School Committee Meeting 03/03/2026

001Are we starting? We're live. You ready? All right, I'll call this meeting of the Brocton and Walter Regional School Committee to order. Please rise and pledge allegiance. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. So, tonight we're going to be going through the budget, but before we do that, despite the weather outside, I kind of wanted to uh take a moment here. So, usually we're celebrating the successes that come across our district, right, in these meetings, but tonight uh I'm going to ask everybody here in the room, and if you're watching online, just take a moment to reflect on some of the things that are happening in the district right

002now. I know some of the some of our community members in our district right now are going through some pretty tough times. I'm not going to mention family names. I've not spoken to the families, but some of you may know who they are. I don't know that they would want their name last in public, but um I think it's appropriate for those of us who do maybe know them to take a moment and reflect. And if you don't know who I'm referring to, maybe you can just take a moment to reflect on how the School Committee and the school community can best support our community members in in these tough times like this. So, despite whatever personal agreements you might have as individuals, at the end of the day, we're all on the same team.

003We're all growing in the same direction. So, um for those that are affected, um know that the BBRSD community is there for support if you need it. And so, if we could all just please take a moment and just reflect how you think you best should. All right. Thank you. Uh so our first item on the agenda tonight is public comments. So I see no public. So nobody here for public comments. So here we go. Our next item will be Mr. Aaron Osborne to tell us about the fiscal 2017 You should join me down front. I don't The budget information for everybody listening at home is available on the school district website. It's under the school committee menu on the all agendas page. It's the agenda link is there. Also the link to a drive

004with this presentation we're about to see as well as um write-ups from all the principals and department heads explaining their needs for their budget requests. So you can go through, read that. And next week on the 10th, Tuesday, we'll have our budget hearing, which is a chance for everybody to come here, tell us what you like about the budget, what you don't like about the budget, your ideas how it could be a better budget, what should be cut, what should be kept, what should be added, whatever it is that you feel. All right now, Aaron, if you could >> [clears throat] >> All righty. So first things first, um you'll notice this is uh this budget presentation is getting weighty at 59 slides. I am not going to walk through the whole thing tonight. Um

005we've walked through a lot of it. Um a lot of it is informational. Um I'm going to walk through the key changes, the key items that you'll be looking for. Um a couple precursors, uh this budget is a level service budget. Our effort right now is to preserve services to the best of our ability for our students. It [clears throat] does continue cuts that were made last year in many cases. Uh the um all of the slides, as Mike said, are available on the district website. Um, and I also want to share um, I was at Berlin's FinCom meeting last week. Beth was there as well. Um, the message they um, requested uh, that I send back to the school committee is that we work to reduce the operating assessments by utilizing our reserves. Um,

006they do have free cash available, but their operating money is very short. Um, I did share with them that there's a challenge of that that you do inevitably set a bit of a fiscal cliff. Um, they are they understood that. Um, I suggested that there should be more conversation before we engage in something like that. So, that's I'm just the messenger on that and just sharing the message from them. And and just for our clarification, Aaron and I apologize. So, Aaron and I have a meeting with the new town manager um, on Thursday morning. So, we meet with him to go over the budget for the town of Berlin as well, too. Yep. Aaron, when you say they asked to use our reserves to offset Yep. So, what is that? What What reserves That would

007largely be our school choice funds. So, as I've shared, we do have a a robust um, school choice account. As you recall, I suggested putting a significant um, outlay of capital on the school choice this year uh, as a bit of an olive branch to express our understanding that times are tough. Um, but you know, again, their their sort of moving money around situation is that they do have free cash available, but they don't feel that their operating money uh, is is is adequate to cover the needs of the district. So, so school choice, so you already have school choice in the budget. That's all. >> [cough and clears throat] >> Yes, we do have some school choice. So, school choice we get money in and then you use that money to offset the budget.

008Yes. I don't know if you use all of it that we take in or part of it that we take in. You're using I think more of it this year already. >> That comes up in a couple slides. Can I Can I Just while we're talking about what Berlin asked you to do. So basically they wanted us to use the cash savings to pay for ongoing operations. Correct. >> So after after next year, we'll still have those same costs, but we will not have [clears throat] that savings in the bank anymore. Is that correct or not? Exactly. All right. Exactly. And And as I said, we have you know a a respectable account. Um it may take a while to drain that if we continue to do that on an ongoing basis. Um you'll see

009that the effort here is to use some of those funds in a responsible manner to help with the budget this year um and to also offset some capital items. Again, that'll come up in a couple slides. Fair enough? Yep. Yep. Okay. Um so as before, my presentation is broken into a number of sessions sections. We begin with the operating budget. Okay. Um I'm not going to go through many slides. We're going to jump right to slide five. So at this point you will recall that the last version of the budget we were at a 10.3% budget. Um we we understood that was a big lift. We also were waiting for health insurance numbers. I was also looking to do an analysis of funds that we have put into excess and deficiency. We've also had a

010few other small items come in in that time. I also want to be very clear that this does not include Yesterday I sat down with um Janelle, our director of student services, and her assistant Michelle, and we went through out of district placements and transportation costs. I do that towards the very end of this process. Some of you may be familiar with the April 1st deadline. It is possible that up until April 1st, we could get a family move into this district and we would be we would be responsible for the cost of that student if they were in an out of district private placement. Those private placements can cost hundreds of thousands of dollars. So, that's why I wait till the very end. We also have the potential for move outs. We're getting towards

011the very end. I am in constant conversation with both Janelle and Michelle to see to check for updates. There are some potential updates that could change. We think they're not likely before the 10th at this point, but those are some changes that could happen that could be positive. And April 1st is not an arbitrary date that Aaron and I choose. That's a date that's given to us, right? So, that we can make these decisions. So, [clears throat] we get into the significant offsets and this is where we get into school choice. We typically take in anywhere from 400 and 400 and 450,000 dollars in school choice depending on how many seats we put in, how many students take seats, a couple different factors. It seems pretty consistent. So, I'm comfortable putting 450,000 dollars of school

012choice into the budget on an ongoing basis. We'll continue to analyze that year after year. If that number starts to look like it trends down, we might have to bring that number down. If it's trending up, we might be able to bring that number up a little bit. But for now, I'm comfortable from an operating standpoint putting 450,000. The additional 260,000 is to support some out of district costs that will be ending in 2027. So, those costs should will end at the end of 2027. Uh I've done an analysis along with Janelle of the pipeline of students we have moving up through our system um who might be out of district who are currently out of district. We don't anticipate a sharp increase in that in the next few years, next number of years. So,

013I'm comfortable putting that forward knowing that that will drop quickly. And we will I think we will get circuit breaker reimbursement that will also be available. So, it's it's almost like a one-time cost. It's 1 year. Uh we do also have some uh we do have uh a secondary tier of students and next year we may look at that as well. Um I tend to attribute some of those as if you go back in time and look at when those students may have gone into other district placements. That was uh in or immediately after COVID, right? So, we had a lot of social emotional challenges and otherwise. I can't say those that's that's the reason, but it's it's what I've seen the case um in a number of situations. So, I'm comfortable putting that money

014forward. I'm comfortable we'll have some savings. I'm comfortable have some additional circuit breaker come 2028. The next few slides are largely informational. Um a lot of these have to do the informational slides have to do with the regional agreement. I want to make sure these are in here so that people understand the implications of our regional agreement and how some of those splits work. Um I don't want to spend a lot of time on them. I'm happy to sit down with people with the regional agreement and go through it. So, now we're on to slide 12 for those of you following at home. Um when we look at our significant assessment offsets. These offset separate from the budget. These offset the assessments to the town after the budget number is complete. So, there's two steps

015in this process. There's the budget process, then there's the resulting assessment process. So, the items with a star next to them are all based on the fiscal 2017 governor's budget. Uh those [clears throat] numbers could change, but not before March 1st. So, those are the numbers we have. Those are the num- the numbers we use. Last year, we received more chapter 78 than we had budgeted for and a bit more uh chapter 71 transportation reimbursement. That's where I'm comfortable putting that $200,000 of excess and deficiency back into the budget. It's money that the legislature funded us with to put into our budget, but we couldn't use it last year because we hadn't voted it into our budget. This year, through the excess and deficiency process, I am comfortable putting that $200,000 back into the budget.

016Does that make sense? So, we put some money into savings. I'm I'm comfortable taking it back out. Um it in in I'm hoping we can hover around that um from time to time through normal savings. So, we will skip ahead through some of the um onerous calculations from the regional agreement. And that brings us to slide 19 for those following at home. So, uh this breaks down the budget a little further. You will see district-wide costs. You will see an explanation of why that percent increase is fairly significant. Uh particularly why Tantasqua is a little lower. Uh the curriculum director um and those small amount of transportation services, or translation services, I'm sorry, as well as a bit of an overlap in the superintendent are in that line item. Um, next year, once the transition

017of superintendents is complete, um, and the other items that will sort of return to sort of a normal budget, um, item. Uh, Berlin Memorial, uh, 9.74. That is down from 11.04 the last time we met. So, significant drops. Uh, Boylston Elementary is down from 14.86%. Wachusett Regional is down by from 7.32%. So, those are pretty solid drops. The, um, driving forces between, uh, the driving forces to that drop are health insurance. So, my prior iteration had us at 15%. Uh, our health insurance came in at 7.42%. That was a pretty solid win for us this year. Uh, a couple things impacted that. Um, some costs normalized and stabilized. Um, our utilization also, uh, leveled off. So, we were a high utilization, uh, partner with our health care provider. Uh, now we're a little more in

018the normal range. So, that's come down. The overall range this year for, uh, members of MIIA was from around 4%, I want to say to about 15%. So, we were right in the middle, maybe in the low end of middle. So, I feel relatively good about that. What is MIIA? Hm? What do you mean MIIA? The who? Oh, MIIA. MIIA, MIIA. Massachusetts Interlocal Governmental Insurance Agency Association. Yeah. So, you're using using with the MIAA. Yeah, yeah. Sorry, yes, that's confusing. Uh, they are a basically a non-profit entity that that helps provide insurance to um uh municipalities around the state. Um, uh additionally, our dental insurance, which I had at 15% as well, uh went to 5.66% Uh, as I shared before in the last meeting, I did under budget a bit for health insurance. You'll

019see there's still a relatively significant increase. The reality is we're going to cover it this year. Um, if we had had recognized the full amount, if I I'd put the correct uh amount in the budget, um uh we would have had to make more cuts, right? So, at the end of the day, we're going to get through this year, um but next year we're going to have to recognize that increase. Um, so hopefully again, if health insurance levels off after this year and the next year comes together, um there's some hope that that that will um come to a better place. So, excuse me, getting to the district wide budget, this is completely unchanged from the last version I shared. The same drivers exist. Everything is very much the same. There's not that much that

020changes in this piece. It's almost entirely salaries that exist. All health insurance and all dental insurance and benefits sit within the schools, so they don't sit within the district office. So, when [clears throat] we get into Berlin Berlin Memorial, uh the only big change there is health insurance. So, uh it did come down significantly from the last. Again, we've gone from 11.06% to 9.74%. Uh some of our um potential decreases in uh out-of-district tuition will happen at Berlin Memorial, so there's there'll be some little uh changes there. So, then we get into the operating assessment. This is This was not shared last time. So, each assessment line item, uh, is below. You have the budget, uh, Berlin Memorial share of the of the district-wide budget, um, for a total budget. You then take out the

021regional agreement specifies a formula for how chapter 70 and 71 are allocated. So, that is allocated to the schools to get into a total assessment amount. At the end of this presentation, you will see year-to-year differences. So, I don't reflect it here. I reflect that at the end. It's sort of the pièce de résistance at the end, if you will. So, then when we get into Boylston Elementary, you will see a small change, um, in instruction and support. We actually had, um, a retirement that impacted salaries a little bit there. Uh, you will see insurance has come back from, um, uh, a little bit from the prior. You will also notice, so my error was not as big as 62% in terms of last year's budget. You will see that Tahanto's increase is much smaller.

022I also rebuilt some of the allocations. Um, I am not sure what was used previously to allocate health insurance to the various schools, but it was very off of sort of employee count, so I tied that to employee counts at the schools. So, it changes things a little bit. If you look to the net, it doesn't change the net to each town because Tahanto's strict shrinks significantly, the towns have a little bit different allocation. So, um, it does even out quite significantly. Uh, Boylston's, uh, elementary operating assessment, Very much the same as Berlin's. You start with the school budget, district share, uh, take out their share of chapter 70, their share of chapter 71, and you get to, uh, the Boylston elementary assessment. Again, we'll go over that a little more later. Tahanto's. Tahanto goes

023from 7.32 to the 6.46% you see. Uh, they definitely had a decrease in benefits and insurance. You will see that's at 9.54%, so much smaller sort of increase than the others. Uh, tuitions, uh, and in charges, um, that is a a slight decrease from our last iteration. That will decrease in the next iteration as well, as well as transportation. So, uh, there will be some savings for both towns out of Tahanto next year when you factor in the assessment split. Or in the next iteration. Another slide that's just informational for now. So, then we get into, uh, Tahanto's operating assessment. A little more complicated than the other two schools, but the same basic principle. You start with the Tahanto budget, the district share to the full budget. You take out chapter 70, chapter 71, um,

024excess and deficiency, it my understanding is it's always been applied to Tahanto. Um, it creates the split between the towns naturally, so it's just a safe place to put it. Uh, additionally with the Medicaid reimbursement, any investment income, and charter reimbursement. Most of our charter students come out of Tahanto anyhow, so it makes sense. So, then once we get to that final assessment, then we break out the minimum contributions for each town. Uh, you'll see a um yellowish and a blue highlight separating Berlin and Boylston. I actually think it's pinkish, I'm sorry. Uh, to get to the total minimum contribution, then anything above that is split by the towns according to the formula in the regional agreement. That prior slide highlights how that works. So, then you get to how the total assessments for um

025uh, Berlin work. So, you have the Berlin Memorial assessment. Uh, to hunt those minimum local contribution, their above minimum contribution share, and the total operating. So, uh, Boylston right now would be looking at an increase of $786,293 or 9.40%. As I shared, that will be dropping in the next iteration, but this is where we stand at the moment as of this wallet. Uh, same thing for Boylston. Boylston goes to uh, $13,513,761 for an increase of $1,124, uh, $24,069. So, similar um, kind of increases, comparable. So, the next section, and I won't dwell on this too long because we had all of the directors and principals share these items last time. I think I really want to focus on the note. These items are not included in the budget I've just presented. They're not part of

026the operating budget. These are wish list items. You will see some items that were pulled off of the budget last year, and some of these items are items where we've pulled items off this year, but we would trade them for something different if we were to get the money back this year. So, in particular, the biology teacher was pulled off the budget last year. Um we would look to um look at an ELA coach and/or reading specialist as well, rather than one of the other positions that we uh that was cut last year. I won't get into all of them. This is not in preference order. If we were to have more money, we will sit down with the administrative team, and we will create a pitch to the school committee that says, "Here's what

027we think we will where we will we'll get the most bang for our buck, and this is what we recommend." So, everything will be on the table, and we will sit down as a team and work through this using a collaborative process. And And let's just be clear on that. These are priority one. That That our principals put their wish list together, and you'll see when Aaron goes to the next slide, you'll see priority two and priority three. But, these are the priorities. This is what our admin team said that this is what we need to make our school district better. This is what we need in Bolton. This is what we need in Berlin. This is what we need in Tahanto. These are not I mean, they're not wish lists. These are things that

028our principals say we need to provide a high-quality education for our students attending our schools. These are move-the-needle items, right? If we really want to move the needle on our performance, these are the things that we would recommend. So, next we get into the capital budget. I'm going to skip over um Whoops. The explanation of how debt and capital is done at Tahanto, and we get into the debt assessments. These are unchanged. This is a a pretty stagnant item. The debt's already lined out for every year going forward. Both towns have a copy of our debt amortization schedules um and our debt book. I believe the first that 2018 bond ends in 20 I want One of them, I apologize, I'm not sure if it's 2018, ends around 2031, the other one ends around 2033.

029So, we're not that far in the big scheme of things. Um both I I know that Boylston has a debt exclusion out for it, so that will just end for the town. It won't put more money into their pockets once that expires. I don't know what Berlin did for it, we can talk to them, but I wouldn't expect this to put more money in anyone's coffers other than relieving the taxpayers of some of the burden of that debt. Fair enough? So, next slide, slide 37. This is no there's no change. Um based on the conversation that we had with Berlin and a few other things that I am am sort of working out a good explanation for next time, we may juggle where and how we do these capital items, but these capital items remain

030on the table uh funded by the district as our commitment to the towns. The total money I I'm just going to say for now the total money hasn't changed. It just has to do with the buckets we're going to be using. Um all right, so uh the the money exists, everything's fine, it's just a matter of which bucket we're going to have to pull that money from. Um the van remains, the LEGO computer sets, we went over those last time. So, then we get into uh the items we would take presumably from possible choice. Again, we may juggle these around, but at least for now, these are the items that we're very confident that the district can pick up on behalf of the towns. Um again, these are items that largely were determined things where

031given we're renters in many of our buildings, these are the items we could pick up and carry with us if we were evicted, for example. I'm joking in that, I know we're not going to be evicted, but we just had to take a delineator. So, what's a delineator? How do we decide? We also wanted to make it equitable. So, in terms of what we're putting aside for the two towns, if you count those numbers up, it's not perfectly even, but I think it's relatively equitable. Right? Um both towns have needs. We're trying to cover those needs. So, this is to help particularly um walkie-talkies and field line painter and mower. Um and then we get into Once we do all that, there are going to be a few items that we would look to to

032push off to the towns. Um the first on Boylston remains the gym exterior doors. And then I've added HVAC to the rooftop units. So, that is um heating, ventilation, and air conditioning units. So, those are units that sit on the roof that help maintain uh the climate in in those offices. Uh those need um some fairly significant repairs. I think it's fair to say the town also uh approved the roof project um last this past year um through their October special meeting. Uh we have finished the bid process, in fact, and we came in with a bid that's somewhere a little over 230,000. So, we are significantly above that 323,000. We've called um references. We've done all of our checks, our due diligence. They are a responsible bidder and um they're uh they're they're proposing

033to do it in April. So, we're looking to that. Uh we're just in in Berlin, if you're listening, I'm going to come calling. We do need someone to sign the contract on behalf of Berlin. Well, after you said 230, did that say above the 323? Say that? Below. You said that it came in at 230, right? It came in around 230. >> 230. Almost 100 grand below. >> Yeah. Okay. Yeah, he said above. Sorry. Yep, just wanted to make sure. Yeah. So, getting to Boylston, uh we still have the bathroom, the parking lot, and the play area wood chips. At our meeting with Boylston FinCom last night, I know Megan was there and then heard this. They're feeling pretty tapped out with the roof. That's going to be a big lift for them. They are

034trying to do that without the need of a debt exclusion override, things like that, which are prone to failing. Um, so they're really trying to do that out of cash. The roof is huge. We will continue to revisit these items. It may be that they get pushed off. I think the big thing, the bathrooms are pretty significant. We'd really like to see those done. We'd just really like to see all three things done. I mean, but at the end of the day, if we were to have to prioritize, I think our biggest concern right now is is those bathrooms. The roofing project we're working with the MSBA on that, but it's not scheduled till now, spring of 2027. Right now, even I think late spring, early summer of 2027. The cost just keeps going up

035for them as well, too, each time that we're delaying it. But, we are working with the MSBA. Roof needs to be done. Work with the MSBA is giving us some support there. So, that's that's important to get that done. Yeah. So, Tahanto parking remains here. It will remain here. You know, as we've had more and more events and we've had snow and things like that. The parking here can be very precipitous. You know, I've seen it mostly in sort of rain and mud and things like that, with people parking on the 70. Now that we have snow, it's really even worse, people parking on the 70 are out almost in the middle of the road. So, you're representing a lot of And Al raised I think a very good point. There are more and more

036families because of work situations and things like that are coming to events in multiple cars, right? Mom and dad will come in a car, grandma and grandpa might come in a car, the student may come in a car. So, we may have one family represented by four cars at an event. Um and that's pretty taxing on our parking. So, uh we are going to continue to pursue this. I don't think it's realistic that this would be a project we would do this summer. Um we are still looking at the grant. There's a technical support grant that we are we continue to be told that we have. Uh we have just not received any official notification of that grant. The very first thing we would do with that would be hire a formal engineer, a design

037company, and and look at doing some of that prep work, potentially putting it out to bid. Uh in order to put it out to bid, we would need, you know, some sort of assurance from the towns or somewhere that that money exists. But, we could do that during the course of next year and and presumably have it slotted for next summer. So, that would be kind of the hope if if all things go with us. We're just losing time to do it this summer. If we're allowed to. So, then we get into the total capital assessments uh to each town. Um again, I I, you know, with the um Tahanto way down being parking only, um I I don't think that's something that we would want to put on for this year anyhow for '27.

038So, you know, you could probably reduce both by that amount with the understanding that we would keep those add on for next year for sure in some way, shape, or form. So, then we get into total assessments. As I shared, you will see fiscal '26 and fiscal '27 numbers for Berlin. Berlin. Um operating assessment that capital that increase of 729601 uh for a net increase between the two of 7.90% Uh solid lift in uh Boylston as well, 1.1 million in operating, 557 in debt capital. Uh total assessments of 1 a million, 681,485, 12.34%. Again, a lot of that is is capital, right? Big piece of capital on there for them. Relatively speaking. And then we get into whoops, I skipped. Um I I put this on I I I we we did the video last

039time. This time we're we're doing uh we're not alone. There are so many districts right now and and every every district I talked to is talking about health insurance costs. So, you know, between last year and this year, we're looking at at, you know, 18 plus 7 and 1/2% That's a 25% 25 and 1/2% increase in our health insurance in 2 years. Other other districts, while we're a little lower this year, are higher this year. Um a lot of other districts don't have the kind of resources that we have on the back end at School Choice. Um in addition to these articles, you could Google them and you will see articles including Framingham, Easton, Brookline, Hampden-Wilbraham, Winfield, Pioneer, Mashpee, Pelham, North Attleboro, Amherst, Hadley, Mendon, Upton, and Harvard. So, and that's just a quick Google

040by me. This isn't some I I've talked to some people in these districts. Um this is going to be a very challenging district. I think I've a year for every district in the state. I think I've also shared that as we've become a minimum aid district on chapter 70, um to over 250 of about 350 school districts in this state are now minimum aid districts. And that means that we only get the bare minimum of aid. In the past, we might see a 3 to 5% increase or or sometimes even more in chapter 70. Now, what we're seeing is more in the 1% range because that's that minimum aid. This year, it's $75 a student on the governor's budget. Last year, the legislature brought that up to $150 a student. That was significant and meaningful.

041Um and that's one of the reasons why we have that excess and deficiency money to put in. Legislature may do that again this year. And then we would have that excess and deficiency money to put in next year. Right? So, we're trying to be responsible about that and only take out putting in. Uh appendices remain the same. Um I'm working on what sort of those school committee motions might be. So, I wouldn't read too much into what I've written there. Those That's a little word play by me. Um uh I think the regional agreement um indicates that we need to provide the towns with a report once we do our final budget that includes the following items. This presentation, one of the reasons it's so long, is fully compliant with the requirements of the regional

042agreement. So, that means I don't have to create two documents. I have one document. When this is done, it goes to the town, fully compliant, and meets um their requirements. I think I have the slide numbers right. I will play with that. Um and that's it. Some key terms and acronyms, and thank you very much. Aaron, first things I I want to just go back to slide 50 if you could, for a second, where he listed we listed a a number of school districts. This is a huge issue that's taking place across our state right now. I'm I'm on calls. I'm on meetings with my colleagues that are superintendents across the state. A lot of them are hoping for overrides, and if the override isn't happening, they're in more of a situation they are. I

043mean, I'm talking to some of my colleagues that are $4 million off, right? So, this is a huge issue that's happening across the state. It's partly insurance, but it's also partly using money at certain times, right? Whether it be school choice money to fund certain things and not having the sustainability with that, as well, too. So, know it's an issue, know it's a concern across the state, but we're we're not alone. The capital we have on top of there, it's certainly something we're in a tough spot this year, but we're certainly sitting in a better spot than some of my colleagues are saying and talking about right now, as well. So, this is the presentation we sort of gave you last time we were together with a little book of shovels and we're looking to

044do this again next week, right? Where we're going to have it in here. Previously, we did it last year, I think we did it in the auditorium. Wasn't a great setup for us to be able to have conversations with each other, cuz we're sort of in a a straight line, like a a last last supper type of table. So, we're going to be able to keep it back to here again. We're advertising all over the place. I mean, Jen, who, by the way, is on the phone, and that's why I keep referring to that. Um but she has posted on social media, as well, too, about our budget meeting coming up and stuff. So, all that's out there. Our principals this Friday on their newsletter we're putting that out. We want people to come to

045our meetings to be able to ask questions. So, we're we're we're bringing this to you guys and now I'm saying, "What do we What are you looking different for us between now and next week to in the presentation that we're going to be giving?" Yeah, so I think that before we get to questions for Aaron, so I think what we should do tonight discuss this, ask whatever questions we have about it, and then he presented a level service budget with some items to improve things, increase things. What do we want to do? But more importantly, what is the town going to support? And by the town, I mean the voters. So, are they going to come out and ask us questions next week? Are they going to tell us what they want? Let's talk right

046now about what we want. Do they agree with us? Do they disagree with us? Will they come out next week cuz what we vote on next week to go to town meeting is going to be in part on who comes here and tells us what they want, right? That's what happened last year, right? We were talking about possibly cutting teachers. People showed up, fired up, and said, "No, don't you dare cut a teacher." And so, we didn't, and it's kind of a similar situation we're in right now. The difference between this year and last year, I think, Aaron, is we actually had some more definitive numbers from the towns at this point last year. Like, you know, they said we're high, but they weren't able to say by how much. Yeah, we I we we

047did still go to our I think our our our budget hearing and and approval with numbers that were above where this the towns wanted us to be, and there was a a bit of a process. Um you know, which is typical. I mean, I will say I I don't think I you know, you they're still wrangling through some of their budget. I mean, when we were at at Berlin, um Beth Can attest, I mean, they pulled up their whole spreadsheet and were walking through item by item, and they had just gotten a number from ASABET that they were plugging in and trying to figure things out. So, you know, we we're all in the same place. We're all still working our on our budget. It's very possible that, you know, the number we we vote

048next week on the 10th, we realistically can't increase going forward. But if we have some changes, and as I said, there may be some changes that um bubble up that may be positive um based on my conversations with Janelle that may that we won't have the answer on the 10th, but we may have the answer in the weeks that follow. So, there may be some room to have a conversation about even some normal savings coming into the budget as maybe some conversations happen. Right? The the big goal is is just so that we're not having to negotiate on the floor of town meeting. I think you know, everyone remembers where they were 2 years ago and sort of what that ended up being. Um but there's a lot of room for conversation up until then

049and some give and take and um you know, listening to what what Berlin had to say, listening to what Boylston has to say, um look at what we think is responsible, and even start working on what's a what's a path to sustainability. You know, if you were an individual and you have a savings account and you run into a situation, right? You don't just think about that one situation. You then think about, particularly if it's something that's going to change your ongoing costs, what you need to change in your life. Do you need to go out and get a second job and raise more money? Do you need to cut something else out of your life? Maybe Netflix isn't so important, right? What have you? So, our budget is not I mean, I'm using a

050an analogy I think most people can understand. It's a little more complicated than that, but there may be reasons and opportunities to have those conversations in a responsible way with the towns about how we work on creating a path to sustainability, right? And many things can be on the table ranging from potential cuts, possibly draconian who you know, or you know, overrides are on the table. I know it's a dirty word, but you know, everything should be on the table for conversations going forward um with how we create a sustainable budget um that supports our students. To to To answer the question too is we do not have we don't have exact numbers from Berlin and Bolton. They gave us ball parks but no one has officially said [clears throat] this is the exact number

051even in Bolton last night and in Berlin last week that they they're still working it out. We don't have official numbers to be worked out. But March 10th is still looming for us right? We need to make sure that we you approve a budget by March 10th so that we can do that 45 days and be ready to present and let the board know what the town wants. Just a couple things on that. So everybody remembers I'm sure Jack in your your first time here when you were part of this back in the PTO a couple years ago. If we had to guess without having exact numbers from the town, yeah we're probably too high right now, right? So how do we get lower? When it comes to the 10, are you going to have

052options or plans of what's absolutely essential to stay, what could be cut to to get closer to the town numbers? I thought that that conversation about Berlin asking you some of the access the operating Um I I don't know if we're going to be able to have you know one of the sides of the conversation is is Berlin's request, right? And that's to take some money out of savings. Again, that presents the challenge of ongoing operations eating that away because if we add that money this year, we'll need next year and the year after and the year after. That's where I'm speaking to we we really need to have conversations with the towns about what the implications of that are and what the implications then of how we address that gap are. Um the other

053is recommending a series of cuts. I think we did that last year maybe a little later in the game. So you know I think the the message is we we we get a budget passed and say this is what we need to work with and if that number is I I I think you know it unless somehow something happens in the next week that number will be above what the town support. And then Al, myself, I I know we have uh staff meetings set up. We can talk about what those cuts might look like if we have to make those cuts. But I'll let Al speak to that a little bit. Yes, so I I just feel like you need to take this budget, you need to look at page 32 or slide 32 and

054that's what we want. It's quite simple, right? So now you as a school committee got to let us know and the community's got to let us know what you want us to take off there. This is what the admin team we we didn't take this lightly. We've been working on this since before the holidays, right? This is we've even broken into tiers this year our priorities. I'm sorry about that. Priority two and priority If we all had a way, slide 33, we want as well to, right? You want us to be a high performing district, you want us to have our retain our kids and retain them here, retaining our teachers. This is what we believe we need. But we broken into priority. So we're saying this is the budget plus all of 32 is

055what we're really saying we need. So we need to have a conversation with you guys to say this is what we we we can't do. >> With what's on slide 32, you said earlier that that was not in priority order. So I I think that it's all there's some things that we look a little differently at maybe. Um I know the biology biology teacher is a huge thing that we're looking for, the ELA coach, tech support, the float nurse we heard from talking to Lisa Lamoreaux, the ELA reading specialist, night custodian, I mean, it's pretty hard for us to say this is the first one as opposed to not cuz I think every one of them is a need. >> So So priority one is is always going to be priority one. Within the priority

056one list, we haven't ranked that and it's also going to depend if if our school committee were to say and and we were to have the money okay, spend 200,000, we would sit down as a team and say of those priority one items, which are the ones that we think are the most for 200,000, here's what we could do. >> That's right. Right? We don't that that money we understand that money doesn't exist at the moment, right? We're just saying like in a dream in a in a in ideal situation, these are the things that we would put on the table. By the way, biology teacher ELA, those are two FTEs. Those are two FTEs that you we we we eliminated last year at Tantasqua. Right? So they're they have a different we're now looking

057at a biology teacher, which Cameron his team said we want an ELA coach, you've heard him explain that, but those are the two FTEs that we eliminated last year. All right, reduced. All right, [clears throat] so who wants to go first with any questions? Megan. Um so my takeaway from Boylston last night was that they didn't have a final number, but it was between four and five hundred thousand dollars an increase. Correct. And we're at like 1.1, so Yeah. like point, I don't know really hard for us to go through and say let's cut this, let's cut that, let's cut this, but Right. I I I thought Berlin had a ballpark, too, but I missed what that was, so I it would be helpful if Mhm. >> [clears throat] >> come up with 700,000. All

058right, so Yeah. So So this is still at planting trees. Yeah. Yeah. I mean it's just really hard for us to go through. We're all going to have different opinions. Yeah. Um and I know like obviously you're bound by the contract Yeah. increases for salaries and insurance costs, so I don't know. Yeah. It's hard to It is. for us to take out 700,000. And Megan, I agree with you. I agree with you on the 400,000, but they they we asked them for that specific number and they and Boylston they wouldn't give us that. They said roughly between there. They gave a range, they said. And they the other people they didn't talk, which is complicated and different is that the debt goes into the capital. I'm sorry, the debt goes into the operating and capital

059funds. Correct. And so I I couldn't figure out on the slide if the debt went up or down. I think you said it went down slightly. I think it went slightly down for Boylston. I think it shifted a little bit. So I can't It's a couple thousand dollars. It's not significant. All right. So that was Very close to the same. And both towns haven't had their final meetings. I think there was a meeting that was supposed to take place with Boylston last night and one of the committees didn't show up. Uh they were scheduled or something like that. So they I asked when I was walking out, "Do you have an exact number?" And they sort of said, "Ballpark." Right? But I can't operate in ballpark, right? Because the difference of 80,000 brings me maybe

060to my biology teacher as opposed to not, right? So I'm looking for a specific number from either one of them. I'm hoping we're going to get a better number when we talk to Jeff in Berlin on Thursday morning, right? But I I don't know if he's there ready as well. We don't And that you said the debt changing for Boylston is because of the formula from the regional agreement. >> Yes. So every year that the Tahanto split changes very slightly, right? >> Because it's based on student population. >> Because it's based on Yeah. Yeah, between the two towns. So it's negative this year for Boylston. >> So it's not just an arbitrary small change. It's based on the enrollment Yeah. points. Okay. Right. Any other questions? Let me just say 1.1 and then 4.5. Is

061that 1.1 Is that dividing it? You go I can't remember what So that like do we need to reduce by 500,000 or No, we need to reduce by My takeaway from last night was we need to make between 6 and 700,000 dollars cut on the bottom line for Boylston. That was my my takeaway when [clears throat] I walked out the door. It was quick math in my head. Right. But you had a really good slide on there that showed the assessments the 2020 that you said Karen had asked for. And so you're like, "I did it for you this year." And it was the difference between 2026 and 2027. Yeah, these two. Uh Yeah. So, you're operating up top. Right. Yeah. And they said last night like they were like 400, maybe 480. Top 500.

062But to ask point then they were like, "How much is the teacher?" And they were like, "280 and 100." So, it's the head right there. Yeah, FTE. >> So, Yeah. but even 500 is the top and that's 600,000. That was my takeaway when I was there. And and March 10th you're voting on this and this becomes the school committee's budget, right? That Aaron and I are then going to be pushing in front of the town. So, we're telling you as a district that this is what we need as long along with, you know, slide 32. Is there a fifth grade teacher already in the budget for the Is what? Are the fifth grade teachers for the ES already in the budget cuz I don't The fifth grade teacher for the ES is in the budget.

063So, we consider that level service. Um, we we cannot have a fifth grade with 33 students in each classroom. And in order to provide the same level of service to our students, um, we would need to have three fifth grade classrooms. >> But but let's be clear, right? So, Megan's point, what she just said, the difference there, right? We're we're saying, right? That we're going to put that fifth grade teacher in and we're bedding it in the budget. But if we have to make that number work, right? There are districts that have numbers that are looking at Look at the la- that slide where they're saying all these cuts these districts going to happen. Like, where is it coming from? What's that? Yeah. I mean, we're we're embedding that fifth grade in there because we

064feel like this is what you guys as a school committee would want. But if we I mean, like there's expression we use as a super- everyone wants to drive a Cadillac but not might not be able to afford to drive a Cadillac so might have to drive something different. We want small numbers in all of our classrooms. We absolutely believe high quality teachers, low class sizes are the best things for education. But if we got to reach that number, what what how are we doing it? >> Nothing's is game and like the other takeaway I think it's worth mentioning and I saw somebody had sent an email last day about levy capacity in Berlin and I don't think they're Yeah, that didn't come from the town so let's pull off that I don't I I

065know that I don't think you have either Is there a lot they're going to put Yeah, I don't know Bolton actually one of the other takeaways from the FinCom meeting you guys Bolton is at the levy capacity so they're saying this is what we can give you and oh by the way if you guys decide it's not enough it will go it will have to go to ballot because it will be probably enough. Was that how you understood that or Well, yeah I mean it without I mean with without sounding sort of callous or cynical um you know when we when you put your budget forward and it goes to town meeting what the voters decide is what the voters decide. How the town gets that money is is not necessarily I mean isn't factored

066into that so it doesn't mean they have to do an override but they have to come up with the money, right? So um you know I I this isn't and this isn't an effort to you know say well that's the way it is but that's the way it kind of works is you know if voters vote for something that the town has to figure out how to make it happen So why do you get that impression? You got the impression if I'm wrong correct me that I I think I heard from Berlin and Bolton they're not interested in overrides Yeah Exactly no I am not interested in overrides Yeah that's what Okay good they're not interested made it clear to me that we're almost at that limit Yep if we decide to say for example

067no we're going to push for this 1.1 that means my understanding again maybe I'm wrong is it doesn't pass the town meeting then that also has to go to a ballot because it would be approximately 1.5 and that would require a vote on a ballot by the town, which is what happened last year in Bolton with the fire station and senior center. And they're And they're trying in Bolton um not to do a 2 and 1/2 override even with the roofing project they're doing at the town. So, they're breaking that up so it doesn't become um have to go to ballot cuz they're not sure it's going to pass as well either cuz up to the voters. Um but it's certainly something that needs to be done in Bolton with the roof because it's getting

068worse and worse. So, what we have to do tonight is make sure we understand everything Aaron told us. Yeah. Ask him whatever questions you have to clarify it. And then next week we'll be voting on some budget that we come up with. What he's presenting here, the level service budget, is basically what you have at the school today Mhm. at next year's price. Yeah. Or do we want [clears throat] to improve that and add to it with the the priorities? Or do we want to cut it in the uh second year in a row below level? Yeah. And And I'm not being disrespectful to the school committee, but I need you guys to tell us your budget after March 10th, which of these priorities do you want us to focus on because I think our

069admin, I think Joe would say I need that tech support. I think um that Dean would say I need the night custodian here at at Tahanto. I think Rich would tell you I need a biology teacher and I think Robert would tell you I need a fifth grade >> Which would be really helpful. So, all of those guys that you just mentioned gave us their write-ups. It's in there. It's in here. It's in It's on the website right now. Anyone want to go in and look at it and then come next week on Tuesday and tell us Like do you guys want to just arbitrarily pick from the list and decide what to do or do you want to have some support from voters and parents to come here and tell us. Or send an

070email. Or send an email. We're not flying by the seat of our pants here, right? To use that expression. Admin put a lot of time and effort into deciding what they want and the reason why they want it. For us to even get there. And by the way, there is also our priority four and five that you guys aren't even looking at right now. We knew that we can't do them all, but there is, right? You want us to be a high-performing district, here's what we need. So, we're we're saying to you to whoever asked that question, what do we need? It's this budget and everything in priority one. And then slide two. What do you think the likelihood is is that we could even consider any of those priority ones? Well, that's why I

071want people to look at it and come back to us. Rich did a really great by that everything with the Hanzo. I really encourage people to both look at it. Hanzo has taken a beating. They're the ones that have bore the brunt of Well, it's easier to cut from both towns. It is taking from the Hanzo. Nobody wants to lose a second grade teacher at BMS, but we lost two very real teachers. These were not real positions. These are real teachers with real classes. Both of my kids had those teachers that had such a classroom Yeah. and didn't come back. Hanzo's taking all of it. It's not fair. And we can't do it ourselves, right? So, we need our you guys, we need the admin team, we need our teachers, we need the community to

072say this is what we need. So, they go to the town floor and say, "No, we we want these things, right?" That's So, that's one thing for us to consider. The second thing Aaron said that the ask from Berlin about the I think it was related to capital. What What are you suggesting in this the END money is covering a lot of capital items. Say Say again the The Berlin ask at the last week's pick up meeting. Yes. You told them the END money that you're taking there is to cover a lot of those capital items. Yes. >> And I think their ask was in relation to that. Instead of you using END to pay for the capital items, they want you to use END to lower the operating Right. Right. It It It So,

073we we would have to discuss that as a community whether that's a smart idea or not or And And I think it's it's six of one, half a dozen of the other whether it's END or choice or I mean they're both our savings accounts. Um The fact is whatever they are are one-time savings. Going to pay to multi-year. Like teacher salaries, for example, are operating expenses. Mhm. If we cover the teacher salary with Indian this year, well, we're going to have the same salary next year, but we're not going to have the same Indian. That's why those districts are in trouble because they did things like that and then they can't afford to pay them year after year because they they using their savings. The savings runs out. Then we can't afford the biology teacher

074or the ELA. And trust me, these people, the biology teacher that's out there, the ELA coaches out there, they're paying attention. They're not going to go to a district and get employed and fearful they're going to get laid off a year from now, right? They're looking to see the sustainability. Uh what's the math curriculum? I'm not 100% sure. In our operating budget or is that in the capital? What's in there? The new math curriculum. The new math curriculum is sitting in the capital budget. So, it's a one-time expense. So, they just figured it would be it's it's not truly capital, but it fits into the one-time expense nature. Jessica, that's exactly the right spot for it, right? That right one-time expense, I don't have to worry about putting into it next year, right? Like we

075have that. Right. As opposed to the biology teacher, I'm sorry. So, we don't have to make any decisions now. No, but we No, no, no. We don't need to We're not voting on anything tonight, but we should certainly discuss what we want to do. I agree with what Beth said. I feel like the economy has got it over the past couple years and even from a capital standpoint, I love the idea of using the choice money to take care of some of the actual things and needs that we have in this building. Obviously, I get the parking lot isn't going to happen this year, but I mean, if we're that desperate and it comes down to like cutting a teacher from Tahanto or using choice money, I'm not opposed to throwing some choice money at

076it. I get that down the road it's going to be a problem. I wouldn't want to use more than like a hundred or two hundred thousand dollars maybe to save ahead. But, I agree exactly with what Beth said about how every single year it's oh, "Taconic, let's cut Taconic, let's cut Taconic." Cuz it's easier, it's like more bang for the buck. But, now we're at the point where we need to add things to the school, not just add back what we've already cut. And we're just going to keep getting ourselves into a bigger and bigger hole. So, I hate to say this, but maybe we need to sell We'll get if there's any where in the elementary schools that we can turn off and >> [clears throat] >> you know, focus on maybe using some

077of our resources. As far as the choice goes, I think the number you showed us, Erin, the number you have is 710, I think. 700,000. >> Yeah, yeah, that's what we're using at choice. Not quite, but almost double what comes in from choice. Yes, but the 260 is a one-time, right? That's considered almost >> It's a one-time, but it's Yeah, but that number is approaching double what comes in Correct. So, if you add more on top of that, we're just Yeah. Kicking it short of the mark. Wait, these include the 710? So, say again, the 710? >> These include the 710? Yeah, sure. No problem. >> But, we didn't use >> you take me a minute, it's a quite a ways back there. >> [laughter] >> But, we didn't use it as much or any

078of that we thought we were going to use last year. Yeah. But, those are a big chunk of that is being paid for by the one-time expenses. >> Yes, 2 260 is for basically one-time expenses. >> Oh, only 260? Yes, so down the pipe, 260,000. So, we get in anywhere from on a normal year 400 to 450,000 in in choice. I'm comfortable paying the 450. We may have to adjust that in future years, give or take, but you know, that's that's pretty reliable. The is We have a cohort of out of district students who are kind of at the top very about to either graduate this year that that next year or the following year. So we're comfortable on a one-time basis paying for some of those students who are who are grad will be

079graduating by the end of next year or aging out. So So when you say one-time expense Aaron, that's a that's a sensitive Yeah, no I understand. >> One-time expense for out of district students. Right. Next year assuming nothing changes in that area. Yes. >> Those expenses will be gone. So the district >> Yes. So yeah, so our I mean >> Well, we know that changes. Yeah, I mean I I I mean I have to say based on our analysis at the moment, we can always have a family of five move in and and and just that. But if things stay relatively consistent with what we've projected, we would be saving 260,000 in the following year. So this is the 27, that would be the 28 budget. Plus we would be getting a circuit breaker reimbursement

080for those students. Right? So so we will we will have >> won't be let's be clear. It will not be a one-for-one dollar to dollar >> No, no, no. Cuz some people will think that. Yeah. It won't be a one-to-one. It's ends up being what like 30% >> might get 60,000 in circuit breaker for them. Yeah, yeah. So spending 360, if the cost is 260 60, we might get like you said 60,000 Yeah. Right. Yeah, I understand. Just so we just so certain people understand it's not a dollar for dollar circuit breaker. It's also not dollar for dollar chapter 71 transportation reimbursement. Right. A a percentage, never 100%. Yeah. So some of the flow also has to do with sort of the building of those bridges programs, right? So there was some I think costs

081and and some some setup for those programs, but those are the sort of programs you it's very hard to bring students back once they're out of district. What you're really trying to do is shrink that pipeline a little bit. So, the pipeline may have been bigger at one time, but by building that Bridges program and making that investment in in-district programming, we've managed to build some some savings into the pipeline. So, uh you know, again, knock on wood, I can't prevent people moving into the district who may have students who are already in out-of-district placements. Um But at least now we have a we have an option for our students, right? So, at least now we have an option. We have the Bridges program that we have working all the way up to the high

082school. So, if a student was to move into our district, >> [clears throat] >> we have availability. We have options that are in our district to provide for these students. Yeah, I don't know if I would say savings. It's more of keeping the money within the district for our students. Right. Fair enough. Yep. Okay. I I call it a savings. I mean, you spend 150 on an out-of-district placement versus you spend 150 on a Bridges program that can handle more than one student. I I call that a savings. Ideally, it would be money we can reallocate. I mean Reinvesting, shall we say? Sure. Okay. And and they're our students, right? >> Reinvest the money, however you want to talk about it. They're they're our students. Our job is to educate them in our district. That's

083our number one That's why we're all sitting where we're sitting right now, right? Our job is to educate all of our students in our district. Yeah. And that And that's our principle and that the state's principle is least restrictive environment, right? You keep the student in the the environment that that that provides the least restriction. That's always their home district. Um students' social emotional always do better in their home district if you can keep them in. There are students you just can't accommodate their needs, but keeping students in district is always always always preferred. Other questions for us? I have a question. So, looking at page 32 and 33, so there is a specialist teacher for BMS and BES, and then on the priority two three, there's one as well. 30 to 33? 32 and

08433, there's one >> last slide there. So, Sorry. So, Jess, that is our specialist coordinator. So, we have a couple different terminologies that we're using on that, but that's but About third third from the bottom on the The specialist teacher on priority one? And then two is on page both pages. Yeah. I so apologize. Um one of those was supposed to come off. I I apologize. Yeah, that was a redundancy by me. I'm so sorry. I we caught that in another iteration of it, and I forgot to take it off. Um I believe that's a priority one. Yeah. Yes, it should have it should have come off of It should have come off of priority two. I I am so sorry. Um that's that's entirely on me, and a very good catch by you. Thank

085you. If my math is correct, all of the priority ones would be an additional $500, 6,500 dollars. Sounds about right. Do we know the numbers of but what that would be For each town? Uh I I would very roughly go 65% 35% Bolton to to to Berlin. Yeah. That's that's the uh the split that the elementary is more like 63 37. I I don't want to I I don't have it in front of me, so I don't want to speak to it, but it's a I think it's a little less. I think it's a little more towards um Berlin seems to be trending up a little bit. I'm curious with like the tech support and all the district equipment stuff. I know it's it's increasing part time and full time. Is there a way to

086look at that to say like if we did the textbook like at least one more hour a week, like what would that cost line or like the district spoke numbers, what would you bring out the 0.6 FTEs? Jessica, the Yeah, we're at um Sorry, which I didn't say. >> we have a lot of items, but at this point we have to. Sure. It's it's also though time and people that are going to do that, right? So what are the >> gentleman that's working with us right now who is high quality, right? And we have him only X number of hours a week. When he does our spoken, it means we have to take that off of servicing our kids and servicing our district. We're going to lose him, right? He's he's going to go somewhere

087else with the quality that he's at and get a full-time job making a heck of a lot of money than we're providing. So we're also trying to have some sustainability with our staff. Some of these part-time employees get a part-time No, but he wants higher for a $35 an hour. Yep. So I'm just trying, you know, arguing both sides here, like Yeah. I I understand that. I would I'd love to give all of 32 and 33 pages to our student nurses, you know, but um Yeah. Yeah. So now that you're included in the one in the in your total, the the increases that you had on the other slide, Joe, the one that has like the Mhm. Sorry, my computer died. So the Yeah, what what was presented was level of service. This is above.

088So we this would be adding on top of that. That would These would be on top of that, yes. Yes. >> know why I was thinking that was in there. No, I'm sorry. So So we already tried to make the disclaimer. So the only thing that's in there, right? So we just got to make sure the only thing that's in there is that fifth grade teacher. That's the only thing that's in there. And that's a conversation that we need to have with you guys, right? So it's to Beth's point and even to Megan's point, right? The title's gotten hit the last couple years. So are you telling us that you want to support that biology teacher position and that ELA position and not the fifth grade? Those are conversations that we need to get from

089you guys because I agree with what you said, Beth. I agree with what you said, Megan, that we Thomas has gotten hit. But, where where where are we stopping that? And I will make the note on slide 31 bigger. Maybe I can make it flash and strobe or something to make it I I understand. It's not like like we've had conversations about like how do we express this without people misunderstanding that these might be in the budget. Um and we're trying to be as clear as possible. We don't want people to think we're being non-transparent, things like that, but these would be huge lifts. I think what Sorry. I think what Jackie said, getting a dollar figure at the bottom of that would be good so we don't have to do the math on that.

090Yeah, and also like yeah, is it clear Was it just me that missed that those were I would make that a separate file. Yeah, yeah, yeah. No. Cuz then you're going to have people clicking multiple files, getting confused, having to go to Was anything unclear that these were not included? I mean, on page 31 it's pretty it's pretty big. Could we include that on page 32? On page 31 it's not. Well, we did we did go through them Yeah, we scrolled through them quickly. Yeah, the last meeting when we were at, I agree. I thought all these were included. Yeah. Okay, I the last And there wasn't no there wasn't no it was smaller I increased the font, but I I will increase it more and maybe make it flash and strobe and So, if

091the total we're presenting a level service budget, none of the priorities are included. No. No. That would be an above level service, yeah. So, that's good why we're having this meeting, right? So, you guys are giving us the feedback so we can get ready for the March 10th. I was just going to say maybe if you change the heading on those two slides where it says investments and impact for consideration, like to adding to the budget. You know, so like right in that Yeah. I mean at some point you just got to be like I mean uh it says right in the budget. Would it maybe It was So we might not I thought it was clear tonight. I did not think it was clear last Last time. What? Because were these notes not in

092there last What if I made What if I made this the very last section? No. Right? So I differentiated it from everything and say So like then you in the next it's not going to matter. It's not going to matter. Okay. >> going to matter where it is. I don't want to bury them. I'll do I'll do my best to make it last. I don't want to bury this. These are important and note you have on 31. You just made that on 32 and 33. Joe, can we get some alarm sounds in there if I download some? >> [laughter] >> Okay. Uh I see. I see. Were they like that way too high or just a little too high? What's that? Um so like All right, I'm keep talking about the 1.1 from Oil City.

093What did Berlin say? Did they say oh 786 way too high or did they just say use your cash to offset it? Just cash to offset it. They haven't given us a number. They haven't told us how how how too high we are. So how do we feel about the Again, this this will come down somewhat by next meeting. Um you know, I I you know, How so? I I think I Mhm? How so? How much? How so? You said it's going to come down by So so I have the my meeting with Janelle and Michelle yesterday is not included in this. Oh. >> So we we Yeah, so we've we've been working on this continuously. We'll continue to work on it, but Not ready for tonight. Yeah, so so so there will will some

094reductions to out of district costs and some transportation costs. >> huge, Aaron, though. Let's be Well, they're not they're not they're they're not going to suddenly make Boylston and and Berlin jump out of their seats It's not going to come up all level all the prior ones. I I Would it cost cover costs in the future? Hm? Would it cover costs in the future? It surely would. I mean, it it surely would is going to salvage some things. Uh and you know, again, I guess I would implore the school committee if I'm looking to try to, you know, fight for this budget is to begin by at least approving the level service budget that we have, right? At the next meeting. The the the conversations we don't have exact numbers from Berlin. We don't have

095a We know a general ballpark of where Boylston is. Those conversations can continue so long as we're not doing it on the floor of town meeting, right? In in sort of that desperate sense. So, we've got, you know, all of April, um all of March and all of April to sort of continue some of those conversations. We may be able to sharpen our pencils a bit in that time. There may be other savings as I said, there are some sort of potentials out there that we're keeping our eye on that could change. And and if that were to happen, I would at the next available school committee meeting where we could do or if you recall last year, we did a couple meetings where we just did a very quick online Zoom meeting around noon

096and said, "We've got a reduction to make. We've got some cuts. Here's what we can do to get there." So, it it doesn't, you know, as much as our our deadline of 45 days is governed by the state, right? So, that the town has adequate time to put it on there. But in most cases, if we have a reduction, they're going to be happy to reflect that in the town meeting or to bring it up on the floor of town meeting. We just can't be negotiating on the floor of town meeting. If we agree and they agree Whatever we vote on Tuesday, that's the ceiling. For now, that's that's that's the starting point, yes. The ceiling it can come down, but we can't increase it up. >> We're not going up from there, yeah. So

097so Aaron and I worked together a long time, so I respectfully disagree. I think we should vote level service, but I also think you should be looking at slide 32. That priorities. Right? Like why why shoot low, right? Let let the let the conversation happen from March 10th. Well, we're hoping people come and have that. That's right. Next week. But why like again, I'm going to say this quickly, tell us tell us which one of these So I'm curious. So tonight we're not doing a a vote, but I mean say hypothetically if we said okay, well, let's say everything on page 32 and then we can whittle it down on Tuesday. Or do we feel that is too much for Tuesday discussion and we want to try to whittle it down to more? >> [clears

098throat] >> But again, then it's it's based on what all of those staff said last week on why they were arguing. >> [clears throat] >> But I mean the only thing on 32 that I would say maybe we could consider using savings to pay for would be those luncheon recesses, which I understand isn't a lot. It's the small well, one of the smallest ones here, but that's not something I mean it's not a huge budget or item to consider each year and maybe it's something that we don't need to bring up. Yeah. And and Jackie, just so you know, it's not the the luncheon recess aids, what we're trying to do is get the teachers so they're not doing lunch duties, so they can have additional time where they can collaborate and work together, right?

099So those are common planning times that we're trying to get them. We need that. What are you saying like you like food choice or something? Yeah. Yeah, I agree. Agree, yes. So that's something like I would be comfortable with. I would say that for me the biology teacher is like number one philosophy. I mean it and it is you know when we talked about school choice philosophy that the response from Mrs. Guerra at times was how can we take in more kids when we don't have room in our schedule for these biology classes. So like not having a biology teacher is affecting I thought with my own kids who scheduled this year where it was it made it really hard to schedule things and it impacted our ability to take in money for money for

100school choice through the partnership. That's so I think that biology teacher is Well and especially where we're considering career pathways. I mean those are a lot of STEM based things and so It is not much of biology, anatomy, physiology. Like the forensic class is gone. Like So Tahanto doesn't have one biology >> one biology Okay. That's and everyone has to take biology. You did the math Yeah. And you want to talk about large class sizes in those some of those biology classes. Yeah. So the ELA coach I thought that's elementary, right? No, that's actually at the hold on I just want to make sure I'm right on The second one. Um So that's the district one. Yes, sorry about that. Yes, at the elementary both schools. Okay. Yep. And so there was argument at last

101meeting that our scores for ELA have not been improving in fact have decreased. I know. Whereas I do have a math coach and those scores have increased. You know that we're getting adopting or going to be adopting a new ELA program, right? That Dr. Connor will be working on and I know that this is a priority for him as well too coaches, right? All districts. That's that's how we move them forward with instructional coaches. I mean, you know, I'm looking at the biggest impact, you know, I agree with Beth about the biology teacher. I think that was a phenomenal discussion point. Um the ELA coach would have helped the whole district. Um I mean, in terms of the lunch recess aid and the specialist teacher at the elementary schools, I mean both of those again

102help quality quality of education for both elementary schools and then also teacher Yeah, and that being a help. Yeah, but it really didn't really Yeah, cuz the ones that are now, they don't have a prep period or those the the um I So, you're just spitballing on the specialist teacher thing. I I I hear like what Beth was just saying, it's two-fold that ask because it's one to have the prep period, but it's also about scheduling. So, I'm wondering if they have band like if it's all mixed, they're pulled out at different times, could band be that one the specialist the spot on whatever day they don't have a special at that Do you know what I'm saying? So, that it would we're not spending any more money, but we're giving those teachers back a

103period or prep and then the kids aren't getting pulled out of classes. >> [clears throat] >> Because then like there's kids that don't Oh, I didn't So, sitting in fifth grade, right, and you see when the teacher's trying to deliver math, kids are getting pulled out all day long like it the whole instruction's not happening. I'm going to tell you something and Brent and I have got coming and I've already talked time on learning, right? When we work there's about a law that says how much time the kids are supposed to have on learning. You don't count when they're passing in the hallways, you don't count when they're at recess, you don't count when they're at band cuz that's not really part of our curriculum. >> count. No, it's not. So, we really need to

104be looking at, and that's something that Brent and I will be doing all summer is time on learning and making sure there's 900 and 990, right? There's There's laws that say we have we're accountable [clears throat] to that. Well, there was a Thursday at least that I could say that's right. Oh, yeah. Yep, and and she'll she can certainly talk to you about that at next meeting as well, too. You know, there are parents out there who want to get rid of both the band and also devices. They don't want devices in the classroom. Whether it's phones, iPads, Chromebooks. Elementary, yeah. I can't see how you do high school without devices. So, how much would we save by getting rid of all the all the devices? And it's not just elementary, it's uh right up

105through high school. Some people can't I know my Bible loves them. But you can't do high school without a device. Some people uh some people would argue differently. That's what some people feel. They feel devices are uh a detriment cuz whatever reason that you see. Go learn on your device while I'm over here doing this other thing. So, how much how much do I think it's a bigger issue than that, but you know, >> No, well, I'm talking about getting rid of them to save the the money which we need that extra tax support. The devices really expensive, aren't they? I mean, isn't that It would help the capital item and would help the budget. >> on computers, do we not? And we do testing on computers currently. So, they have they have to do

106MCAS on a I mean, there's no option. I mean, we had typing at the elementary Yeah. In the past, we used to do MCAS on paper and pencil. That's not the I know, I took those. So, I mean, we in introduced typing earlier because we felt our ELA scores were being affected. I didn't say I agree with these. >> No, no, I'm just saying. So, like, you know, that unfortunately is the reality. Like, none of us like MCAS, but it's they're not going away. It's something we have to do even if it's not a graduation requirement, but I mean, in terms of the reality of the world we live in, they have to be able to type on a computer. >> Yeah, I I think we'd be doing ourselves a disservice by taking away I'm

107I'm not just I'm in your camp, Justin and Jackie, but that is a loud call from many parents. >> I think time on screens is certainly something that the district should consider, and the use of them, like the amount >> That is not what I was talking about. I know, but I'm just saying actually like it should be considered. Do kindergarteners all need their own They're So like let's Like that's actually an interesting point. Let's talk about Do you think that I don't know. Do they all have their own devices at home or not? They're like deeply embedded in I've got Do they have all of one one >> They're like that. I mean we're not to And then first grade they have um iPads and And yeah, they have all of them. But PTO

108purchased them and the student and the families raised the money so they could have But I wonder I mean when those devices Yeah, I know. That and I'm sure that that was many years ago, so they have to I I go every year every year we see I I got to say I'm in the other classes all the time and very rarely do I see them on the computer or our our iPads. I didn't even know they had one-to-one cuz when I go in Rihanna Pasquale's room, there is never a time that she's not >> And nor should there, honestly. I you know, in early education the screens aren't going to help kids brains. So I I I think it's it's worth asking and wondering the question like I was putting to you again. First

109grade, second, do they need it? We're considered a one-to-one district, so What would that make it in the end? One device per student. But I get that, but I'm um What would that do for us or why do you have to ask me that? That's just how it works here. through the details. We could get you started with what we think we want to start that at. I'm curious if there are a lot of less focused schools that send their kids to high tech schools and that's the reason they are sending their kids to more advanced schools and that's the reason they are sending their kids to more advanced I'm curious like if you are communicating with your sub-community with the more That's what data that is. I would say we just need to be

110a little cautious on the the the skill set that they are going to develop, right? With MCAS and getting ready, right? So, there's a whole correlation now that some kids just don't have the skills to take a test on the computer. Remember, we want all of our kids to take the MCAS because not only is it good data for us to look at, but it's also the money that comes from the federal government for for us, right? We don't want to Indeed, but do we need 60 laptops for first graders or 60 for second graders or do we need a classroom with 30 like these that have, you know, for 1 hour a week for the Now you're starting Now you're starting to We no longer have computer lab. I know. Now we don't have

111computer lab. >> Well, we have isn't that a tech tech specialist teacher that's on here? Yes, here. Yes. The library tech was cut. Right. So, would this just be a technology-based specialist or is it a library tech? Which one do you Excellent. The specialist teacher. What special what it be? The specialist teacher we have on there was intended to be tech tech instruction. >> But is it library tech or just tech tech? Mhm. You So, we a few years ago we had a tech technology teacher specialist and then they switched it it was switched to a library tech. I think this would be more tech focused. And unless that that's where people would question. So, really teaching teaching students how to use it, online safety, use of AI, um, you know, even even down to

112to keyboarding, which is a bit of a lost art, but it's you know, I'm a single finger hunt and peck, but my, you know, my 17-year-old is a touch-typist. So So kids need to get to go to the library, right? We have We put a parent in there that's also supposed to sort of help out with um lunch duties, right? That was the original intent last year. We're finding that that person, the two people we hired are really high-quality parents. Most Some of them even have their their their degree um as well as certified as educators. So we're using them for subbing as well, too, cuz again, we're just in need of subs. Um so that's where that is going with those teachers. So that's why they're looking to bring back so they can have

113that common planning time. It's so important. And And do the tech instead of band, I'm sorry. All right. So Is there Is there any more discussion, or do we want to set up a plan for next week, or do we want to just put this out to everybody and see what happens next Did you say tech instead of band, I'm sorry? So that's one of the conversations that happened having not band take place during the day, right? Because the kids are being pulled out of their classrooms um throughout the day. So we want to still have band. I think that goes back to the survey that Lisa will talk to you a little bit about next next week. So this specialist teacher is in addition to what's in the budget. Does that mean that band's

114out of the budget currently? >> So band wouldn't be We would have band taking place at other times of the day. Sometimes it might be looking at being before school or after school, but not during day pulling kids out of instructional time. So I I guess No, I guess my question is does this budget include or are we knowing that >> The band teacher is in the budget, yes. The band teacher is in the budget. But not having during the day. It's not in the budget. Again, level service means it stays for now. So what what you're talking about is a decision in the buildings. What we're talking about is the budget. The budget isn't changing for that. You're changing the way you handle it. That's right. I don't know if the band teacher is

115still in the budget. That's right. That's I think that's the real issue. Yes. Yeah, but not I don't know if I like that. That's what the burden on families now. I know. So again, I think it'll be real important for Lisa to talk to us next week about the results of that survey with the band. Yeah, that's fine. I have never been in the school district that has been like that during the day, right? Either happens before school, after school, or there's a separate time that every student will student is participating in band, right? So, but we we don't have that here. So, some kids take band, some kids don't take band. Um, and so if if again, if I'm teaching math in the fifth grade, and all of a sudden you're taking band cuz

116you're taking trumpet, I'm pulling you out, you're missing the the the instruction that's taking place during that time. And you might have like one kid playing trumpet like the only one playing the trombone. So, he'd be the only one leaving, but then in another time slot, you could have six kids all leaving at the same time. And then he comes back into the class, and he's missed got great the right brain, Howard Gardner, don't get me wrong, right? Developing that brain, but he's missing math, right? >> Yeah, I had a friend who had music trumpet. Yeah, fair enough. Fair enough. Yes. But he's missing the lesson, so that he might not be able to do his homework that night, and then he's behind. So, he might have a huge group of kids. They still have

117music, yes. This is band. I know, but I'm curious if like music and band can happen simultaneously. I might be a heck of a music teacher, but I don't know how to play the trumpet. Well, that's why Why couldn't the Why couldn't the specialist years ago before anyone had little kids here, we we got rid of when they split the when we became one district, they took the band teacher from Berlin, left her in Berlin, and made her the chorus and band teacher, and then took the music teacher from Berlin and sent her to be taught in the band and music teacher in at the EMS. We did that for like two years. Okay. We did it, and it didn't work. >> [clears throat] >> I wasn't saying it wasn't So, we still have our

118music teacher, we still our band teacher, but why can they not happen simultaneously so everyone is getting musical instruction, fine art learning Cuz everyone gets music >> you'll have one kid in chorus and the rest of the kids in band. Right, but You're You're thinking differently. You get music classes especially they would go through >> Yeah. So at Why can't Chorus and band they're like extracurriculars. Chorus and band happen at the same time. I I'm curious if the curriculum like the curriculum happening at the same time so everyone gets music So then I'm pulling anyone out of the math. The special happens at the same time, but whether you sign up for band and chorus That happens at a different time. Because >> Right, but why can't they happen at the So then if a

119kid's taking trumpet or we'll use that for an example like coordinating a 6-hour day with that cuz you only teach them for 6 hours, right? Including all of ELA, math, science, and social studies, plus they're having phys ed, plus they're having that band not band I mean music. They're taking that as a group, right? They're going as a group. So when does the instrument take place? They won't have private lessons. You would just be able to have one So this This is a completely different discussion. >> [laughter] >> Yeah. It's been an issue, right? That we've Well Agree to disagree. We're talking about the budget. >> Yep. We're not losing a band teacher. We're not Not losing the position. So it's not affecting the >> So to add an extra special Add the tech. Yes.

120Add tech back. Yep. Yep. Yeah, I don't I personally don't know that we can add every single one of these. So I think we need to try to prioritize maybe pick and choose a few for the first round and um keep in the back of our heads that we might not even get that, but But we could add them all. Because that would be the ceiling. Mhm. Aaron, what if you did this? Um you can probably use it to do a spreadsheet. I can help you Yeah, I can help you. Give us the level service breakdown like you've got existing. Mhm. And then give us a spreadsheet that shows the impact of each of these. Yeah, I I could I could basically create a version A and a version B. Yeah. Right? So, I could

121really just take my budget spread. I couldn't do 12 of them, right? But if you if if if the will of the committee was for me to create an NA and a B, um I could, you know, have something at the end that says, "If we include these in the budget, here's what the budget and here's what the assessments will look like." Um Yeah. And and I apologize that not giving the clearest explanation about that specialist, but I think Rob and John will be much more helpful and Lisa because she's been doing the work for Kiln Lakes for next week to talk to you about that as well. >> All right, let me ask you this question here. So, on these priority ones, you have location listed and I see three separate locations. Tahanto District

122and BMSB ES. Yeah. For each one of those, that's a different calculation that's split between the towns, right? >> And yeah, it would be it would be different. Um most of our our districts or the ELA coach or the the tech um the the the floatness, for example, um those would [clears throat] be typically divided among the schools. A lot of those positions were have been floated in the budget as uh 25% >> you could do a you could create a calculator and spreadsheet three separate cells with the formula to calculate the breakdown for each town. Yeah, I could do that. >> of those. Yeah. And with a summary cell for each town that takes into consideration Sure. Consideration, we can then play with that, see what the impact is to the assessment, just like

123we do with property taxes. The state has that calculator. >> Yeah, right. We we I could I could do that. I just I don't know how like how many iterations you want to walk through there. You give me the formula and I'll do it. I can do it. It's It's just It's more just a matter of like What I'm saying is you have pre-calculations there and we can just Okay, I want the ELA coaches, I want the district floaters, put those two things in the district cell, I want the custodian I want the biology, put them in the Tahanto cell, and I only want the recess aides, so put that in the school cell. Mhm. And then that you know that will give you the breakdown for each town for each of the towns and

124you just add them to the I can do that. assessment. Yeah. Yep. Can Can I ask an important question for you guys cuz I think I heard something a little different? No? And okay. Can I ask anyway? >> [laughter] >> Fifth grade teacher. I I I believe that we need to have that fifth grade teacher involved and are we even having that conversation or is it Is that on I think that's that's I think that's lower service. Okay. Everyone's okay with that, right? I want that biology teacher. Okay. Would you prioritize that over a fifth grade teacher? Um probably not, but I I feel as equally strong about it than that. I feel as strong Okay. So the biology teacher belongs there. Well, let's talk with the fifth grade teacher then. So with two teachers

125in fifth grade, how many kids in the class? 33. So with three, we're at what? 20. 21 a piece, which is right where we should be. So the difference is 12 per class. And that's with no movements. And we have classes that don't want them, where we currently have 12 per class. Lower class size is what we really want, but I just want What I mean I just think I I heard it was something a little different, so I just wanted to clarify. >> not equity if we don't do the fifth grade teacher. I agree. I agree. And the classrooms hold I think I don't think some of those classrooms can hold 33 children. Like they you will have to have I don't know what you would do. Yeah. I don't think they can fit

12633 desks. I I don't agree that we should be be that at all. I I think we need to have that for a great teacher, but I just asked you guys, right? This is your budget. >> have Boylston kids go to BMA? That, so we talked about that like a couple years ago. It's like ridiculously difficult. You think it's fair and he's like doesn't someone have to pay someone back or blah blah blah, but and I don't want to get into the details of it, but that's all you, but I wonder if that would actually be a savings. That would have to be a change to the regional agreement and all that. Yeah. We >> Oh, we can't just do that. Okay. We came from a district that did that. We don't want to go

127there, right? That's This is unbelievable when kids could transfer across town lines. It was Yeah, I I think we talked We don't want to go there. Even before that we talked about doing like K through 2 and 3 through 5 in the different towns. Have like so many different things to play with things around. >> require a change in the It would require, yeah. Yeah, there's a lot of conversations to be had about that, yeah. Moving towns, yeah, shifting lines. What's >> I mean, it might be a good idea, but it would it would require a change. >> know, yeah. But like then there's people that like live on the far side of Boylston that are commuting 30 minutes to school to bring their kindergartners to school. I think you did K through 2 in

128Berlin and then, you know, same thing in Boylston and Berlin and then I need to go like almost to Northborough having drive 30 minutes. So, that's all people. Yeah, that's all the other people. It would be nice to know what the biology class sizes are now currently with only one biology teacher. I'd almost say put that biology teacher in like with the level of service like we have And it's not it's not even just class sizes, there's other opportunities >> Scheduling. I absolutely agree. I missed the biology class sizes because there's some kids that instead of taking physics would have taken anatomy and physiology and now they're physics classes are larger. All of the science classes are now larger because it's not just bio. It would be great to know those class sizes. I can

129get that. Take a look if you have a chance. I know Rich did a did a heck of a job last time he sent it, but go back and look at the notes that he did in terms of the rationale behind it. Oh, yeah. But I'll get class sizes. >> I'm not questioning the rationale. I know. I get it. >> to have numbers to back that rationale up. Fair enough. Do you not have AP biology anymore? Because of this? Does our school not offer AP biology anymore? No? It's listed as an elective for the biology. So like that information would be good to have, too, because I mean that's huge. Like that's a very basic class that I think every high school should offer. I mean so then that means it's I I almost think

130it's biology >> It may have to do with the the frequency we're able to offer it. So some school some schools offer it every other year or every Yeah, I'm not I'm not 100% sure what that was. But that AP biology was part of the mix of the conversation we had. I I can't speak to the exact implication. So So these are the things we want to hear from people about, right? Yeah. Voters, parents, whoever next week. These are the types of things we want to hear about. >> [clears throat and cough] >> Do we currently offer things like anatomy and physiology through an online option? I mean, I'm not saying it's ideal, but They I know they they do that with other classes. I My daughter has been offered that for science, but she's

131been offered like online French. She's been offered online history. I don't know. I don't know if currently we're doing the science one, but that's possible. Or maybe the college classes. I was just going to say they have a partnership with PCC, right? Or something? Yeah, but I don't I don't know if that's offered to everybody. I don't know how any of that works. Budget wise, hopefully it is. Budget wise, we're looking at a level service budget plus what the impact would be with these additional items. Mhm. What will people support? What do we want to hold over? Those are all things that we're going to have to decide next week. And then Jackie's suggestion of the lunch and recess aids Say again? The lunch and recess aids coming out of um school choice or The

132some of the capital items and stuff like yeah, yeah. The account would be for the for a lot of those from that school choice or or E&D slash >> We had I think we should have buckets we're looking at. >> the salary from the aid I don't think it's a good idea. I mean what happens that year when we're we don't have a big excess value you know, do we get rid of the aid then? Yeah, I'd be I'd be uncomfortable doing this any of this as an ongoing straight out of the school choice, right? With without a plan. I mean I think that the conversation really if we're going to leverage some of that for anything operational there needs to be a plan going forward with the towns. And and and what that looks

133like. >> Well, that's I mean for each town that would be 15,000. I don't think that's That's not how the Well, no because they when they presented it last week they each asked for 15,000. One in Bolton and one in Berlin so they 15,000 Oh, so Berlin even though it would be less Oh, because they still have three lunches. Yeah. Yeah, the lunch recess is 15,000 per school basically. And that's only at Berlin this year just for clarity on that because of that Apple money, right? That's the only reason why Berlin had that. [clears throat] We cut that position that all of that from Bolton that from that school but the Apple money was able to save that position this year. So no one wants to look at priorities. I don't think we can do

134that. All right. I I don't either. I just wanted to make sure. Yeah, I I think I almost think the biology teacher needs to be like a level seven. I just can't believe that. I mean we we can do that moving forward Yeah, I know. >> [clears throat] >> Well, I mean we tried it last year, right? We cut it and We cut the level seven teacher. It's not working. Yeah. Yeah, it's not working and it's Berlin because some of these I would have I believe that's what we said last year when we cut it that if it doesn't work, we're going to be talking about next year. Yeah, it doesn't seem like it's working. I mean, if we don't want we want to make sure our kids can get into the colleges that they

135want to go to. We can't cut like anatomy and stuff like that is Well, that's my kid. taking biology or taking four. Yeah. Anything else, Aaron? You've got two business items to go through. Yep. Mhm. Yeah, and on the other hand, it's really getting bad outside because all my superintendent colleagues are texting me about school tomorrow. So, it's about to get bad out there. All right. I heard the highway department is going to talk to I just talked to them about So, that's it for the So, that's it for the budget. Everybody's good on the budget. Any other questions for Aaron? Any other requests for next week? Um we got we got work to do. We're We'll send out that information. Uh all right. Al, talk to us a little bit about these two field

136trips. >> So, if I could just We good? Um yeah. Yeah, that's that would be split. That So, when I create the spreadsheet, I'll create that split. It would be 45 per school, basically. I like special needs, Aaron. Okay. Well, I mean, so special needs would be Mhm. one of the districts? What? >> Um that the specialist teacher at the bottom would be elementary. That that would That would be I mean, the intent was for it to be elementary. But, I I could be incorrect. We can look at that That's elementary. That's elementary. Yeah, yeah. The specialist teacher is elementary. But, that would be under the district. Right? Not BMSB. Mhm? That would be cool. I think what you're saying is that should fall under the district calculation, not the BMSB. Right? The specialist teacher

137The one person going to both schools, right? Yeah, that that Most of those are are where either you know, it's not going to hit so that depends on how they're used. Some of them are truly utilized 50/50 in which case we split them 50/50. Some might be utilized 60/40 so we we split them 60/40. We try to match the utilization each year. Some of these things aren't perfect like occupational therapist. They go where the need is, right? So we try to split them the best we can. It's it's an imperfect science. And even our specialists, let's be clear about that, right? Because there's a hundred more students in in Billerica than there are in Burlington. So some of them might be there three days a week, two days a week in Burlington. So it all

138depends where they're the amount of time they're putting in. When you do a 2/5 3/5 calculation for a specialist, that's pretty flat cuz it it is, you're right, it's three and two. Could be. Yeah, two and three, yeah. Okay. All right. So if I could go we good? Everyone good? Yeah, we're good to Okay. So the next two things and and I apologize for the delay in this. They they came to us. We had a couple issues go on. The first one is just approving of field trips. The first one is the eighth grade student field trip to Canobie Lake Park. They do this every year at the middle school here at Tonto. I have to get approval from school committee because they're going out of state even though they're just going over to Salem,

139New Hampshire borderline, but because that is taking place, I need to get that. That's scheduled not until June 12th, but I'd love to get that approved by you guys if I could. Um so You want to talk about the other one? Sure. Uh and the next one is a US government class trip. This is Patrick Minihan's trip that he does every This is where he's going to be taking the kids to to Philadelphia to visit the historical sites associated with his curriculum on the 250th anniversary. He's looking to do that overnight field trip that will be starting on April 16th and they'll returning on April 18th. The people that chaperone this trip and people that chaperone any overnight trips go through that professional lane that we're doing through the district attorney's office as well, too,

140for all chaperones. Does that go with that? And that one needs to be approved cuz it's an overnight by school committee. So, one because it's out of state, one because it's overnight. Looking for school committee approval. Cool. I'll have a motion, please, to approve the eighth grade student field trip to Knoebels Amusement Park on June 12th. Yes? Second. Lisa? Any questions for Yes. All in favor? Aye. Anyone against it? All right, that passes out. Great. I'll have a motion, please, to approve the Conestoga High School US Government class field trip to Philadelphia, April 16th through the 18th, please. I'll move. Yes? Second. Lisa? Any questions? I was just curious, they fly down and then they take a bus back? No. I think they take a I'm sorry. Are Yeah. They're taking a They're taking a

141plane. I'm sorry. Oh. Okay. But they're not driving to Philadelphia, they're they're taking a Yeah, they're flying. Yeah. Is this April? Yes. April of 2026. I mean, I'm not okay that you should have done it probably a month ago since I could have planned it. So, full disclosure, they're they're planning it. I just need you guys' approval, so I just We haven't put that final deposit in until you guys got approval, but it's a great field trip, great opportunity for our kids to be visiting Philadelphia during that anniversary, great opportunity for them. And then they were all on paper right away. Yeah. Yes. All in favor? Aye. Anyone against it? That motion passes. Do I have a motion to That motion passes. Thank you. All right. Anything else? Final thoughts for next week? All right,

142Beth Ann. Sorry. So, I just got a text back from Rich, so they We do not offer AP Biology. At all? So, that's an absolute critical ask. Sorry. Anything else? Any last questions? I have a motion to adjourn this meeting. I heard Lisa. All discussions? All in favor? Any against? All right, drive safely. Thank you guys. Thanks everybody.