff in order to come in at a budget that would not be an astronomical raise in the tax rate. So, this is just some some
009of the the preliminary discussions that have happened in the board over the different public work sessions and tonight's your opportunity to weigh in. Jack, can you Good. So, looking at the overall budget that was posted, we are between the general fund which affects the tax rate, food service fund, the grants that are projected to come in next year and then capital projects for the regional technical center, we're looking at an overall reduction of $671,150 or 0.54%. Okay. Tax impact, the original draft budget presented on February 11th would have resulted in a $3.80 increase in the local rate or 25.66%. The state rate is going up 11 cents or 6.96. You're not having any control of that. That is set by the the DRA. So, that would have been a $3.91 increase or 23.86. With the
010budget posted, um we're now looking at a $1.78 increase or 12.04%. Again, no nothing we can do about the state. When you combine the two, it's a $1.89 or 11.55%. So, the posted budget as it what makes up the local rate of where the money um pieces of taxes are going, you got 0.04% or raising 32,000 to cover the increase in overall expenditures. For the local revenue, we're gaining an additional 9,963 dollars over this current budget or 0.013 percent uh relief of the tax rate. Again, the state shortfall in revenue of 3,425,000 is resulting in an increase of 4.47 percent of that tax rate. Um revenue, a little bit more. Federal revenue, 0.11. And then a decrease in the amount of transfers is resulting in 5.27% and then the amount of savings that are projected
011at the end of this year considering um the snow impact um some health care costs um a little bit from that and uh some of the student services expenses, that's 1.44, giving you a total shortfall in revenue of 11.08% of that tax rate. That's what's resulting in um a significant increase. So, I have Anyone else? Nothing on staff. Okay, thank you. Thank you, Mr. Dunn. Um we're going to open it up for public comment. Um if you haven't, there's a sign-in sheet you can sign in and we will do it um in order. We will put the mic back. Um These are really hard subjects. We're talking about people's jobs. Um we're talking about the education of our children and we're also talking about the ability of people to uh continue to move forward in
012this community. So, I'm asking everyone to be sensitive and respectful to each other. Um please keep your remarks under 3 minutes. Um I'll wave at you when you're coming up as your time. Um you don't have to repeat what other people said. You can refer back to someone else and let us know you agree with them. Um and thank you. And the first person I will call up is Kayla Adair and I'll ask for your tolerance in how I mispronounced her name this evening. Hello. My name is Kayla Adair. Oh. You can speak into the microphone. Sure. Can you hear me now? Perfect. Okay, hi. I'm a teacher, I can do that. I'm Kayla. Kayla Adair, I work at Second Start. I'm here to read a letter on behalf of a student who couldn't be
013here today. My name is Dakota and I am a sophomore at Second Start Alternative High School. Before I transferred to this program, my experience in a traditional school setting was terrible. Pardon me, I'm nervous. I never went to school and on the days I did, I would run out of the building and go home or end up trying to get sent home. I never did any work for other schools, but at Second Start, I am able to do it. I found it hard to succeed in a traditional school because I never had any help from anyone. Second Start is the only school that has ever helped me. These teachers are amazing and are the only reason I'm trying to graduate. Without them, I won't be able to be in school anymore. Since joining Second Start,
014my life has changed in the following ways. Academic growth. I have started coming to school and doing my work. I never did that in any other school. Environment. The small classes help, but the teachers are the only reason you can come in and do work every day. Future outlook. Without this program, I won't ever step back foot Sorry, I won't ever step foot back in school and that is the worst feeling, but it's the reality of taking their support from us. I joined Second Start thinking it would be like any other school, but the first day I was here, the teachers were already supportive because I was unable to be in a class setting because of my experience in a traditional school. I was having outbursts and leaving school every day and on the days
015I didn't, I was in in-school suspension because I would try and get sent home. This is the worst thing that could possibly happen to my education because without Second Start, I won't be able to finish high school. Cutting the budget for Second Start doesn't just save money, it removes the only environment where many of us feel we can truly learn. I am asking the board to maintain full funding for Second Start Alternative High School and continue investing in the futures of all students in our district. Thank you very much for your time and listening to my story. Dakota. Thank you. Thank you. Kate McCloud. This is a good height right here? Okay. Uh my name is Kate McCloud. I am a teacher at Second Start Alternative High School and I am reading a letter on
016behalf of an alumni who is currently at college and couldn't be here today. Concord School Board. Every school has students who don't fit neatly into the into the traditional mold. Some are working through personal changes, some need smaller classes, and some simply need adults who won't give up on them. When I was a student at Concord High School, I was that student. I was dealing with personal challenges that affected my mental health and as a result, my absences spiked. I was told by multiple staff members of Concord High that I wouldn't graduate with my class. Hearing that made me feel made me feel completely given up on by staff causing me to eventually give up on myself. Everything shifted when I started attending Second Start at the beginning of my sophomore year. I had fewer
017than two credits, no confidence in my academic abilities, and a deep dislike for school. But Second Start offered me a chance to not only gain the credits I needed to graduate, they gave me the chance to believe in myself. For the first time in years, I felt like I was surrounded by people who saw my potential instead of my problems. Little by little, their encouragement helped me rebuild confidence I had lost and I began to see a future for myself that once felt completely out of reach. I am now graduated from high school living that future that Second Start helped me see for myself. I am a first-year elementary education student at Southern New Hampshire University about to finish my first year with a higher GPA than I've ever had. All of my accomplishments would
018not have been possible without the opportunities and support I got from the staff at Second Start and those are the opportunities the Concord School Board would be robbing future students that are like me of if the budget for this program is cut. Second Start didn't just change the direction of my education, it changed the direction of my life. It gave me stability when I felt lost, encouragement when I felt defeated, and a community that I could depend on. There are countless students who are standing exactly where I once stood 4 years ago, unsure of their future and in desperate need of a place that believes in them. Second Start is that place. I am living proof of what this program makes possible and I urge you not to take that possibility away from the students
019who need it next. Thank you. Tabby. Kimberly Haley. Um just a reminder, if you'd like to sign up to speak, the sign-in sheet is over here. Hi there. Um my name is Kim Haley and I spent uh more than 20 years at the alternative high school as a counselor. I'm a licensed clinician and I think I have a unique perspective of why a program in the basement of Concord High School may not fare well um for these students. Second Start Alternative High School allows a really small space and an opportunity to really get to know staff and their peers and it's a place where countless kids have um divulged personal trauma within those walls. The real things that have interfered with their ability to uh focus in school, commit to school self-advocate um not give
020up, right? Um The place is magic. If you if you've never spent any considerable time in the alternative high school, I suggest that you do that. I've you know, in touch with kids that graduated there uh 23 years ago, right? They still call for advice because we have a model, the door is always open to you. Um Right now, statistically 58% of Second Start students are challenged by mental health problems. Um 66% by their own substance use problems. 50% by parental substance use problems. 41% by poverty. 33% by their exposure to violence. And 25% are involved in the juve- juvenile justice system. These kids are kids that have triggers every day, all day, unexpected. You don't know when it's going to come up. And they act sometimes in strange ways if you've never worked with
021kids with trauma um why they might be acting the way they are. We don't assume that they're misbehaving. We assume that something triggered them. And we have full-time counselors and staff that are aware of how these kids are. Right? We eyeball them every day. They They've been in the building. I just want to Kelly, if you could wrap up. Excuse me? >> If you could wrap up, your 3 minutes are up. >> Okay. I'll give you one example, okay? Quickly. One student that conquered high school um referred to us. We uncovered he had a heroin addiction. He was shot up by the first time by his father at the age of 15. His father had physically abused him. He was removed from that environment. I personally drove him to treatment for 8 weeks on the
022seacoast because the family member he was staying with had no car. And it was the only place we could find a free program. We've moved families into housing on Christmas Eve and made special protocols for kids who have a history of sexual abuse. We have gone to the ends of the earth to help these kids be successful. And I don't see Concord High having the capacity to get down in the mud and understand the depths of these kids' pain and what it takes to help them succeed. And I gave testimony. Thank you. Jennifer Bell. Hi, my name is Jennifer Bell. >> If you could lean in to the microphone. Sorry. Hi, my name's Jennifer Bell. All four of my children attended Second Start for different reasons. Um three of which obtained their high school diplomas.
023Um I have one daughter left and I'm here because she will graduate if it's the last thing I do. And that's why I'm here. Anyways, my oldest daughter, who is the first to attend Second Start, asked me to read this on her behalf, so I'm going to do that as fast as I can. Hello, my name is Britney Norton. I'm not able to be here, so my mother is reading this on my behalf. I attended Second Start for most of my high school years and feel it's important for you to hear from someone whose life was directly changed because of the school. Today, I'm almost 34 years old. I'm married, a mother of four amazing boys, including a set of twins, and my children range in age from 9 years to 1 and 1/2. My
024husband and I myself built our own home. And she spent many years at a job that she's loved, but she's now homeschooling the boys. Um she shares this because when she was a teen teenager, many people probably would not have imagined my life turning this way. I was never a bad kid, but I struggled. I struggled with anxiety. I struggled to pay attention in large classrooms. I needed more one-on-one help than a traditional high school could realistically give. And because of that, I started to feel like I didn't belong in school. At one point, I was told by the assistant principal at Concord High School that I would never graduate and that I would never amount to anything. Those were words that stay with you. But thankfully, that wasn't the end of my story. Second
025Start gave me something that every student deserves, a chance. At Second Start, I wasn't just another student in a building full of hundreds of kids. The teachers knew me. They understood my struggles. They took the time to help me succeed instead of letting me fall behind. They pushed me when I needed it, supported me when I struggled, and believed in me when I didn't believe in myself. That school changed the direction of my life. Second Start didn't just help me graduate. It helped me find confidence, purpose, and the belief that I could build a good life for myself. And I did. My younger siblings also attended Second Start, and now my younger sister is directly affected by the decision to close it. When I hear that this program may be shut down because of financial
026issues, my heart breaks for the students who need that the most. Because I know exactly what happens when students like me are placed back into large schools without the support they need. They disappear. They sit in classrooms where no one has the time to understand what they're struggling with. They begin to believe the negative things people say about them, and they eventually, many of them give up on themselves. Second Start prevents that from happening. It catches the students who are slipping through the cracks and gives them a real chance to succeed. Closing the school won't just close a program. It will close a door for students who desperately need another path. My sister and so many other students deserve the same chance that she was given or that I was given, I'm sorry. Please remember
027that behind every budget decision are real students, real families, and real futures. Second Start changed my life. Please don't take that opportunity away from the next student who needs it. I'm living proof of what can happen when a struggling student is given the right support. Please don't close the place that makes stories like mine possible. Thank you. Rebecca Serola? Not meant for short people. Uh good evening, board members. Uh thank you for your time tonight to discuss this very serious issue and very frustrating issue. My name is Rebecca Serola. I live here in Concord. I have three children. One is currently attending the middle school, and then I have two others who will be attending um throughout the school when they get old enough. Like many in Concord, I'm very concerned about the current state
028of our school budget. However, my focus tonight is not on what positions are you going to cut and how my taxes are going to be raised because we'll be honest, all of those are likely to happen. Instead, my question for the board tonight is much bigger. My question is what are you doing as a board collectively with all of the other boards across the state of New Hampshire to hold accountable a state that has already been deemed to be by the courts grossly negligent in supporting our students' education? Our students who are deserving of a fair and appropriate education? We are not here tonight because none of you know how to do your job. You do. We're not here tonight because taxpayers are not doing their part. We are. We're here because quite frankly, at
029the end of the day we have a state that is not supportive of our students' education. And that's where the problem lies. So, my question is what are we doing about it? Because right now, we're stuck in for lack of a better word, a pissing match between the school board and the citizens. You are not paying off ridiculous amounts of money. Taxpayers, we have to keep paying it, but it's not your fault. A recent report by the National Education Association came out with staggering real-life numbers that quite frankly, we should all be ashamed of in the state of New Hampshire. Because in this state 90% of our students attend public schools. 95% of students with disabilities attend public schools. And yet, we are dead last in the entire country of what our state is providing
030for education. So, if those numbers actually matched what a fair and appropriate education was then we probably would not be arguing as much as we are right now. So, yes, we always need to be looking at budgets. Are there ways that we can reduce numbers? Are there programs that maybe aren't working? Are there things where years ago we thought moving everything to a technological world made sense? Now, there's a lot of research that says elementary school should not have technology. Can we reduce things there? There are ways we can look at budgets. And that always has to be the case. However, I'm assuming, just like everybody, that the school district is not immune from the implications of the entire world, which prices are going up in every way, shape, and form. >> just wrap up,
031I'm sorry. I will No, you're fine. Um the price is going up everywhere, which means our school budgets go up everywhere. But when we are losing money from our state, not even just maintaining a basic fair and appropriate education, my question to you all is what are we doing at a state level? How are we working with other school districts to hold the state accountable for what is really their responsi- Excuse me, their responsibility. Sheila from North State Street. I'm going to try to try to mangle your last name. Sorry. I want to hear it. Please pronounce it correctly. Uh Masciarelli. Okay. So, I am the counselor at Second Start currently, and I'm reading a letter from a parent who is here with her current student that's enrolled there. I would like to share a
032success story with you about Second Start. My daughter was having difficulty attending classes within Concord High School environment during her freshman and sophomore years. My daughter felt threatened by some students and this situation was not appropriately addressed. She would reach out for assistance to be told you are the problem. She was set up for failure when she was moved forward to her sophomore year while only passing one course during her freshman year. This led to anxiety issues, gastrointestinal matters, and her refusal to attend classes because of the atmosphere within Concord High School. Following a meeting with her counselor, assistant principal, and principal where we finally were told about Second Start. What a difference. My daughter looks forward to attending her classes, which are much smaller in size, and she is treated with respect and feels
033like she is succeeding. I am sure my daughter isn't the only student benefiting from being out of Concord High School setting. Please think about those students who are thriving in Second Start location that currently exist and let them continue on the road to achievement. So, that is the end of the letter. Um I personally, as a person that went to Concord High School, I was a student that fell through the cracks. Um I still somehow managed to graduate and everything, but I was not someone who ever was checked in with by a counselor or no one noticed or commented when I had bruises or harm marks or anything. Like, there was no looking at me because I was just a quiet kid. And the kids that we have at Second Start are kids that would
034fall through the crack if they were back in Concord High School. And I know how hard it was for me to be me to be someone that fell through the cracks, and I don't want that for these students either. So, thank you. Chris Schultz? Hello. My name is Chris Schultz, and I'm here as a state representative representing about a third of Concord. I also am on the City Council, but I'm not here in that capacity. I do want to say that. Um And what I want to just briefly talk about cuz it's hard to explain in 3 minutes or less is the problem of downshifting of costs from the state and federal government, mainly from the state. Um And for all of the details in this, please refer to the New Hampshire Municipal Association uh
035posting of a report by the Cheshire County Treasurer, and he explains downshifting as it refers to any state policy action that reduces state funding or increases local mandates requiring local governments to increase property taxes to cover the difference. Um and I'll quote him again in a moment. Um this complex matrix of problems is hard to explain in this short testimony, but here's the key headlines of it. Um there are a number of funding problems that municipal governments are facing because these efforts have successfully diverted over $2 billion in the last 10 years from New Hampshire schools. 2 billion with a B dollars. Um to me, the most egregious of this is the fact that our public school money is being sent to private schools in the form of school vouchers, which is absolutely one of
036the dumbest things to ever happen to public education in New Hampshire. Um I will also say all of Concord's state reps and our state senator have voted against this. Um So, basically, your public uh dollars are going to religious schools where um you know, I'm religious and interfaith in nature, but um you might not agree with some of the science education at some of these places, or to fancy boarding schools, too, because we actually have no wealth cap on those school vouchers to private schools, which is insane. There are also multiple ways that state and federal governments has had of multiple ways of reduction and in education aid to localities. There also is something called the unfunded liability, which was uh the state's uh promise to help our New Hampshire retirement system costs. We also
037heard multiple times about the word Medicaid, which might confuse some people, but the ongoing uh either elimination of Medicaid funding or the downshifting of those costs, plus just it keeps getting expensive and more every year, the costs for medical benefits is absolutely insane on top of everything else. I'm sure folks here live that as much as I did. Um and here's another quote from that report. Without the $3 billion, cuz that's the total for all localities, of the state downshifting in costs, the total statewide property tax levy today would actually be lower than it was 10 years ago. Because all of the growth in property tax burden and then some is due to the state shift in costs and local spending um local spending to adapt to these changes uh wasn't enough to explain the
038decades total levy growth by themselves. So, essentially, all of those Oh, wow, did I already hit the 3 minutes? >> Yes. Here I thought by writing it down I'd actually be brief. Okay. Well, I just want to say that um uh withholding these funds is devastating. Uh there I repeat myself. And so, basically, we have a reverse Robin Hood where we take from at least 90% of us and give to the rich. And our school board has been handed an impossible situation, and as have taxpayers. The governor, the president, and the Republicans in charge of Congress and the State House are how we got here. And so, I just want to say that I'm grateful to you and the impossible task that you've been given, and grateful to our educators, and to um all the
039staff at the district. I actually don't have children, so uh but I do believe in public education, and it takes a village to raise a child, and I appreciate what you have to do here for us. So, thank you. Thank you. Lauren Mateev? Lauren? Hi. I'm Lauren Mateev, I'm a fourth grade teacher at okay, at Broken Ground School. I've been teaching in the Concord School District for 20 years. First, I'd like to thank you for the work you do to support our school staff and students. I know the decisions you make are not easy, and I appreciate your commitment to our district. I'm here tonight to advocate for our students, particularly those in special education, and to share why filling the assistant principal positions is so important to their success. In today's classrooms, the needs
040of our students are more complex than ever, much different than in years past. Many of our students require individualized support, behavioral interventions, and close collaborations between teachers, families, and specialists. When we have administrators who deeply understand special education law, services, and student needs, it ensures that decisions are made quickly, appropriately, and in the best interest of our students. For example, in one of our classrooms, a Tier 3 student with significant behavioral and learning needs escalated. With Nancy Coffin's specialized training and deep understanding of individual student needs, she can often intervene earlier, guide staff through appropriate de-escalation strategies, and coordinate support in real time. Her presence can help prevent situations from reaching a crisis point, reduce the need for emergency responses, and ensure that students receive the appropriate care and interventions within the school setting. When
041these positions remain unfilled, the impact is felt in real ways. Case managers carry a heavier workloads, teachers spend more time navigating systems instead of teaching, and most importantly, students may not receive timely support. Filling these roles is not just about staffing. It is about protecting the quality of education and services we provide every day. Our students in special education deserve strong advocacy and consistent leadership. Their families rely on the school system to guide them through complex processes, and teachers rely on knowledgeable administrators to help us meet legal and educational expectations. I am so proud of the work we do in this district, and I believe we share the same goal, ensuring every student has the opportunity to succeed. Filling these assistant principal positions with individuals who bring expertise in special education is a critical step
042toward the goal. Thank you again for your time, your service, and for considering the needs of our students as you make these very important decisions. Thank you. >> [applause] >> Alicia Frank? Alicia Frank? So. Hi. My name's Alicia Frank. I'm yep, I'm uh the school psychologist at Mill Brook and Broken Ground. >> Talk into the microphone. Yeah. Is that better? >> Otherwise, Concord TV won't be able to capture it. Is that better? Yes. Okay. Um so, Lauren really just said so much of what I am going to say, and I wish I'd spoken more to her. This letter I am saying on behalf of the special education team at Broken Ground, but please know we feel I feel strongly about all the AP positions. There's only two leadership positions at the elementary level, and there's
043one that has that special education expertise. And without that person in the building in real time, it's almost impossible to maintain the level of legal fidelity and um speed that we need to make the decisions that we need. That was my input. This is the letter that the special team, the case managers, speech pathologists, occupational therapists, and myself put together. And it was specifically about Nancy Coffin, cuz she's our woman, and she's the lower she's the last one hired, so we wanted to What? I'm trying. I'm right here. Uh is that that is that okay? Okay. Oh, like that. Okay. Yeah. Try that. Like that? Oh, now I can hear it. Hello. So, dear members of the school board, we are writing to respectfully request that Nancy Coffin remain assigned full-time to Broken Ground School
044rather than being split between two buildings. Nancy fulfills many important responsibilities at Broken Ground, but most critically, she brings unique expertise in special education law that is essential to ensuring programs are implemented effectively and in full compliance with legal requirements. Special education is not a static system. It requires constant informed decision-making related to student programming, staffing, crisis response, and coordination among many different team members with many different areas of expertise. These decisions arise throughout the day and usually require immediate attention. Because of this, it is essential that special education administration is available and on site um so we can get that feedback. How much time do I have? You have about a minute. Okay. >> [laughter] >> Equally important is that deep knowledge um of students that inform these decisions. Without that knowledge, it's changes
045everything. As is true of all of that throughout education world, relationships are key to special education, and those are multifaceted. You have to have Nancy and Mike need to have deep relationships with parents, educational assistants, teachers, all the different people on their staff, and the students in order to be effective. I don't see how that is going to be possible if they're split between buildings. I abbreviated a bit, but you all have a copy of the letter. Okay. [laughter] So again, I understand you have tough decisions. We all appreciate that. Um but we are here to advocate for our needs and the people we work with. Thank you. Thank you. Michaela Ortiz. My name is Michaela Ortiz. I graduated with Second Start last year. Before I transferred to this program, I was struggling in school.
046I would never go to classes, never turn in my work on time, not participate in group work or field trips. And when I did go to class, it was hard for me to pay attention. I struggled with communicating to my teachers when I needed help, but when I when I did ask for help, I still felt lost in what I was doing. I only had one credit at the end of sophomore year, and I felt like I would never graduate high school. While dealing with these problems, my father had passed away, and I struggled even more with feeling lost. I found it hard to succeed in traditional school because of how big it was and how many people were in it. I never felt like I had a good support system at the school. I
047felt like just another student. After going to Second Start, I changed in so many ways. All the teachers at Second Start played a big part in my growth. They showed me that they genuinely cared about me and wanted to see me do good, which is something I never felt at my old school. When I needed help, they were there. Even if it felt like I was asking the dumbest question, they never made me feel any less than what I was. They took their time and their patience with me. The environment was small was small, which helped me focus with less people around. I also felt way more safe at Second Start than I did at Concord High. I went to every class. I turned in my work on time. I participated in field trips that
048had meaning to them and helped me grow and learn in life. They also gave me the confidence to be here speaking today. I would have never done this without Second Start's help. The teachers also helped me with grief. They had similar experiences made me feel less alone when I was struggling. I am now a freshman in college about to start a program that I never thought I would get into. I'm going to be an ultrasound tech, and I am achieving things I never thought I would thanks to Second Start. I am forever grateful for my experience I had with them. Cutting the budget for Second Start doesn't doesn't just save money. It was the only environment with many of us where many of us can feel we truly learn. I am asking the board to
049maintain full funding for Second Start Alternative High School and continue investing in the future of all of our students to Sorry. In the future of all students in our district. Thank you for your time in listening to my story. Thank you. >> [applause] >> Jennifer Harris. Hello. I'm here speaking. My have three kids that have gone to Second Start. Um one of them was just up here speaking, Michaela. And my oldest son went into his junior year with only two credits. We thought he wasn't going to graduate. He just wasn't doing what he needed to do when he was in school. And he went to Second Second Start, and they helped him so much during his junior year, like my daughter had said, their father passed away suddenly. Very hard, difficult time, and Second Start
050helped them so much with the grief and teaching them what they needed to know. And their small classes is what really I see for my children helps them. I have one student that is currently going there, my daughter, and I have seen a 100% change with her. She was skipping classes when she was going to Concord High. She wasn't going to school. She would always say she didn't feel good, and now she's at Second Start, she's achieving so much, and she comes home with papers, good grades, and you know, she got a reward for her attendance, going to school every single day. And anytime I have a question about anything for my students, I call, and Jackie and all of them, they're they're wonderful. They accommodate. They listen to us as parents, we want to
051know that you're you're truly listening to us. And when I call and I talk to them, they truly listen. And if I ever have a problem um with somebody or something that I feel isn't my daughter needs help with, I call them and I let them know, and they've always been there. So, the funding for them, I would ask you please not cut that out because students need it. And my daughter, I know that if she goes back to Concord High School, she will not go. She will skip. She won't go to school. So, please keep the funding for Second Start. Thank you. Thank you. Roy Schweiker. Good evening, everybody. I'm Roy Schweiker, and what I'm going to tell you is not going to surprise you, but I'm going to give you some numbers. I
052think that the cuts you're proposing, I'm not an expert on where they're being found, but they're not enough. The city council got a report on the reevaluation, and because of the redistribution of the uh taxes, commercial properties are going to be paying 11% less tax than they are now, assuming it goes up 5%. And you know, traditional homes and duplexes and whatnot are going to be paying, you know, somewhere in the 13% range more if you only raise it 5%, but manufactured housing, the assessments are going way up. They're going to be paying 40% more in taxes, even if you only raise your budget by 5%. So, if you raise it 11%, well, you know, you're telling them manufactured home people, you know, obviously you're not having a big enough raise in your taxes. So,
053I think you need to try much harder to cut back on things. I think, you know, look at your class sizes, see how many teaching staff you can get rid of. Look at the administration people. That's something that's going up far more in expense than the money for teachers in the past couple of decades. See how many of those people you didn't have 20 years ago, and maybe you could do without them. I think you need to do something about uh the new middle school. The my understanding is that originally plan in 2025B was going to raise the taxes by $228. Well, it sounds like just this one bond you're doing for half of it is going to be raising it that much. You need to do something about that. You need to number one,
054make a longer bond. You really think the school's going to last only 20 years? Maybe you figure it won't be maintained and it'll fall apart like existing one, but I hope not. So, why don't you go for 30 years anyway? I don't know if you can issue a 50-year bond, but you know, spread that cost out over the amount of time it's going to be used. Don't try and pay it off quick. And the last thing I'm going to get into is uh a letter I sent to all of you that so you have heard this before. And that is Concord statewide is very low with like 160th in the per capita income. But it's number six in the average teacher salary. So, we're paying far more than our people can support. Right now, we
055have a situation where if you divide the per the teacher salary by the per capita income it's 2.36 in Concord, whereas the statewide average is only 1.69. So, you're really asking people to pay a lot more. You You're paying teachers, you know, If you could Oh, 10 to 15,000 more than places like Bow when they have a much higher income. So, this is something I won't share the budget this year cuz you're not going to cut anybody's salary, but you need to keep those increases down to you know, well below the rate of inflation so they can do it. It's what you have to do. It's fair. And I understand the problem. You're going to >> up. Okay. You used up your time, but thank you. Ayanna Valeras? >> [snorts] >> My name is Ayanna
056Valeras. I'm a junior at Concord High School. There is something to be said for the kids who find solace in the art room. Those who did not find a community on a sports team or in a science class and turn to the oldest comfort to exist, art. As a person who found my home in the art wing at Concord High School, I speak on behalf of AP Art and the arts at Concord schools as a whole. I also speak on behalf of the hundreds that found comfort but do not have the words for what the art wing means to them. As a person who started taking art classes in middle school and am now in AP Art, the highest class you can take, I am very emotional at the idea of these programs being cut.
057My sustained investigation in AP Art is about what we leave and what we take with us from our past. In 7 months since September, I've painted self-portraits, landscapes, and photographs. I've also covered what it means to make art without prompt and constant supervision. We have discussed what it means to be an artist in the real world and I've started selling my paintings in coffee shops. AP Art has grown me as an artist and a person. It also goes without saying that it's not just the programs, but the teachers as well that make this flourish. These teacher teachers offer not only critique and compliments, but advice I take with me into my life. When we cut art classes, we lose the very definition of creativity. We cut the ability to learn about ourselves and we lose
058the ability to measure intelligence in a way other than numbers and grades. To argue that art is not an essential program is to deny the importance of history, culture, and identity. Classes like metals and AP Art, as well as classes in the middle school, are the creative exploration needed to enhance our education. If we value well-rounded students, we cannot lose these programs. Art at Concord High School gave me a home, one I painted, decorated, and made my own. I beg you, do not defund our art programs and let others find their home as I once did. Thank you. THANK YOU. >> [applause] >> AMY VALERAS? I'LL ALSO REMIND THAT IF you want to speak um the sign-in sheet is there. I am here today wearing two hats, as a social worker and as a parent
059of three children in this school district. First, from my professional position, I work in the Concord primary care setting with all ages and including teenagers, the majority of whom go to school in Concord. I am an LICSW and I have a PhD in social work research. Engaging in the arts has been shown to lower levels of cortisol, a stress hormone, increase levels of serotonin, the feel-good hormone. Brain imaging technology has found that engaging in the arts increases blood flow to the prefrontal cortex, which is the part of the brain associated with pleasure, but also decision-making, attention span, and impulse control. This directly counteracts the impact screen time has on developing brains. Create Providing a space to express without relying on language allows students to experiment and make mistakes, developing the transferable skills needed to become
060excellent writers, mathematicians, and scientists. Schools with robust art programs have better attendance and higher levels of engagement in school culture, as well as improved standardized test scores. Speaking as a parent, arts have been a home for all three of my children, who are each very different from each other. I have gotten a glimpse into their art exposure and the names of the adults they interact with in this world are regular at our dinner table. Tyler Pike, Sumaiya Kashi, Aaron Martin, Gabe Cohen, and Brin Coet are regularly mentioned in stories of excitedly creating a painting, a sculpture, a song. A public school that provides quality arts education is a matter of equity, ensuring all children have access to these benefits. I appreciate the current budget situation and I observe that often when purse strings get tight,
061it is the arts on the chopping block as if they are extraneous or expendable. Cutting these would have a devastating effect for me personally, my family, and on our community. I implore you to preserve part of what makes me proud to choose public schools year after year. Thank you. Thank you. >> [applause] >> Sumaiya Kashi? Thank you, school board. Hi, I'm uh Sumaiya Kashi. I'm an art teacher at Rundlett Middle School and I'm also a parent and a taxpayer in this community. And this is why I cannot stay silent as our district faces a loss of 37, as of today, 37 positions. 37 is not a minor adjustment. It's not tightening the belt. It's a crisis. And for the students, families, and educators of Concord, it represents something far greater than numbers on a spreadsheet.
062What makes the moment especially painful is the timing. This is Youth Art Month. When Concord proudly celebrates student creativity and publicly affirms the value of arts education. Right now, our district annual Youth Art Month Show is on display at City Wide Community Center, showcasing student artwork across grade levels and highlighting Concord's stated commitment to fostering creativity creativity through the arts education. And yet, at the very same time, two of the 37 positions are being considered in the arts. That contradiction should stop all of us in our tracks. As a middle school art teacher, I see every day what public education provides that cannot be measured by test scores or budget lines. I see students come into my classroom carrying stress, anxiety, grief, frustration, and self-doubt and find a place where they can breathe. I see
063students who struggle in traditional academic settings discover confidence through creativity. I see students who feel invisible elsewhere feel finally seen. The arts are not an extra. They're not a luxury. They're not They are what a part of what makes school meaningful, humane, and engaging for so many children. And this is not just about the arts. When a district loses 37 positions, every student feels it. Class sizes grow, course offerings shrink, teachers are stretched thinner, relationships disappear, support becomes harder to provide. The students who need the most stability and connection often feel the loss first and most deeply. As a teacher, I know what these the cuts look like inside a school building. As a parent, I know what they mean for families who depend on strong, stable public schools. As a taxpayer, I know public
064education is one of the most important investments we make together. This is why this moment feels so heartbreaking. And when the arts are among those cuts, we send a painful message that creativity, expression, and joy are expendable. They are not. The arts teach persistence, problem-solving, innovation, empathy, and resilience. They give students a voice when words fail them. For some children, the art room is a place where they feel safest, most capable, and most connected to school. In uncertain times, those spaces matter even more. Concord is a community that says it values children, education, and opportunity. If that is true, then we must be willing to defend the schools that make those values real. 37 positions not just a number. It's 37 relationships, 37 sources of stability, 37 adults who help children learn, grow, and feel
065known. If we cut 30 If we allow 37 cuts like this to become normal, we will make wake up one day and realize we did not just lose staff. We lose the kind of public school system our children deserve. Our children are worth more than this. I ask that you please not cut from the arts and really think consider those 37 positions. Thank you. >> [applause] >> Sarah or Sam Wright? Sam Wright? It's a a bit of a credit card signature. Sorry. I apologize for my chicken scratch. That's okay. Yes, editor, if you could grab the next sign-in sheet for me. I'll grab it. Thanks. Good evening. Um my wife and I are here tonight regarding the idea floated uh to freeze the two vacant assistant principal positions uh leaving the five elementary schools with
066just three assistant principals. Uh we understand the district is under real financial pressure. Uh we get that. Uh we respect how difficult these decisions are. Um we are very much well aware of it. This idea very much gave us pause. Um as parents, taxpayers, and with one of us employed in the school, we're very aware of the impact that the assistant principals have um across the schools that they're in and we just feel that we're over stretching that um would break the the leadership um and and really stretch it too thin. Um this district's own materials make clear how substantial this work already is. Student services supports more than 1,700 students across the district, many with complex and individualized needs. It's not a small responsibility. It can't be met with leadership is stretched. Um that's
067the reality. It's just get it's going to break when we administrators are shared, students are shared, too. Um and when presence is divided, consistency is lost. Uh this may look efficient on paper and we understand that, but in practice, it means less time in each building. It's slower response when problems do arise. Uh weaker relationships with students and families, especially for those who need stability the most. Um our schools are already under such strain, but we feel this risks pushing them further uh at exactly the wrong time. Uh we urge you to please reconsider that idea um or at the very least really work as diligently as possible to provide a clear public explanation of how these services um school-based responsiveness and crisis-related needs would be handled under a three assistant principal model for five
068elementary schools cuz right now we just don't see that. Um and we're very worried moving forward. Uh students are not just a number on a page. They live the consequences of every decision made by this board. So, we do appreciate the time and the task at hand, but we want to advocate on their behalf. Thank you. Thank you. Karen McCormick. Is there any way that you can put the district's portrait of a learner up on the Apple board instead? I I don't >> You guys can't do that? Okay. My name is Karen McCormick. I'm the art teacher at Broken Ground and I've been here for the last 27 years. Also a graduate of Concord High and a graduate of the arts program at Concord High. So, I just am here tonight not not just as
069a teacher, but as a student that's gone through these programs. Okay. Sorry. Little nervous, but here we go. Um I am here tonight not only just as an art teacher and a Concord High graduate, but someone who witnesses every day what it means for a student to discover their voice in the art room. In our district's portrait of a learner, we describe students who are creative and collaborative and self-directed young people who think critically, solve problems, communicate effectively, and positively impact their communities. These are not just abstract ideals. They are skills I see come to life every single day in my classroom and in our instrumental music classes, too. I see students take risks, try something new, and persevere when their first attempts don't succeed. I see them reflect, revise, and grow not just in
070their artwork, but in their confidence. I see them communicate complex, personal, and meaningful ideas. I see them take on large-scale projects and break them into small, manageable steps. And I see them support one another, give thoughtful feedback, and create work that none of them could accomplish alone. These are not just extra skills. They are the skills we say matter most in that portrait of a learner. They are the very skills that define our students' future success. For many students, these classrooms, these art rooms, like we heard from that Concord High student, are more than just another period in the day. They're where the students feel successful, where they feel seen, and where they find connection, belonging, and purpose. I know for me at Concord High, that was huge. As discussions continue around all of the
071potential reductions to the visual art and instrumental music programs, I just urge you to consider what's truly at stake. It's not just reducing course offerings. When we look at removing a third of our art teaching team at Rundlett and a third of our art teaching team at Concord High, you're not talking about removing just like having larger class sizes. You're talking about completely decimating programs. There is no way we could offer all of the art programs that we do right now at Concord High with only two teachers. It's a matter of removing opportunities for expression, growth, engagement, and discovery for our students. Again, from three teachers to two. If If you look at taking away one teacher from a department of 10, which is more common at the high school, you're taking away 10%. But
072what you're talking about doing is taking away a third of the opportunities for students to find where they belong. It's not a trim. It's a fundamental change to what we're able to offer our students. We've invested in these beautiful studios. It would be a shame to fill them with study halls. Thank you. Very much. Um okay. >> [applause] >> Um hi. My name is Elizabeth Lahey. I live in Ward 10 and am the parent of a fifth grader. Um I'm here to talk about an in favor of Second Start. Um I didn't really know that much about it until I started seeing it in the news and then um I read the comments on our um on social media, which is usually kind of like a dangerous place to be, but I read a lot
073of posts about from students and family members about like their positive experiences there. And so then I went and looked at the district's plan to sort of replace it with something in-house. And kind of my thought initially and still is is that I do appreciate where we are in the budget and I appreciate that everyone's really well-intentioned um in creating that plan. Um and speaking from very personal experience, I would just remind us that good people with good intentions are just not enough to reach every student. Um some kids need something radically different and in this case, it's attending a radically different school. Um and I think that disconnect has been on display a little bit here tonight. We heard from well-intentioned district members talking about special ed kids, tier three kids, behavior kids, crisis
074intervention. I mean and then you compare that with what we hear from Second Start and when these kids are free of those labels, they talk about feeling seen and thriving and having success that they haven't been able to have anywhere else. So, I guess my point is that I do appreciate the intention behind it and the real belief that I think people have that they can do a good job and I don't agree and I hope that you'll reconsider that and um support the students and their families that came here tonight. Thank you. >> [applause] >> Um that's everyone we had signed up to speak. Um we also have had um a lot of testimonies submitted online that I know board members are reading. Um I want to thank everyone who came out tonight, especially
075the students. What you did was really brave. Um and I really appreciate you coming out. Um we have a lot of hard decisions and I wish I could tell you that we're going to make this better for everyone and you know, there's just no way we can do that um in a way that's going to make everybody happy, but your feedback really matters and we're going to continue looking at it um to Ms. Serow's point, call the governor's office, our state our our state house delegation in Concord supports us and does really good work, um but if they were funding adequately at the level the court said they should be funding, we'd probably have a tax decrease this year. Um you know, it's about $12 million a year. Um and that doesn't include some of
076the unfunded mandates that they have passed on to us. So, um I'd encourage you um to reach out um to people who can help with that. Unfortunately, we only have one revenue source that we can control and it's property taxes and that's really hard. Does anyone else from the board have anything? If not, I'll take a motion to adjourn. You see, we have another public hearing on Wednesday. At 6:00 p.m. at the central office. I'm going to ask if you testified, please don't testify again. Let other people have a turn, but please you know, you are welcome to attend. And we will be voting on final budget decisions next week. Miss Boucher moves to adjourn. Is there a second? Seconded by Miss Baker. All in favor? Any opposed? Any extensions? Motion carries. Thank you. Thank
077you and thank you. Thank you.