School Budget and Finance Subcommittee March 2, 2026

001This meeting is being recorded by the budget and finance subcommittee. If any other persons present are also recording, you must notify the chairperson at this time. Call this meeting to order at 11:32 March 2nd, 2026. Um, let's do our roll call. Um, member web >> here. >> Uh, I'm subcommittee chairs. I'm clearly here. And >> member good here. >> Okay, we are here with everyone here. worm, all that jazz. Yay. Public comment. There are no members of the public in the room. There are no members of the public on Zoom. And if a member of the public shows up, then we'd be happy to hear from them. Okay. Uh, next, approval of February 3rd, uh, 2026 draft subcommittee minutes. >> So moved. Okay. Do we have >> Okay. We have a motion from member Goodwin,

002second from member Webb. Um, do we need any discussion or a moment or we good? Okay. All in favor? I. Passes unanimously. Those minutes are approved. Okay. To the fun part, the budget update. And for that, we'll turn things over to the administration. >> The calendar. We we had talked about how the calendar >> was being altered or changed due to when the mayor's budget was due to the city council. She she being the mayor was moving that backwards to give more time. She did and and I know you received the email last week. We got we had reached out and received an email talking about when the mayor is going to get it. So her city her budget is due to the city council by April 22nd. She wrote to um Anna and Becky

003just last week when we were asking that the proposed budget adopted by the school committee has to be submitted to the mayor at least 21 days before that date. So that would actually be April 1st. >> I'm hearing it April 1. >> I don't think I can be trusted on April 1. Full moon right now. >> Right. And then we just received this last weekend and I did. Then it talks, this is all some charter language that she put in here. So this goes on to say 21 days before the meeting, they they have to schedule a vote. This be published in a newspaper, etc. So you've seen some things come to you quickly because when we got this last week, um it is quick. It's and I think what makes things move quick is

004that three-week lag where it goes to the mayor on let's say April by April 1st, right? Okay. >> And then doesn't go to the city council till April 22nd, but us having to get it in prior to >> in that sense. So we did have to do some things that'll be in the newspaper this week published. It's a kind of a brief summary. It's not much. You've seen it. It's a kind of a rectangular block that goes in. >> Okay. That has to go in on Wednesday which is the say the second third or fourth. It'll be the fourth on that day for then and it has to go. It's this time frame of no long shorter than seven but no more than 14 days. Like there's a lot of this iffy language. So that's

005going in on a Wednesday so that we we you the school committee can hold the meeting on March 16th. >> I saw that posted >> that evening and then that's public hearing but basically it's a meeting with you as well and then there'll be another meeting then you'll have obviously we have a regular meeting on the 11th March 11th school committee. This will be the Monday after the 16th and that'll leave to give you give some time and then the following Wednesday potentially on the 25th I think that date is working out for a lot of people but I'm not exact I haven't seen this morning would be the potential school committee meeting on the budget that evening and it some of you have gone through this before you've probably watched it before as well

006and seen what happens even after that budget is presented to the mayor That doesn't mean we're done. >> That is just the >> the ask. >> It's it's an ask and it's the beginning, right? There's still much work to do after that. There'll be many things to add or subtract after that point as well too. And then when the mayor goes, I don't know exactly her steps, the mayor steps city council, but after that, right, we'll end up probably seeing some type of dollar figure that, hey, here is what we can contribute. And then we'll I don't want to say be back to the drawing board, but we'll go back, right, and sharpen our pencils because what you're going to see today and what Andy and the business department have prepared is a level services

007budget, which is I think I briefly mentioned this to you. taking this year and really rolling this year, kaboom, into next year without fine-tuning things, right? And sharpening pencils and cutting things like that, but adding a few other things that were added into this year's budget after you approved last year's budget, such as special education, transportation for people who have moved in. So those if there's some additional occurrences and I think that may be the tune of hundreds of thousands of dollars but we'll let Andy kind of give a rundown of that that happened after last let's call it June people moved in we anticipate these students to be with us in the future so that is now going to live with us for the foreseeable right until people move out or something like that.

008That's where we stand on the calendar slashbudget for the moment. Is that a fair assessment and you get >> Yeah, I think that's a pretty thorough rundown of the timing and scheduling for it. >> Um, >> next would probably be dollars, right? Money. Yes. >> You take one and pass it down, please. >> So, >> yes, get your magnifying glass. >> That's what I'm need. >> Um, >> you know, he didn't think you needed uh, you know, a vision check and telling you he handed you the budget. >> I should have got the 4.0 glass. So >> yeah, >> what it is honestly is like is one of the things that we we've talked about but I don't think we've ever formally come to an agreement on sort of budget presentation format. I know there

009are some discussions with Kate was the chair. So this here just this is a an export straight from the city's munis. So this is the format that it's in. So >> it's one that you're familiar with obviously those and it's the one I mean but this can be manipulated. So but just for discussion purposes now. >> Yeah. this is what we'll use. So, you know, it does have we've added some things in here that we felt would be helpful for both the administrators and uh ourselves here, yourselves as the subcommittee and ultimately the school committee. I mean, we have the history from 23 actuals all the way up to the if you look at column L, it's the FY26 Paul funds, that's our local grants revolving. Column M is the budget that was ultimately agreed

010upon, approved after the final mayor's budget. Uh the level funded amount from 25, we added column N, which is revised FY26. Those are it's still the same as the column N, but it's the amounts now that based on the personnel changes, >> based on um the changes that were made from uh when Karen was here, that tail end of things once we got the mayor's number to what it is that we were I'm going to say as far as real time back then. And then we have we added the column O is the revised local to the FY27 local uh dollar increase or decrease. Column P is the same the percent increase from the revised to the FY27 local. column Q what we added because looking at now Roland and I have talked we're not

011talking potentially saving a lot of dollars but we just did I added an actual expenditure of average expenses for non salary accounts from 21 to 25 so that the administrators when they're coming at us with their request for their supplies materials they can look and see what their average spend has been from 21 to 25 and so you know when time comes, as Roland is saying, you know, the real work, for lack of a better phrase, starts now. You know, we're going to be looking at everything, personnel included, but also looking at those accounts as well. So, we can look to see when administrators ask for things in your materials. We can I'm going to say, I hate to use a phrase push back, but push back on if you look at your trench from

01221 to 25, you've only spent this amount, but you're still asking for X. could very well have a I want to say a sound reason if they know of cost increases but we provided that to them so that they can see what their historical spend has been from 212 and then you have column R is the all funds for FY27 column S is the proposed local for FY27 column T is FTEES as of when the budget was voted it is not the revisement it because we are going back with the administr streams to have them go through and we're doing another tick and tie to double check because we we have carried over some vacancies and we just want to make sure that those vacancies I'm going to use the phrase are legitimate. So we

013will be adding a column an FY27 revised FTE column. It's just not there until we have that exercise. >> I guess I have two questions. One, I know the mayor has frozen her budget. Has the school side frozen like the budget? >> No. >> Okay. Second, so like right now you have I don't know bunch of instructional assistants posted. Are they currently in here? Okay. Just wanted to make sure everybody's >> where they need to be. >> We were having a discussion where >> that's a moving target. >> Yeah. But also I would rather include the positions in >> Yeah. and then get rid of them if they're not eat and having to say, "Oh, goodness, we actually had them." >> I have a question just from looking at the first page. Oh, that's North

014Parish. Parish. >> Okay. So, that's I was like, why are there so few teachers? I just I just saw Ann and was thinking >> it shows that way I believe because it had been in I think even more pairs, right? >> since the beginning of time for Yes, >> it's like four corners. How are we? We say four corners, >> but it's the discovery school. >> Which it depends on sometimes other chatter. Some people say DSFC and some people say FC. >> Yeah. >> There's no consistent >> this budget say budget the rollover, right? Plus additions. Maybe Andy could talk to some dollars in a second. Jump in because I'm gonna say some percents and numbers that I might be wrong. I believe is about 1.7 correct $1.7 million above this year at 26 is

015right 27 >> that was level funding right >> level service >> is that different from level funding >> yes because a level fund would be we take away the 1.7 and we would just use last year's budget >> only the dollar would transfer over and you'd have to squeeze everything into that dollar >> so a raise contractual you would have to cut a so level services means everything you had this year, all the services you're providing and and what it takes to run them next year. Their raises you bargained three um collective bargaining agreements last summerish, I'll say last school year. >> So all those raises steps, all that kind of stuff roll over. So it's 1.7 additional dollars if everything stays. And we also want to throw in there, we understand and believe not

016everything is going to stay, right? We're just telling you this is what the rollover is. 1.7 and I believe it's 7.2 7.4 >> 7 above 7.4% >> above >> this year's budget. Yes. >> So there are some things I can say regarding that too. >> So there's a couple there's two probably a couple big >> right >> jumpons that were just not rolled over that were new additions. Right. things like in the administrative technology. >> What what line? What line? >> It's a section if you look at row 185. >> There we go. That's what I was looking for. >> In in that whole section above from row 174 down to 185, Ian has made some shifts and some there are some additional cost increases on the technology contracts and things that we have added

017in. So I kind of use the phrase this is an enhanced level service because there are some things that you know the the goal being for us to be more efficient in the area of technology. He's having some things included in there uh that he would we've again put it in there for this discussion at this point. Andy, in the past, because I remember this, Carol Hollesburg used to have to put all her technology into capital planning. Have we moved away from that? >> I said, the last few times I've been here, when Mayor Martin was here, he told me, "No, that that is all new technology was not to be put in the city." >> Well, if it's like a subscription fee, then it wouldn't go capital, >> right? A lot of this would

018be software. stress at this >> unless you buying a whole state. One of the reasons why it is now here is because it used to be put into capital planning. I'm forgot just >> every other of our clients whenever they submit their new market >> uh they include technology and fix >> correct >> I'm with >> probably more is it more hardware though >> they have infrastructure >> infrastructure okay >> infrastructure or if we're switching from one software to another that has that substantial investment >> yeah like p school or >> yeah because I think the capital planning is more of the big project rather than the reoccurring every year. >> It used to be everything. >> I'm saying based on what we've been doing the last couple years. >> Can be both unit based

019and or combine based. So the the way I'm going to say that when Carol was here and we tried even when it would be that we would in a sense say we want to buy you know 15 laptops and the total cost of that then reached a threshold where it could be then submitted to capital but >> Martin and even Roxan when she was there >> said that that's not >> in a long time. >> Right. Correct. >> Yeah. So what we what I've seen similar to what Ann mentioned maybe a little is >> if you were doing a big turnover like a whole new whole school was getting >> new computers because >> yeah maybe the high school and I meant 10 past 10 years but maybe >> at year eight I don't know

020what you did a couple years ago every computer that was in the building all of a sudden now is aging out at a blank year you were turning over instead of >> you know having a nice little purchasing power of every so many years buying right everything aged out at the same That would I would agree you would definitely go in for a capital something like that you know >> y or if you were just just switching from Google classroom to a different provider that would be your substantial >> so in the technology you'll see that he's got some significant up some significant reduction but the bottom line overall technology wise is an increase based on what it is that he's recommending for the overall administrative technology in the district >> right and just And

021I caution Ian plus you too not to get nervous and I don't think you're a nervous group anyway. This is an ask, right? This is not a a done deal on some of these. It's >> good to ask. >> Exactly. Right. >> You can't get it if you don't ask. >> Right. And some of those will be more efficient that um >> the next area would be if anyone I can continue down >> go down to row 239. That's for special education. What we have there? It's all in the tuition. The last lines 234 to 237. Those are the taking into consideration the new moveins plus the OSD rate uh set by the operational services for out of district approved placements. Um what we are doing here and then when we get to the bottom

022as well. Um so that's the the big chunk there. If you had those three increases, that's $625,000 amongst those tuitions to audit district mass to private and to collaborate. >> That was not in last year's >> combination to >> 239 is a total sped, but if you go up to >> 234, 236, and 237. >> So, has the rate gone up? >> Yes. >> How much >> it is? So the state sets for the out of district, you know, you understand the state sets that rate these private schools, >> they do well. >> Yeah, >> they're working. Don't get me wrong. >> Lots of yog, >> but they do very well, too. >> Yes. >> Some of the residentials are >> shockingly high people. >> 3.04. It's not as bad as I >> No, it

023is not bad. >> So, we have that factored in as well as with the uh new placements that have occurred this year. That is also one that honestly with the community like green field one being on so close to the border, but also the transit seeing in the population. Um there's another benchmark timeline that we always shoot for which is the April one move in date because then after April one any moveins we are not fiscally responsible unless it's from our state unless we unless we choose to move out. So you know and honestly you know I've even been you know regularly meeting with Mr. Messing and you know we even have seen changes within this year as well. We've had some kids leave, some kids go, and the net, you know, so the net

024delta is, you know, I don't say it's a crapshoot, but for all to the purpose, it can be. But, you know, luckily, like I've been reporting out, we do have that spent tuition revolving account where we've been able to absorb these, you know, and in addition, uh, we are able to, uh, absorb because of what we had in that revolving account as well as what we're now updated circuit breaker, we're going to be able to use more of that. So, we're able to smooth out, but it's a matter of how long that's going to sustain and also just the overall sped tuition population here. You know, that what we see for changes. So, this is as of what we know right now, April one moving date will be another line in the sand time we

025draw as far as where it is that we're at. Just to point out, and I don't know if Andy's mentioned it before, I think Millie, you're referencing it a little bit, there were two or three years that the OSD the W was like 14% and then 9% in backtoback years, >> but S SOA had capped inflation at 4 and a.5%. So that gap has existed that almost 20% gap has existed for the past four years because there's no recipe to fill that gap in because S SOA set it at 4.5 and when we were in the height of the pandemic inflation went through the roof especially with OSD and then like that has never been made up. So like there's been talks of it every year about how you fill that but there's no plan

026to. So some of this if we go back a few years like that gap was created there and there's no plan to fill it in. >> Okay. >> Not in Greenfield State. >> We don't. >> So another question. So an out of district student in Greenfield goes to the tech school. Is there a savings for for us or do we still end up paying the out of district there? So, okay, child A is in an out of district placement in Holio and we're paying 80,000 for that kid to go there. Okay, kid chooses the tech school. Are we still paying the 80,000 or what are we >> end up so >> but it would still be the total 80 >> it would be the sped rate for whatever >> so there might be a savings

027there >> correct >> okay >> I notice a lot of our kids Okay so okay and just I'm trying to >> savings locally >> in that it's the shape of these guys is pushed over to the because >> yeah solution >> well and I'm going to apologize for the questions but I'm trying to put something together for Joe Commer that's visual and some of this stuff that has hit us is hard to visualize unless I come up with a symbol for it so like a circuit breaker and just trying to figure out how to do this Um, okay. And that is really, you know, they they complain about chapter 70, but circuit breaker itself has been broken for years. Um, >> I guess, >> okay, >> no, because I'm in 100% agreement. My whole thing

028is when it everybody lobbies to have circuit breaker public fund and then you get the lip service that they're going to fund it. But then once >> they don't >> all vents are off once it goes at the cops and there's >> nobody's looking. >> That's the whole world right now. Nobody's looking. How do we have a government we have? Nobody was looking. >> Same honestly with the >> Yeah. But it's nobody was looking. >> It's backfilling the gap that they have in aid. So, but but right now I think as I listen to people like Joe Kmerford and different politicians is what do we in Western Mass need to ask for? I mean, you can ask you need to be specific with these people because they are just not paying attention. So, I'm trying

029to >> Well, I mean, also in the millionaire's tax note out in eastern Mass, they're pushing for that money to go more towards transportation in general rather than schools. Whereas out here, we desperately need both. >> Well, okay. >> So, so 100% with you. >> I I'm just, you know, >> I'm writing about it. I'm trying to do the visuals for it. I'm trying to >> feel free to send anything. >> I have the whole list of all of them to to start. I'm not afraid to get on a plane if I'm breathing right and knock on doors. >> Okay. Sure. >> Okay. Okay. >> Is it on the sped transportation line if you were to apply to PG8? Um better than um that that's a combined thing. It's combined for the new tools, new

030transportation for the move in that we've had and honestly to some extent it's an estimate that we have. I'm going say an educated estimate that we have for the times that we cannot double up say on a run for this current transportation that we have. But we have some of these one-offs that we have to go to for scheduling wise. You know, if you look, I know we've talked about this historically, it's been an up and down because there have been times when we've been able to accommodate it on an existing run, times where we haven't. Um, so this here is an adjust adjustment to combine to to address both the additional transportation needs and an estimate for those ones that we cannot run ourselves. >> Right? So that one will be a big one

031where you see FY26 revised was 108. We're anticipating 332, right? So that's over 200 >> by that. And it's the and the this is where again I would say the real work starts now because we're we're using we're anticipating use 400,000 of the transportation volumes over the overall transportation as we start to get you know there's nothing saying between you know for us to look back and you know I we've we've heard the message I mean if you look to see what we're using for we are using more of our revolving accounts for FY27 than we have FY26 close to uh just under a million dollars more. So, you know, message received, but then there's also the thing there's we're going to be able to revisit these other funding sources as we get closer to

032the end of this. >> So, I have a question. Go ahead. >> You have a lot of and I mean I'm sure I'm going to get this with time, but a lot like you uh use initials for things like NP North Parish. There's DW is that districtwide Is there any way you could kind of just go over that so I can better? >> Sure. >> I mean, I got like middle school like some of them I can figure out, but I'm like, what is >> there was one like ESP? >> Those are extend extended school program, extended summer program. >> There was another one coentral. >> Central like I don't think we're going to Colorado. >> These are These are names and again that's when when the department of ed >> and this is my

033first time like really looking it over. So I'm like maybe I need to actually >> Oh god. They they came up with this chart of >> all districts and different started to create lines for everything and then felt the need to start adding even such finite descriptors to when honestly if you look at and when if we want to sit down after this or schedule another time I can go through >> the desi function codes and chart of accounts >> it's it's cumbersome but is nowhere near as cumbersome as what we currently have here and Every year the district gets cited by the auditors whether in an actual written report this compliance review or the annual report saying that our chart of accounts is not fully and correctly aligned with the desi function that's why

034we see and go back I've been looking at consolidating some of these accounts for example you know even though it's showing here you know we integrated arts there is no if you look at the desi chart of accounts there's no nothing called integrated arts it's regular education So we are combining things like that. ELLL even though we have it separated out ELLL is regular education. So there are things that when districts you know Desi came out with this like well we got to create a counter every and it has just made it to the point where you end up getting things like oh so we're going to end up having extra school extended school programs. We need to create an account when you know so >> go back to the special ed transportation for a

035minute. So that number represents what's written in IEPs. >> Yes. >> Okay. So I am going to give you an observation from a principal's point of view. Many children at the preschool get transportation put in an IEP because they're little people and they have a hard time on a big bus and it stays with them until they're seniors in high school. No one in Greenfield in my years in Greenfield has ever taken transportation out of an IEP once it's put there. Somebody needs to go through those. Look at the child. Now, then the child decides they want to ride on the big bus. They're allowed to, but it's still in the IEP. So, you still have to provide that space on a van. It has not ever been looked at. once they get it and

036it seems to be it would always usually start at the preschool because I'm the one who would have to sit there with parents and have the argument that this child doesn't need doortodoor and that's really doortodoor which is expensive. So, I I think it's something um that all our special ed staff should actually be talking looking at who these children are. And then there were kids who didn't. So, here's the kids who really needed to be on a van one that a principal couldn't get put on there because we were paying too much for transportation. So I think again no one's looking. So and it starts really it started because I'm the one who was opening the doors of the vans going why is this child on here and why why isn't that one who

037really should be there? So I think there needs to be more accountability when you put a child on a van. I mean at a preschool is very different than middle school or even a fourth grader and it never leaves that clan. I'm just telling you that's the reality of it. Once it's there, you can't seem to take it off. >> So, for budgeting purposes, so long as it's on the IEP, we legally are obliged to pay for it until it's pulled. >> And that's a lot of money. >> So, that means that for the next year, we'd need to budget as though everyone who has it is staying on it. And then that can be looked at and hopefully some savings can be found and some kids can become more independent which will help them

038in life if they're capable of it. >> Absolutely. >> But for now I don't think we can do much with that number for the budget because of the law. Well, I'll mention I will meet with the special education administrators department and mention this to them and as you may know right there are annual reviews depending on where they're spaced out. But we might I think we're coming into probably a big season many of them do happen towards the tail end of the year. So maybe that can be addressed at these current this year's >> feel like tail end and beginning of the year. >> Yeah. I will say that um I guess I can speak from experience that I did have transportation one of my child's plans and when I did go in for a

039review but again this was like eight years ago we're talking I was asked if I needed to keep it but you know um like member Goodwin said like sometimes when we move from a preschool level to an elementary level as we all know now we are within the bus routes where preschool is um private transportation if you'd like to attend attendant is definitely more needed on that level. >> And just as a note for that, the preschool though it is a regular program, it's >> a it's an inclusion program that does specialize for our most vulnerable kids with the biggest needs and more likely to have a higher percentage of IEP kids than our elementary schools. So, just wanted to get that on the record there for people watching this meeting after the fact. >>

040And the less reimbursement from the state. >> Yes. which I think always needs to be >> so less reimbursement with higher needs. >> Correct. >> But it is fully integrated which I have gotten that question from parents and like no it's integrated like yes >> you have to have like so many to be talking about how that works on budget and finance it has nothing to do with it but it does >> because it is more expensive program that is substantially high needs compared to substantially genetic. >> So >> but it does have even ratio. It has a certain ratio number >> and parents >> I want to make sure it's very clear to people. >> I think these are the things we should be talking about because parents want smaller class size. Parents want

041these things. But is it you also have to look at if you're asking for door-todoor transportation and your child really doesn't need it or you're not addressing that in an IEP. I mean it's it's you're covered by law. And so I think these are the things nobody's ever talked about before that need to be talked about. >> I guess it's more of a special education or a transportation question, but does the same like walking policy apply like to AAL as it does to like Federal Street? >> I mean the distance. >> The distance. Yeah. like is there a >> I'm just I'm just curious because I can I can personally say I've seen a van pick up a couple doors down and drive to um AAL. So that's like my question. Again, it's beyond myself.

042>> If you've seen that, I would assume without knowing all the facts that's in >> I because the reason your prek exists is for early intervention, >> right? >> The majority of students, right, are coming out of that zero to three or 2.9, right? >> Rolling into that. the law language says that there's the mileage thing >> is it I'm just curious is there >> uh >> or is it just like you get transportation >> regardless of the mileage thing the law says that is you have to require transport to it's border to portal and most commonly travel and I if there is no sidewalk there then we're required for transportation >> that's something that people don't know like I've had Jay Sullivan come out and actually drive with me >> that's why they put

043in the new sidewalk Yeah. So, it's that type of thing. So, it could be a combination of both, you know, so >> yeah, >> I think we do have members of the community that are frustrated at our transportation costs, but it's not that we're a bus company. It's that we're required by law to provide a lot of this. And by a lot of it, I mean pretty much all the transportation we're providing is what is the legal requirement. >> Correct. I mean, we do have some students that are transport less than, you know, at least we offer that up because of where the bus routes are um for the regular whether or not they avail themselves out there. But, um I will say there's the that's part of the hollow loom. Also, I'm going to

044say as far as just knowing what we've heard in some of the whenever it was that there was the the idea to get into the sp transportation business, >> the promise was made that it would be self-supported >> and >> I respect Mr. member cow thing but anyone to have ever said that >> I mean if anything which is what it's doing it is offsetting our costs you know is it offsetting our cost to the tune that people would be happy about no >> I say most clearly what we're hearing no but then I then I go to when you look at our transportation costs compared statewide to the dark communities that we are so we are right in the middle we are not overly expensive we are And aren't we having that transportation study

045presented? So we'll have more answers at the full go down the transportation rabbit >> he'll be here to go down that rabbit hole next thing. >> So question we had a really bad budget year cutting like 20 people in South Hadley and we started charging parents for transportation. They had to have a pass. I forget how much money it was. Um, is that still legal to do? >> Yes. A lot of towns will do dollar a day, maybe 180, 200 a year. Towns also charge, as you're probably aware, for athletics. >> Yes. >> Uh, towns will also charge for parking for high school senior, seniors, juniors, etc. Those who park, there are many fees that can be added, right? >> I just wasn't sure. I know at one point Greenfield where where I live um

046if you wanted to go to the high school or the middle school you had to take public transportation to get there. There was not a bus there was but was not available like the kids all used to go stand at the corner and catch the FRTA to school and they had specific times they ran >> still are using FRTA the high school kids. >> Yeah, some are. >> Okay, I think we should probably >> So these are the three big areas. Everything else was based on administrative input and rolling the staff over. So sped transportation technology >> and sped tuition were the big and honestly similar what we've been saying you know yes the there are still some outliers that we are you know on the other funding source side of things um there's always

047a possibility because the federal grants are two-year grants. So if we have some potential rollovers that we can roll over into next year, we could look at that or like the title one grants, all the title grants, few grants for that matter. Um I did not have any we had the status of the the tag grant for next year were unknown at this time. So you know we had some funds that would as of right now we don't have that as a funding offset. Um and then uh the other ones I said in review as we get closer to year as to whether what if we want to use more of those and as we hit those you know I always think about the the benchmark timeline April one move in date >> then there's

048a whenever the either ways and means issues of budget change if there's any change that can impact us through that senate ways means and then conference committee you know All the while while we're having discussions with the city as to what potentially they would be looking at and again we say the real work starting now regarding some of the vacancies that we have in here as to whether or not they're I'm using without true vacancies or are they positions that were here but >> are there any salaries and grants? >> Yes. Do we have it? >> So you know how many those are on this row before? So are all the title one in the title one grant? >> One year we moved them out. >> Nine positions. And and one of the other things

049that just for clarifying um when you hear us say like the the level of service has gone up 7.2 right percent a lot of people would think wait a minute we settled with um our unions our collective barney groups for 3%. How how how do we double that right well for many people understand that and I think some of you completely understand that it's not just 3% it is 3%. But if people are on steps, they're that step is getting three, but they're they may be moving from a teacher at year seven to year >> degree. So they're going to pick up a step as well where that step and those generally my parents say they'd be that fiveish >> except when you get to the top the top three steps have and then even

050have at each grade level >> and it's it's 39 >> and when you look and see you know so I was just looking that can run anywhere between seven and 9% increases on those steps >> and what our staff. When you look at who is at those top three steps, over 55% of our staff is at those top three steps. So when you look at >> when you look at what to get to 7.4% it's actually real easy to get there when you're looking at people that are on the you know bachelor's 11 to bachelor's bachelor's 10 to bachelor's 11 bachelor 11 to bachelor 12. Once you're at the top, you only get co, >> right? >> But when you're looking at those last couple, >> right, I get that. But are 50 Okay, so

051I just want to have this piece of data in my head. So are 50% of our teachers like in the first five years and then 50% at the top and there's nobody in the middle. >> There's very little. >> Is that where we are at? >> We I don't have that number. >> I'm gonna give it 50 and 50, right? We know that, >> right? But I'm just >> cuz at one time you told me like 50% of them were in new teachers. So to me that means more professional development more >> new though they could be new coming in >> from somewhere else >> somewhere else they could becoming new but master step 10 years of experience. >> Okay. Okay. And so, >> which has been basically not limited to new hires being >>

052I know cuz one district I was reading about did an early buyout to get rid of the top. So, might be time for the state to do that again. >> Yeah. Local funds. We wouldn't have funds for that. >> I never think they did that. It was like dancing in the halls. >> I would like to take a look at the administration superintendent section. That's line 167 to 173 just because the community will always ask about it. Um the administration superintendent, I'm assuming that's a placeholder because contract negotiations are ongoing and then um oh something I have to say because someone misheard it last year. uh they uh heard someone verbally say personnel assistant heard it as personal assistant and thought that we had multiple personal assistance to carry the dry clean. >> Yeah, that'd

053be great. Thank you. So I think it might be good for us to say you know what uh these >> human resources human resources and >> so for what so basically what we have in those 167 168 169 lines >> 168 that is the executive assistant to the superintendent and 16. So we we have uh two FTEEs in one. >> That is the old FTE number from >> that used to have the >> registar and the receptionist which no longer exists. >> It's well receptionist. >> Those should be a one not a two. >> We're going to add that on the far right. Those those FTEES are based on the original approved. So once we go through with this final review with admin on the FY 27 and 26 FTE, it's kind of a dual

054process here. We're going to add another column for the FY26 revised FTE to compare to that and then that will be used to the FI 27 which we already have. I just >> So without a register, how do we document the students enroll and all those categories are really important because they represent money and then it's through the registar usually that power school was kept fresh so that especially before October 1st and so I guess I'm trying to figure out I'm following the money so okay so where a child comes in they're registered now at each school correct Yes, they are. >> Okay. So, >> who does that? Does that is it the admin assistant >> there >> at each building? >> And then it gets funneled through >> and now I'm scared. >> Well,

055you shouldn't be scared because we're surviving and doing it. Then it gets funneled through the data the technology here. Okay. >> Data specialist takes care of everything for Desi. I my fear comes from the um overturn of staff in our schools and registration. Um it took many years to get it cleaned up. There at one point were people who put misinformation into our power school and it had to be straightened out >> to the point where things were very wrong. Um and I think we had a visit from the state to address that. And so my concern is I mean how many secretaries it's okay if some there's continuity but we don't have continuity of staff even with principles. Um so in our past we had a register who'd been here forever. Um she knew

056who grandmothers and you know and she knew who was homeless she knew who right >> you know she knew her community. Um, and she knew when she saw an address, she knew what that meant. And there was very much and I always felt we got every dime we that she could get. >> Um, so I guess I'm concerned when I heard there was no registar. Um, because now you're having to train people every year because you're hiring new people, a new principal or a new secretary. So that's money. >> I'm just right. I'm just looking for efficiency and making sure we get every dollar we can. That's that's me. >> Yeah. I don't know when that did anybody have any idea when that job was cut? >> Last year. I think they had >> a

057couple years of trouble filling the registar position and then the person who came in last year did fill it left and that's when it went back to prior to me. >> Yeah, I know. It's >> No, but when you say last year, you're right. last year I when I heard it I'm like that's not >> um >> so can we look at the increase in line 169? >> Yeah that's pretty substantial I actually my finger there >> so that the final or co coordinator was up and if you look at the it's offset by the personnel assistant >> okay >> so that's why it's like it was moved from that down to After discussions with the auditors, their recommendation is that it be two and one direct link. Oh, >> okay. That would make a

058lot more sense. >> Yeah. >> Two will be a one, the one will be a two. >> Yep. >> On the far right. >> So, when will we be posting this on the school website for the public to be able to read all the lines? So it'll go when the thing in the paper goes. >> But there's a lot of terminology on here people aren't going to understand. I'm just question, you know, we want to be transparent because I think in this world right now, everybody's like, do you buy bread or do you take the dog to the vet? Because it's kind of like the same thing. So, um, and >> so yeah, because it's one thing to have the raw spreadsheet, but if you don't know what you're looking at, you can't. >> And

059that's why you do a public hearing >> as well too for that. And there's I think I believe there are phone numbers and emails in that um posting if people have questions. >> I hear what you're saying. I could just go again not saying that history should be even here. This has been this been left at the central office of St. and I checking I have Becky. >> Oh yeah, nobody does it. >> Nobody knows that. >> It's all going to be online. It's it's a thing. >> So for the budget book, the process that uh member Martini started because I know we were talking about having an executive summary. Is there any motion there? >> I think based on what we just heard with those three categories, if we could explain why they've increased,

060that would be a good place to put that, too. >> For the Yeah. >> I mean, really. I mean, you're you're talking about a 7% increase. That is hard to hear in today's world. I mean, I've been reading who just was it Gil Monagu, one of them. It was like 6% or something. But I I mean it's just hard for all of us to hear, especially our taxes just got um raised. I mean I just got a water bill, an excise bill, and the dog needs a license. I mean, we're giving our cities thousands of dollars it feels like every month. >> So it sounds like what we are looking for from the executive summary is the explanation of the 3% ra but with steps. So why that is the percentage it is uh the

061tech expenditure the sped moveins and sped transportation that those narrative explanations are what we're looking for in the executive summary. The other thing we talked about was wanting to link it to class sizes and the amount of kids served. >> So if there was a way we could fit that into the executive summary that would fit what we discussed in December. So I guess the question I have is do these numbers right now represent small class sizes and >> they represent a continuation of this year. >> Okay. So we need to see class sizes and that should be in our budget. Like I think people want to see this but what they really want to see is what's in a school. That's as basic as it is because that's what they're paying for. So, you

062know, Federal Street has two first grade teachers, two kindergarten, and in each class there are so many students. That's really what they want to know. I mean, it's it's as a senior citizen who's paying her taxes, I want to know what those children what's in that building. Um, in this building, we had somebody actually peep in the windows once and said he always wanted to know what was inside and it was a big to-do. Okay. But what I'm saying is I don't think people realize what things cost in our schools anymore. Everybody knows that the grocery store prices have gone up. Everybody knows that the gas station prices go up. In our schools, you get back to it was good enough for me. should be >> right. >> So, if we have to replace furniture

063>> because we're sitting in 70s chairs, >> what you know, do if we have to replace technology because it breaks. I mean, all of that. >> Green field, and this should be in there, has always maintained that we would not charge children fees. And that was a thing that we did and that cost us as >> a community, you know, and so that is a something >> and I believe for context that would be like sports fees because we want our sports programs >> to to be open for kids of all socioeconomic levels and not just excluded. >> No. And there were principles, myself and others in this district, many who are retired, who fought at the state house for free food. >> I went every year to Boston for free breakfast, breakfast in the

064classroom. I mean, we we really went no more food shaming. Um, all of that. I mean, there were there's many battles to make sure everything was free in Greenfield. Um, and I think that is a theme of the city budget as well as the school budget. So I think as we >> go to the askations, right, >> as the ask that is something Greenfield has been proud of in the past. The number one negative thing from this community is how much we spend on special ed. people feel that that's something that's really seems overthe-top and I can say how many superintendents back five six that's where they hid money was insp so that is a given and then there was one who used to hide money in libraries books and we never got library books

065so everybody hides money somewhere that seems to be the American way but it also When I was knocking on doors, I think the number one thing that hurt me as an educator was to hear people believe our schools are the tail that drives our dog is special ed, which >> right, >> I think it's something we need to when we talk about our school budget, we really have to we're still trying to maintain small class sizes. We're still trying to keep the arts. We're still trying to the positives versus the that one kid who moves into town. I mean, that story is giving us a bad rep. >> Well, also we don't want to blame financial problems on the one kid who moves. Exactly. >> I think we should be careful not >> to blame

066any one person for a complicated budget year. >> Yep. >> Yeah. Yeah. And this is not specific. It didn't fit in previous districts. >> No, >> we had a couple residential placements. It was for a very very small number of students, less than five. It was over $800,000. >> Yep. And something that I like to bring, >> we have nothing we can do about that price tag. It's set for us and then they send you the bill. >> Like the gallon you buy at the store, you don't get an option. >> Right. We'll just take Yeah, >> we'll just take half of this half. >> Go get a cow. >> So, the state does act like economy of scale is universal and no point in fixed cost that won't change even if numbers go down

067>> in Springfield. That would not be such a big impact like it would be in Green. I think people also want to see um like what money we're using for and I is a city side upkeep of our buildings city that >> outside. >> Okay. >> Yes. >> Or what we're buying for like not just like classroom materials but like the enrichment opportunities like we're providing for >> So would that be instructional supplies >> maybe? Okay. It's >> But like like you were saying like I want to know like oh did we get new wobbly seats you know or things like that like so I think a lot of that today I may be wrong I don't know I mean the Greenfield Educational Foundation you know they raise about 60 to $80,000 a year and

068teachers can write projects for that. I was trying to move them to go to donor's choose because of the double days so that they could double that money. >> I don't think anyone's really doing donors. How many donor choose requests have we seen this year? >> I have not seen any. >> That's super good at it. >> We all We are already at the hour mark into the meeting. So, we should probably focus in on if we have any other questions about this proposed budget or if the administration has questions for us on any areas in order to be ready for that budget posting on Wednesday and presentation. >> I guess my suggestion since as much as this has worked in the past and since this was kind of thrown on us at the let's

069say the 11th hour by the city >> that we kind of keep this use this for Wednesday with the understanding and again say like we're all this 7 we we recognize and I'm going to say because committee members I think one of the things that we didn't do a good job of last year is like we recognize that we're not going to get 7.46%. But this is the starting point. This is you know just like the city side has just begun. We have also just begun. So, you know, but this is, you know, the first step of a multi-step process of this is phase one. This is superintendent proposed level service, but you know, so that I would say and I I don't want to belittle the charter or anything, but in a sense, we're

070just checking off a box. You know, the mayor was nice enough to give everybody a month's extension, but this year to some extent is just to meet the deadline of the x number of days before that it's required. And a lot of thought and effort has been put into this, >> you know, I mean, because we did we met with every administrator, every program director >> to go over what it is they were requesting, pushed back on things, and then came back with the level service plus some of the other thing that have come in that we we factored in here. Um, but you know, there is still this is we've only just begun, >> right? There are still going to be choices to be made, right? You talk about class sizes. Well, we'll give

071you all of that. You'll see. Exactly. Right. I mean, I've mentioned to some of the group many times that you think about we run generally in the elementary levels from KF or two classes in every school, two two classrooms, what you would call traditional classroom, right? Two grade twos everywhere. So, we're running sixth grade two teachers right now, right? We'll get you numbers. It's going to be pretty. I say the word simple, but choices then have to be made. Okay. Do you want your class, you know, I have 44 kids at a school? Oh, is that two 22s? Okay. Yep. >> I have um I'm making this up. 28. >> I don't know if it' be that forever that low, but is that two 14s or is that a 28? Okay. I mean, but people

072think that it's they're hard choices. No. I mean, or if we have 50, is that two 25s or is that three 17s you get. Okay. Well, but so when you go to the third, which I don't have a problem doing, right? >> Yeah. >> That's a dollar. >> I know. >> So, so when you add $75,000 because you want small class sizes, I'm not saying it's a bad thing. >> No. >> Something else has to give, right? >> Absolutely. >> Can we run like uh combo grades with our current curriculum? >> It's a it's a question. ELA, you could probably get away with it because ELA, those grades are typically clumped together. >> Math would be a little bit more challenging, >> but manageable, >> but we could look at we could look at it.

073Math, >> we've all been trained to do groups. That's like a thing. That's elementary. We do groups. That's who we are. >> Right. The push back you would hear from our classroom teachers would be that sometime their traditional one grade classrooms are pretty diverse >> and um spread if that's the the right language >> never mind putting two there now can you do anything you probably can do anything right and ask people to do more and those are some things >> well >> um >> I mean I was a product of combo classes so >> so going back to this so the executive summary we're looking for. I think I'm hearing that there is not enough time to have an executive summary that we can attach to this for Wednesday, but would we be able

074to get that executive summary with what we're looking for at the presentation on the what was it the 16th? >> Yes, >> absolutely. >> You think you could just put together like those little those areas with the narrative? So I guess I'm going maybe I'm misunderstood. No, that I'm thinking when I think of the executive summary, I'm thinking of what was like the samples that were shared >> by K like you know that were I mean if we're talking to them I say an executive summary of the executive summary for Wednesday then then maybe we could actually but I you know and I can try putting something together share with you >> that's you know but it's just I would you know I want to make sure that it's one of the things that I

075get worried about when we share this and it it's it's never going to be enough for everybody, you know, but it's still a thing of if we put it together, you know, just making sure that it it's fruitful enough for people that should they come and pick it up that they they are able to look at it and say, "Oh, I get it. These are the three cost drivers, you know, primarily." I mean, >> I mean, I don't know what the December meeting or what they're kind of talking about, but I think just like having a cover sheet >> is I think where I'm thinking like >> the cover sheet memos you give us each month just so that people know what to look at and what they're looking at. >> Yeah. >> So, I

076have a concern about process. >> Okay. >> Um because I don't want to be in the same position I was last year where I'm being asked to vote on something. that we haven't had a chance to actually understand what is in front of us. And so I appreciate all the work that goes into this. I as somebody who has spent too many hours in Munice and when I retired I was like goodbye but I'm back into Munice and looking at things. I would say to you putting something in the paper which we have not said yes this is what we believe puts us in an awkward position as a school committee. Well, >> I don't think so because it's you're not it's not >> it's your ask I want that clear ask and it's required

077by the charter I believe >> correct the school committee >> you're the department head in your vote >> okay >> at the end of March let's say right I mean to go forward and present the budget to the mayor >> yeah the little piece in the paper is the administrative legal document this is what we're asking for for the community to see and then Monday, it's basically the administration pitching this to the school committee. >> Here here's the draft, right? Here's here's the outline, like an outline of the budget. You're public, right? Here's where we are. So, we're we're transparent. There's no secrets, right? Is this final? Oh, no. It's not final because you haven't given your blessing in that sense, right? And even after you give, I say your blessing, >> it's still not

078done. is that without speaking to those going before us, but I I think you might be touching on to that meeting we had at the high school library where >> you know when that motion was made I was like you know we don't want a vote now >> there was nothing to vote on >> and and so you know you know I'm agree >> I was in pain >> so better I'm glad you were sleep >> but it it was not I mean it was definitely I'm going say a huge cart for the horse thing where there hasn't been you know so >> you know >> could we have I'm going to say as far as the notice could we have you know maybe parse the word someone said that what you're looking at is

079the super that's why I mean I was very I mean if you look at the title it's a draft superintendent proposed but I mean I can't stress enough that this is the first step in a law process that yes again >> yeah you're not signing off >> we're not we're not saying that this was done willy-nilly there was thought this is truly a level service budget. We went through person by person, met with administrators and everything. So there there's thought that was a lot of thought put into y >> but it is just begun. But this is again and I don't want to be a little disturbed. We're really just checking off a box. >> Okay. And I guess I want to say there are positions in here I do not believe should be in

080here. >> Okay. Absolutely. >> There are positions that aren't in here that I believe should be. You can add a registar to my list. So, and there's stuff here too that I have I might have suggestions for you that eliminate. >> But we weren't doing that >> today >> because this is our starting. >> Yes. Because you have to start somewhere and show everybody. Yeah. >> Here's what last year I say last year. This current year, right? This current year is >> and it's the thing. Yeah. Obviously, nothing saying that you know, you want to add positions, right? And something else is going to come up. It's still not going to change at 7.46% if we're starting to go down that road. If you think about some, >> right? needs and then you take something

081out, right? Absolutely. >> So, going to the timeline. So, the school committee will discuss this, advance this, the mayor will come back with her counter and then this subcommittee will meet again to go over the proposed cuts to get closer or try to meet the mayor's counter. That the process we're expecting >> pretty close. So timelinewise whenish >> ballpark do we think we'll be having that meeting >> where we >> that after the mayor gives her numbers when we're going back and starting to get more >> you prevent that to the city excuse me city council on April 22nd. >> So it'll be so >> April >> late April meeting for us. No, because >> no. Well, you'll want to >> So, department heads of the city have already presented their budgets to the mayor.

082There are some, not all. That process has started city side. So, you know, the fire chief, the police chief, DBW, they all go in and with big dreams and come out crushed. So, that's that's why you get the big bucks, right? So, I that has already started. Okay. So the question I think is when you put that in the paper that's your ask correct just >> no no no no >> no >> that's a start because the school committee excuse me we'll meet two more times March 16th to have a public hearing and probably to have more questions like this where we'll answer and you revise then again on the 25th where you may have some more asks to put in or minuses, additions or deletions, right? >> Yeah. >> That then on the after

083the 25th, that is what's going to the mayor by her April 1 deadline. >> So he >> and that's what departments have to submit. All departments, I'm not saying some aren't done now, but be pretty efficient, which is good if they're done now >> and they go to wave. >> They still have to wait until April 1st. The mayor then has I believe from the email we received, Dan, right? three weeks to look at it and do her presentation to the city council on the 22nd of April. I think that was the night. Right. >> So, I guess my thought is do subcommittee meeting between the budget hearing and the vote >> two between well the so 16th Monday budget hearing. Then the Wednesday the next week is our proposed day for when we'll be

084voting to send this to the mayor. So I I don't know that two meetings that'd be pretty hard to >> but we have another meeting on the 25th. >> Yes. >> As a whole. Correct. >> Okay. >> So um >> do we want to meet before that or after? >> Well, we'd want a meeting before the 25th. >> On the 23rd >> in between those two. Yes. >> Um would Monday the 23rd work? I cannot remember what days Andy is in Greenfield. >> Okay. So we will try to schedule for uh the 23rd for this subcommittee so that we'll be able >> that is what we will try to do to discuss any questions that have come up uh from the meeting on the 16th anywhere where the school committee is asking for more information.

085>> I think that's good. Do you think by then we could actually see like the part which is here's a school here's the people who work in the school >> salaries and how many kids is that >> or is that too >> I mean you get pretty close to that yeah that would be awesome because that's when you're making the hard decisions >> we have this budget is off I mean if you were to see the size of this and half salaries instead of just tying it, you know, to the >> kids and also I say this if you're see what it looks like. It's, >> you know, it's a roar shack painting of different colors because of the vacancies and where it is that we have of things. >> Um, it's just then of

086getting that, you know, clarification from the administrators that those >> classizes class size. >> And then one other piece of information which would be really great is what materials are sitting in a closet in a school that shouldn't be bought again. Because teachers are clear that there's tons of materials in closets, in schools that nobody should be buying again. I don't want to cut a person's job to buy materials which nobody is using. I mean, I'm a zerobased budgeting. I kept track of how much paper I used at Newton. We were using 20 cartons of white paper every year. I think somebody needs to go into those schools and see and the principles should be doing this. No, like you have a closet full of Crayola markers for the next five years. >> Just because

087when you look at supply lines, they stayed the same in Greenfield forever and a day. Five grand. um instead of one of the things I'm concerned about is reading. I need to know that the we have the staffing to meet the needs of our children who are struggling to read. So knowing how many of them at each school are below proficiency matters to me because they need a reading specialist, not a special ed teacher, not they need somebody who actually knows how to teach them to read. That is something that has to be addressed in this budget. Personally, there's a lot of us who living in a place that charges the amount of money we pay for taxes and our kids can't read is offensive to us. So, that is something that this budget should

088address. No matter what, we need to be library books. We've never had money for library books. That's what our grants paid for. our ELT grant, our Discovery School. I used to spend $15,000 out of ELT money for library books to meet the needs of our kids. Those grants are gone. And I bet we're not buying new library books, but Magic Treehouse is still got to be there. >> So, I think some of this we might be able to get into when we do our discussion of goals and budget priorities. >> So, like it all on the table. say like there's a significant investment in that in this year's budget in that and it's not in reading specialists. It's building the capacity of all of our teachers to teach students to read because we've treated as

089a tier one problem because when 67% of your students can't read, there's not enough reading specialists out there. So, we're building the capacity of all of our teachers to not be literacy specialists, but to understand like what has to happen at foundational literacy. And actually my report next week will talk a little bit about this work specifically, but that was one of our priorities last year's and we've invested significantly in that this year because we know based on as Andy has said thousands, tens, hundreds of thousands of dollars in vacancy savings that we may have had. It's not about having a position. It's about building the capacity of the people that we do have. So would that be something we could include in our cover letter specifically the links to literacy because that for where

090we've invested more in literacy or you referring to the budget for the year that's ongoing. >> I'm referring to this I >> to this year >> this is about this current year's budget. >> Okay. >> I think member Goodwin's correct. We need to continue that investment in FY27 but I'm talking now about FY26. So I guess my question is do we do we don't do more investment in that in this budget. This is just the level service maintaining and continuing as opposed to >> substantial level service there is an investment >> there is yes >> building these structures I think that's been our goal this year is to be more systematic to build a structure around our >> rather than literacy and reading not just intervention but literacy development um and that's where a lot

091of the time effort and money has been spent this year Okay. Um, one other note I want to make on this because it will come up. People will 100% ask you why it is that Four Corners has a higher budget than Federal Street and Newton. And if you look, you're going to find the answer is in line 48 horsey sped paraprofessional from the ACES program, the 101. That's a lot of salary. Just because that question will come up. It comes up every year. Is there any is there any way um this just came to me I guess this is kind of for Andy but we are talking about retention of like staff when we're talking about like >> putting that in the cover sheet that we do have a lot of people who have been

092here for a while or higher >> I'm not sure we do anymore >> for education >> you're talking about like >> you said like there we're paying people like top >> tier percentages >> I was just thinking like you know because you want to know like oh we have teachers because people always like oh who have such high turnovers. But you know, do we is the question. >> Difference I guess difference in that we might be I'm talking about the fact that we have we might have people that have only been here five years but have had 12 years of experience. So >> yes, >> so they're at the top scale. Um >> but I feel like that's still an important note notable mention. >> That's what I'm that's what I'm getting at. I thought

093I hear retention. >> Well, both both. Well, >> yeah, we can also probably look at data hires. >> That would be great. >> And do some of that like some generic ballpark zero to five years, five to 10 years, 15, something like that >> because we've all been down the road where you put all this money into training somebody and then they go they leave. >> Um, >> you know, I mean, that's something to look at because it's where we are. So what we have here um before it gets posted on Wednesday, will there be any other real changes here like um the FTE1 and two being swapped in 68 and 168 169 or is this solid and done enough that this should be what we study up on and do our cocktail napkin math

094on questions? Okay. >> Whether or not any you know just again for >> for I mean it's just a matter of I I would rather us address it all at one time as far as the 26 revised FTE with the 27 ultimately proposed FTE that we'll add you know. So that's just my >> So I guess my question is should we study up on this for understanding and quest to find questions to ask or okay this is what will be posted >> because this you know and I think what I would caution all of us to do >> and depending on how your numbering system is or something right call the version >> live number >> yeah version one or we actually date it right today is uh >> 326 right because maybe on 316

095you're going to get up to 325, right? You're going to get one. >> You just made like a binder of these. >> Yeah. You know, >> depending on want to track your changes. Yeah. >> Because there's no doubt things are going to change like you mentioned. Um >> one of the things that it's minor minor thing would be the instructional lines at each school, right? Why they're different. I I have a little formula based type scenario maybe to work out by number of kids, that type of stuff. So, um those things are going to change, right? Um >> I thought I was the only one. >> No. Dollars per child. Dollar. Yes. I mean that's pretty >> Yes. >> pretty um >> been around for a while. >> Been done. So that's not reflected here

096and probably won't be reflected on the 16. >> But as Andy's mentioned, we're going to have oh multiple changes coming from the 25th. And then I'm not saying as we wait because your good work will keep continue on in April, right? But as we wait and then then the mayor comes through later on, I say late April, okay, here's what we're going to give you, right? We kind of know like, listen, we don't I don't anticipate we're going to get the 1.7. Candy does or Stephen, right? None of us are all the water breaks. >> We're not, you know, we're not that foolish, right? We we get it. >> And we know there's going to be some pairing, right? And tough decisions are going to have to be made not only by us to present

097to you, but then by the school committee. >> Yep. >> Um as well. And maybe we end up with I'm making this a million dollars over or 500. Who knows what the number is going to be above last year's budget, right? Yeah. >> And then we'll have to get there through decision- making, >> right? And I think as a city, we're going to face hard decisions. >> Um it's not just about schools, it's about other things. And I guess as a city, one of the things I want to commit to is the money gets to the children in the classroom. >> And I don't think we've had budgets like that in a long time. Um I feel like it's just been I don't know um different. You know, we've faced bankruptcy once as a a

098city in our schools and they were rebuilt and I just feel us like with declining enrollment and a lot of everybody else is facing the same problems which is in my head and putting statistics together. Um, you know, we've lost we used to have three of everything at each elementary school when I was principal. one year we had >> and now you're at two in some places you could probably >> correct >> but I don't see us you know when you look at the state the desi site you know you see a loss of teachers but you see an increase in administrators that is not where I am >> you know that we can answer all those questions for you >> that's what we need answered >> it's still here >> we are still on

099budget >> date but we should probably >> be on warrant >> going on warrants >> please go Okay. Yes. So I believe updated and we look forward to the full presentation. >> So um next item is school department warrants discussion uh timetable on you know when basically we will review and discuss warrants because timelinewise when the warrant comes in there is not enough time for us to call a meeting to discuss it. One of us will have to sign it. Um, are we thinking like one meeting a month or two standing meetings a month where we review all of the warrants and then report to the main committee? How are we thinking this would best work? Uh, how frequently in the month and what time of the month do we usually see the warrants? I

100should have just >> It's okay. I did ask I did go in and sat with Vieira um which I thoroughly enjoyed. It was nice to be able to have questions answered in like real time, especially being new to this whole process. And what I had gathered, and I mean Andy can correct me if I'm incorrect, was it's almost like an every other week process or a twice a month process. They come out on Tuesday, they need to be signed by Thursday. So if we were to have a meeting to look over the warrant, it would likely need to be on a Wednesday. >> And I was in there for like an hour. I don't think there's like multiple copies. She has it all organized. It's very well put together. >> So, >> and there's like

101two piles. I was looking through the food service. >> So, is it the same every So, every other week is that routinely is it always this week and that week of each? >> Is it always like the second the second? >> No, no, it's not. It's I think it's every two weeks politely versus twice a month because it's 26 times a year. >> Okay. So I guess the question is does this subcommittee want to meet the Wednesday afterwards go over them and then have >> I think we should at least do it once >> at least once >> once a month I would think. >> So do but should so do we want once or or twice? >> I guess I mean Andy's been doing this a long time and Rol has been doing I

102guess and you've been in other districts so what is the practice other places? actually just talk what's the issue? >> Yeah. >> Well, it's so the way that we do >> I don't really think there is an issue. >> There is an issue. The way that we do warrants right now is not proper. Uh we are supposed to include all of the warrants to the public in a way that we don't do. That's the one thing I say say I think you're missing the piece. What end up happening I say in the 16 districts that we are current what they doing is they do they follow the law where it was assigned one person as the approval to review the warrants and sign off on. So they do that but then the next step is

103that at the subsequent school committee meeting they are ultimately brought forward and the full school committee does vote. they vote to say that you know they authorize the warrant number X number and the payroll warrant and that's that completes the piece >> that's the piece that seems >> what if what if they don't pass I mean they've already been paid so it's almost like a >> well actually no that's things like they it needs to that's there in lies the rub regarding the law that was passed as far as giving the authority >> it ultimately is you're right it is the de facto uh a rubber stamp getting so but at the same time >> I'm going to say the levels of checks and balances both internally and even when it goes over to the

104city center because they're ultimately the ones that come to checks. So when you look at the fact that we have the the requisition of purchase order approval approval by me approval the building administrator's approval >> then it ultimately goes through the process of the payment reviewed and or ultimately approved by a school committee member. Then it goes to the city where the town the city treasurer and you know they do their side of the things to make sure that you know we're adhering to whatever it is that they may require. So the levels of checks and balances internally into the system although what I'm describing might sound cumbersome quite honestly it's very effective. The one piece that I've seen that is missing here is the ultimate presentation to the full school committee of saying and

105what ends up happening regarding your question member good is I've seen it happen where um a school committee member will ask whoever was designated to be the one to review did was there anything that jumped out at you as far as anything that you had concerns or questions on you know and either you say yes or like you would you know I sat down with beer and we walked through and looked at things like the leaks in the in the elevator discussed that to find you and then it it gave that assurance that that person who was assigned to do it was actually doing it. >> So >> I didn't share with anyone what I >> know you did. So what I what I'm hearing is what we have assigned it to the subcommittee. So

106any one of the three of us decided >> which I think is >> would it make sense for us to have a standing meeting the Wednesday before school committee meeting for us to discuss the warrants and come up with anything that stood out. And that way for that Wednesday, we can send as meeting minutes, not mean meeting materials for the full committee, both a package of all of the warrants since the last one and a little cover sheet of anything that stood out >> or any questions we have. >> I like that. >> So, okay, we should probably do we want to make a motion to do this to get approved by the full committee? >> Yes. Um, let's figure out the wording of this motion. Um, I guess it would be to move to

107have the budget and finance committee have a standing meeting the Wednesday before the full committee meeting to discuss the warrants assemble all of the warrants. I'm sorry. >> What I have is to have a budget and finance meeting. I'm gonna say prior. >> Yeah, the Wednesday prior to >> prior to the >> prior to having a hold on, I'm getting lost in my sauce now. to have a budget and finance meeting prior to a full >> So, the week before the full >> I don't want to put a day on it because I want to be like if we all can't make a one. >> Oh, good point. Good point. We >> there were also potentially that because city schedule and they they're having time. >> I think I I don't think we're going to

108be like lucky I think >> example $6,000 a month to cut the grass at the high school. >> $2,991. >> Give me a break. Exactly. So So what I'm saying to you is some things hit you right in the face when you see those numbers. >> You have a budget and finance meeting prior to the well you say what what do we actually not trying to sound weird but like the full school committee meeting >> the full committee >> full monthly >> yes meeting >> because I suppose we could do it as late as and still include the meeting materials for the >> to present >> uh to discuss the warrants and assemble a cover sheet of >> questions Okay. >> To have a budget and finance meeting prior to the full monthly meeting to

109present the warrants and questions to the full committee >> and that way we can give them to the >> Did you want to change that wording? >> I think I do want to change >> that's fine. I was just wanting to I wanted to use the word present like we're going to present them with the warrants which it kind of means >> but it sounds like we're presenting at our budget and finance rather than so I think it's the so it's the meeting the week prior to discuss the warrants and assemble a presentation >> the week prior wait to discuss >> and assemble presentation discuss our >> I understand findings. >> No, you're going to tell me it again. My brain's fried. >> It's a Monday. >> It is indeed >> to have a budget

110and finance meeting prior to discuss >> discuss the warrants. >> Yep. and assemble our presentation for the full committee. And the presentation will basically be a cover sheet of our questions and anything that stood out. >> Let me read it back again because I like to read things 17 times to people. I feel like I'm still missing something. to have a budget and finance meeting prior to discuss disc prior to discuss the warrants assemble our presentation for the full committee. So, prior to the full committee meeting, >> I have that in >> Okay. When you read it out loud, I did >> to have a budget and finance meeting prior >> to the full committee. >> Say monthly. >> Yeah. Say monthly. >> Sorry. Sorry. prior to the monthly meeting to discuss the warrants. >>

111As the then assemble our presentation to assemble our presentation for the full committee to the full committee. >> Okay. Who would like to make this? >> Hold on. Then assemble our presentation to the full committee. >> So moved. >> Okay. We have a motion. Uh, do you want a second or want me to? >> You can second. I totally re read it. Um, >> okay. >> All in favor? I >> Okay, it passes. We can move on to the next item. Um, which is our last actual item and that would be the goal and budget priorities. >> We need to So, one of the three of us, >> one of the three of us will still be signing. >> Okay. We We didn't want to put that in here. Well, that's already a given because

112we already voted at the full committee. Then >> I just can see >> I am going to share screen from my laptop. >> I love it. >> So that we will have what we're talking about here. >> Okay. >> Which because I've got it as the working document here as opposed to the PDF that you have. So we can just quickly go through this and then call it a day. So, going through, we have our overview here. Um, I'm going to just go to the places that we flagged last time first. Uh, because we had for curriculum and instruction to support anti-bullying programs. Question for Roland. What is in place already? How do we support it? Is this something we need additional support and funding in? >> Right. you asked for um a meeting at

113the meeting, an updated school committee and I know Stephen would >> we had talked about that. >> Okay. So, do I guess the question is do we keep this as a budget priority for next year to support anti-bullying programs? >> Absolutely. >> I would love a brief >> brief top of your head. >> Yeah. So I think part a lot of the work right now is happening at Federal Street in the restorative practices pilot the learning pilot. A lot of work is happening there. We invested in training active bystanders at the high school level. There were 30 students who were trained last year who were delivering lessons to students in some of the younger grades at the high school. Um that's all based on well it's not like bullying training active bystanders or creating bystandership

114is a preventative to bullying probably being more proactive rather than waiting for something to happen but also teaches students how that they could intervene in a situation without necessarily getting themselves involved or putting themselves in danger. Um, I know Newton has had a guest speaker come in thanks to the PTO at Newton. Um, and I know Federal Street, Newton, the middle school, and Discovery are looking at um, another bullying presentation potentially for the fall. So are we keeping track of bullying data like how many reports are being we keep track of attendance data like you know yes are we also the state >> okay um okay so how does this sound to support anti-bullying programs continuing the work in the restorative justice pilot at Federal Street School as well as continuing our active bystander preventative

115program and anti-bullying presentations based on individual school needs suggest a friendly >> of course >> growing the work from bedro street because we're looking perfect wonderful perfect edit okay so does that handle that one for us so then scrolling down um the next area uh the Kate to force science I had that email from Stephen that it was happening in grade but is on hold grades K4 through now, but it's further down the road. So, I think the answer is we cut that line uh with K to for science for now because it's not feasible for the next year. It's something that hopefully year after next we'd be looking at. Is that accurate? >> I would hope the year after. I think we've really focused in on the literacy piece and we feel strongly that

116students don't have that strong foundation in literacy aren't >> how are they going to read the science material >> some of the other >> content areas or more curriculum comment and not um >> I know at one point I was talking to someone else about possibly having like a STEM cart which would be like a great little introduction. I don't know if we like that could be like a grant possibility thing. >> I mean, I know we do have some STEM stuff. >> So, >> yeah. And we do have it's not science curriculum, but we buy licenses for mystery science. So, students K through four can get into mystery set. So, there is some exposure, but I think >> we all know time is challenge >> put into the curriculum for literacy. Okay. So, I

117guess my question for my subcommittee members, are we okay with cutting the this highlighted line about K4 science for this year? >> Yep. >> The yellow one or the blue one? The blue one? >> The blue one. Okay. Cutting that for this year knowing that it is still in the works. >> Want to cut it or we just want to write revisit or >> Well, because this is specifically for the FY27. Uh we to because we're basically this question is are we financially investing in this year and the answer is no. >> No. >> Okay. The next one which I'm proposing cutting uh because Stephen spoke with Dave Messing and while this is still a priority that requires some reinvestment uh Dave Messing felt that this could be checked off the list the budget priority

118list. So are we good cutting that off? >> Absolutely. >> Okay. In that case, I can just accept. >> I like deleting. >> I like this delete concept. >> Okay. Now, here is something else that we needed to work on. Um because we needed to work on the phrasing for what we were trying to say. It's about the movement towards full year science and social studies. But I think we >> in seventh grade we have full science and social studies. We don't have fifth and sixth. >> Roland was our hero. He did this. Since that >> we do. I know we do. >> We have full science and social studies for seventh grade. Full year. >> Correct. >> Yes. >> Full year. >> Correct. Delete that sucker. Roland did that. >> I don't know. No,

119it was planned or woranned. >> How could I find a So, in that case, so we've got the full year science back. What about social studies? >> It's not all of GMO. It is. It's all wonderful. There's a scheduling glitch somewhere. >> Okay. So, the other >> that's where your class sizes up. So, >> they're a little bigger. >> Yeah. The classes there all year, >> you get a full year. >> Okay. >> ELA, they're smaller. >> I mean, as as a parent, I will say I did kind of appreciate the half year because I feel like they got more time with at the fifth grade level. I was worried about our state goals, but I know this >> Well, I was worried because I mean these kids need science. More science is more fun.

120>> How about some civics? >> Hey, there is a field trip planned to the Boston Science Museum. >> Okay, but the next half of this is the restoration of foreign language instruction at GMS. Is that something in the cards for this year for the next? Probably not. >> There's some foreign language going on now. Yeah, I wouldn't say it's like Spanish one or French. >> You hear me say some, >> right? I think it >> exploratory languages say exploratory like language and culture >> language world language. >> So it's basically incorporated in that full year. >> It's an enrichment. No, >> it's not. It's not. >> No, it's standalone. >> No, it's it's not incorporated social studies. It's a standalone. >> That is awesome. Does every child get it? >> No, I don't I don't

121think so. >> I'd have to look >> the curriculum. >> Seventh grade was focus. >> Was it offered to everyone? >> No, seven. >> Um, no. >> Offered to everyone in seventh grade? >> Yeah. I'm just curious. >> I believe >> it might have been the fun part when you as you know when you get to be in seventh grade and then even in high school to choices to be made whether you are going to take something or maybe you need private violin lessons, right? Or trumpet lessons, things like that. There's only so much time for uh exploratory electives in that sense. So, in terms of this um Stephen said it really well, it is not a truly a Spanish one class >> in that sense. And if that's what the committee was looking for,

122we are not delivering that. But if we you want us to, then obviously I I'm of two thoughts here because I think that we absolutely do need a return to a full Spanish class. However, I don't think we have the money for it for next year. >> Would it be like could it um I'm just trying to like could it be an elective after school? Would we have someone >> if we could offer it and then somebody would write like we'd have to >> have a teacher pick us up >> like a stipen type of >> do it right. >> Yeah. I'm just throwing it out there as a thought process. >> What if we say to support and what would be a good way of describing what we have now? >> Inte Well, we

123call it integrated arts. They're exploratories learning about new things, languages. We used to have sewing, we used to have shop, we used to have at the middle school, we even had a radio station on this floor. >> So we would want to write exploratory >> to me it's an exploratory. They get exposed to it and they get to choose which ones they want cuz not let me tell you as somebody >> exploratory opportunities, >> not all children want to take Spanish one. when you have a hard time reading English and then you're still learning English to put them in a Spanish class is really um they'll do anything to get out of it. It's like the kids who don't want to go into gym, you know. So, I think choice I mean there are kids

124who love to learn new languages um but the research is that should be happening in K1 not in middle school, >> right? and your your high school foreign language teachers would tell you that right this is not a theater program. >> So we're not trying I'm not trying to mislead you. We all know that >> they already have that. >> Yeah. >> If Cludier was here, she would be like >> she would not like Well, this would not be right. This is not feeding people into. So, so take Spanish too high school. They cannot as a result of this. >> To me, if it's an exploratory, they could do two weeks of sign language. They could do a little bit of every language, how to say good morning, >> you know. Um, >> so how

125would this be to support exploratory integrated arts, especially offering opportunities for foreign language introduction with a long-term goal of the restoration of foreign language instruction at GMS? How about to support explorative continue supporting because >> yes because we that includes banned everything to continue supporting exploratory integrated arts and opportunities for exploring world cultures. How about that? Instead of foreign language, you're also talking culture >> because it's not a people read that they think they're getting Spanish one. I mean, that's really and that's what we used to do. >> Languages and cultures introduction, >> but we're not offering middle school world foreign languages. >> No, we're not. It's the introduction. >> Yeah. >> Okay. So, uh, >> but we're only offering Spanish, >> Spanish, a little bit of Spanish and a little bit of French in

126seventh grade. Okay. >> Yeah. >> Years ago, we tried to find something. >> So, you're just kind of giving them like a taste of both. So, that way when they get to GHS, they do have some >> Spanish one. Yes. >> Yeah. Yeah. They cannot go to Spanish too. >> No, no, no. That's what not what I'm saying. What what I'm saying we are offering is like >> a foundation, a baseline. >> What if we change >> take a try before you buy >> the wording especially offering opportunities for foreign cultures and languages? exposure. >> Yes, it's more of an exposure. >> So that is more accurate to what we are doing and so we are continuing to support it. Oh, wrong button because my >> life every day >> there. And I need to

127get rid of that ink. I'll do that later. >> And we can go ahead. >> I mean that's a touchy one. That is a touchy one which >> I'm thinking city. Okay. I have to think both sides of the Okay, >> so at city council this was ugly because oh you're going to cut a Spanish teacher at the middle school and so everybody cried and everybody was like whatever and then the city council found the money to put the Spanish teacher back and guess what the Spanish teacher wasn't put back. So I think that is really uh going to bring up some really hard questions which we should kind of say that's why it's the word foreign language I think we stick with exploratory less is more because if in a document like this less

128is more if they offer Spanish and they're lucky enough to have a Spanish teacher that's the other thing right because they quit and then you don't have anybody so and then you put a sub in there who doesn't know Spanish. So, I'm just saying what we try to offer in Greenfield is a strong exploratory program. Um, >> I I think foreign language. >> Yeah, I was good there. Um >> that was the thing like the challenge for us as a public institution a public school is like we can't be everything to everyone as much as we might try and >> like I love and I'm have like some worries about like digital literacy computer science especially in our younger grades and >> but I know there's been a push recently like for the the arts

129so they have music they have art they have fizzed they >> but that doesn't leave a space for some of that so some of the digital citizenship stuff level gets worked in during like health and PE because that it's fallen into those standards. >> Okay. So we have two questions here. Um one of them is do we include that we are working towards this long-term goal of restoring foreign language or do we just have to continue supporting exploratory integrated arts and >> perfect right there. That's it. So you think that is >> No, I I disagree. Okay. >> I'm going to disagree. I mean, I was there for with you in the trenches when we cut the Spanish teacher here and I think it is important. >> Well, we cut the arts at the elementary

130schools, too. >> We do, but I think it's important for parents to see that and community to see that we are starting to get we're doing our best with the budget we have to get our students. >> This budget isn't going to be able to support maybe. I mean, I think this is a draft, >> but I think when we get down to it, I mean, I don't know what. So, this is the other question. I don't even know what exploratories are being offered at the middle school. So, that is a question that needs to be answered. So, >> what exploratories do we have? >> QAS. >> Yeah. >> You unified arts. >> Oh, theater. >> Theater. >> Maker space. Theater. >> Maker space. >> Art. >> PE. Gym health >> band is an option

131too. Not everyone takes band sign up into band >> um e health >> graphic design >> that falls in the art but >> that falls in the arc but it is a separate >> so the the hard question is do you give something up maker space or graphic design? >> I would not recommend those. We're just saying to you, >> kids will riot over me. >> I'm saying to you as somebody who's been a middle school principal, >> I will hardest thing to put a kid in is foreign language who doesn't want to be there. >> I mean, they will clean your car for you every day. They will do anything not to go in there if we make that. It should be >> So, your should tell them they have to either take Latin

132or provide free labor. I mean Latin is not a bad idea. There is something to >> Latin mology. >> I I think that is something. This is why you need somebody to put all the exploratories. I mean there are some that are mandated by the state and there are others that are still lingering because of ELT. And >> so I guess my my question is the language on this specific goal about supporting exploratory integrated arts. Do we want to say that uh what are the reasoning why like so that they can they are prepared to make their choices at the high school or do we want to leave it here for maximum flexibility in our budget >> because it seemed like your big concern was specifically listing foreign language would get us in trouble because

133we had tried well >> there was a little dishonesty >> yeah there was dishonesty >> did not >> did we take we have social studies and science in there right still >> well that problem That's done. That's checked. >> Okay. >> This budget doesn't you know >> so do we need to put any extra detail to supporting exploratory integrated? >> I would leave it that way and then we can debate like the agree now. >> Okay. So we can move on to the next one um which was talking about grants and at the time uh Steven did not see need for that to be a budgetary priority. um and he had his reasonings there. So that's something that it is ongoing but will not require a significant investment in time. Time equals money beyond what

134we're already doing. That's something that's already in the budget. >> Support for complete >> if it's easier for you to read on my screen. No, >> I'm I'm good. It's close. I'm bad. Okay. Ask Stephen what support for competitive grants. See, there is no way, you know, if I that you can be an assistant superintendent and a full-time grant writer. It just does not >> correct correct me if I'm wrong. >> Well, no, he's not a full-time grant writer. He does a lot. Steven wears many, many, many hats. >> Correct. That's what I'm saying. >> So, I think where I am on that is a grant writer who is good at their job will pay for themselves. >> Exactly. >> But you have to pay for them first. And in this budget year, do we

135have the pennies to scrape together to pay for >> they pay for themselves? >> Because it is, but we have to have the money upfront before they can start pulling in and paying for themselves. There are districts that don't even tell you in the Birkers can't even run without grant writers because >> so the question is are we ask are well I suppose this would go to the full committee to vote to ask that we put a grant writer position in the budget. >> We used to have one. >> So is that what you are asking? >> Yes, absolutely. >> Okay. Kenzie, how do you feel about that? >> Yeah, I mean I feel similar. And does the administration have comments on the school committee asking to include a grant writer? Like if you think

136it's a bad idea, then that is something we should know before we make this recommendation to the full committee. >> Are there a lot of grants out there? >> A lot of grants. But >> do we fall in the bracket for some? >> Oh, yeah. We're probably in the bracket for many. I think like the challenge with some of the grants, even those that we receive, is getting the people >> to fill the positions to do the grant work. Like getting the grant, I don't think has been so much of an obstacle, but filling the positions like to fill our vision for the grant in reality, I think that's been the challenge in some grants, right? Some grants it's not a problem spending it down at all. others. It's like we're constantly trying to either

137repost or find somebody else or tweak the the posting. Um, so in that respect, it hasn't been the grant writing. It's been fulfilling the obligation of the grants, especially when it comes to people or people's time >> and the grant writer won't really help with that. >> No, you know, and it gets to be I think as an ask, right? It's a positive thing. It depends on what level are you thinking of a grant writer? Are you thinking of a grant writer at the level I'm talking dollar level to hire >> as a unit a member? Some districts do that as somewhat of a teacher leaving the teaching mode for the time being paid that or is it administrative level a central office level where it kind of cranks up a little because you now

138may be probably working year round for that and then to ask is always fine in life but when we come down to May >> y >> and then you're asking me hey Roland we want you to have a a grant writer or um I'm making this up your secretary right and I'm thinking yeah get rid of the grant writer like but it's not my call but you're asking my opinion that's what it is right because there's going to be priority so >> big >> so the priority there would be in a perfect world heck yeah we wouldn't say no to that at all there's a reality I think and I think what you're hearing from and I I hope I say politely that you're lucky and I think you are lucky to hear from Steve

139and Andy and I that we'll give you the reality factor right we know we're not getting 1.7 million right are we getting a grant writer well and then you're going to tell me and not you, but the central office is overstaffed or we need this and we need that. You want a teacher? Well, okay. So, on the priority list, reading or grant writer, right? The grant writer is going to come down and you're only going to get x amount of priorities. You're probably not going to get there >> to that extent. Yeah, >> that's the reading to the grant person who's down on the list, >> which is damn, but it's going to cut something else. My question would be like what's the like what's the reason we're getting the grant writer if it is

140>> to make us more money or to save us money like there's a scenario in which I'm going to throw out just a round number you could say well we want to save $25,000 then I could look at writing grants in a different way to offset my salary by $25,000 so that comes out of my salary line and goes somewhere else so you have $25,000 that you're more flexible with or I won't even just say my salary even though I did I could offset other people's salaries through grants as well. Um it can't supplant it needs to supplement >> but there are like even in title one and there are allowances that would offset certain salaries too. So, I guess if we were going to explore this, I guess I would just want to make

141sure I'm clear on the purpose to see if I could help think through what it could be. And it certainly could be a standalone position. Um, I guess if we were committed to making a standalone position and they were just writing grants and overseas, is that a full-time position or is that >> a partial FTE? Greenfield would not we would have not come out of bankruptcy without grants. ELT kept us alive. I mean, it's always been grants that kept us moving forward. And we've had full-time grant writers. We had a full-time and a part-time at one, two, one and a half. I think it'd be realistic, I know I'm interrupting, to even put in a part-time to start with and then maybe look re-evaluate again >> for next year. I >> mean, I'm I'm always

142for like a big ask and then you, you know, get a little bit I mean, this the city has a full-time grant writer who's saving bringing in a lot of once they know this has always been the problem in Greenfield. Nobody can articulate what somebody wants to do and then the grant writer goes out and finds a grant that matches that and that really had to do with the fact that we had overturn of principles. So I mean so I understand where you're coming from because then it falls on the grant writer to find people who want to invest in teaching whatever differently or whatever it is. I get that. But I also know that without that kind of innovation, they used to have on school committee in Greenfield an innovation subcommittee and John Lunt

143was the chair of that. And without those thing that innovation happening in this building, I wrote a $50,000 grant to do multigrade for five when fourth grade was here. without those things happening um without a core knowledge school, without math and science, people just see us as we're not doing something different. We're just doing everything the same. So, I think there's the innovation career pathways running at the high school, right? We just got an early college grant to look college. So we're like I think in those spaces we're trying to differentiate ourselves. I think you're right when it comes to the elementary schools. >> Yep. >> Like we've like I keep saying it like that foundational piece and say like >> we need to have a better structure in place so that when our students

144get to third grade they're switching from that idea right like learning to read to read to learn as they're exiting third grade. And I think that has been like the most glaring gap that we've seen in our data and a lot of focus and attention has gone there. And I agree like I said before it's difficult as a public school to say we can be everything to everyone. And I fear sometimes like grants allows us to start going into some of those places and being like we have this and we have this and we have that and then our capacity and then sustainability becomes a question too. So, I think what I'm hearing, Mel still wants a full-time grant writer. >> The administration thinks realistically there's not going to be the budget for it this

145year. >> And then, um, >> I think if we're, you know, part-time in would be a good faith effort. >> So, it looks like we do not have a consensus here. Is this something that we think should be discussed at the full committee level? I say we table it till our next meeting. >> I I would agree with that. >> So here here's the this okay where we're sticky. Uh we were explicitly asked about these goals to bring them >> though uh to the next meeting. So um like I'm tempted to have a note to put you know to put a note here asking the full committee to weigh in. >> Sure. >> Yes. >> Okay. Um, now how should I phrase this? Uh, I'm going to get rid of the strike through later request

146for >> and I do think >> input. >> We've had committee input >> tougher time filling any positions in life member web. I think a halftime >> would be difficult. >> Yeah, I don't think anybody's gonna bite. >> No grant writer would bite that. >> Nope. you know, in a different scenario in different economic times. Absolutely. >> But um in this time I I'm not seeing that. >> Okay. So I have this request for full committee. >> You can just do full You can take out the part. I'm not going to I was just thinking because I know we're in like a hard budget that >> but as as mentioned, right, if they were to approve that, you would I use the word expect I think member Budwin right somebody to make their money. >>

147Oh absolutely >> and to bring it in. >> You're told that right in the job interview. >> You lose your job if you don't bring in >> at least your salary or double >> right. If you can take 5% or 10% of grant right >> you write yourself in yourself in yes >> been there done that >> some do some of that but there are some maybe some ways for >> six billion North Adams man. >> Okay. So we we've got this here request for full committee input on this specific goal. >> Yeah, >> I think that's good. >> Okay. And then the assumptions and guidance that we are working under um provide adequate resources to meet the legal mandates reflect the terms of collect bargaining agreement, sufficient resources to maintain, including maintaining staffing, uh

148best available information to project changes in cost. I mean, none of this is terribly It's just who we are. >> So the question is do is this document because I only went over the things that we had flagged. If you guys in reading before the meeting had seen other questions is this document ready to be sent to the full committee with telling them here are our budget priorities our goals for making this budget the assumptions and guidance. Our goal is to do this and then we've got this one staffing priority question where we do want the full committee to weigh in before we direct the superintendent to add this, you know, to create this position. >> I don't want to take the time now to go through it and read it one more time, but

149I'd like to have before we have time to read it one more time. >> Okay. Um, do you need to read? >> Do you want to do it now or do you want to >> just have I tell you sorry about it but until Thursday or Friday to get it in the agenda? >> But do we need to vote to put it on the agenda? >> Oh to vote because >> I thought you just meant the doc. So you >> yeah the document would be set but we need to I think we need >> because when we did this we were not >> you know >> well or or would we not need to vote on it if as chair of the subcommittee I include this as the report >> there we go genius >>

150and then we can have discussion and if I catch something I don't >> Yeah I like that genius >> okay >> sometimes a genius last night. >> She can make a computer do whatever she wants. >> So, in that case, we >> I think we might be done unless anyone has something urgent. Um are moving forward. I'm going to get us scheduled for the 23rd. >> I have I have something. >> Me, too. >> Okay. What do you got? Mine Mine is I I would like to um I know this is not the right time to do this, but I would like to kind of check and balance our I guess this is more for Andy. I want to make sure we're check what we are getting from AAL, what's going to the city side

151and that's what's coming back to us. Making sure that that's being regularly checked. what what >> like what AAL gives to the city to deposit and then what comes back to us >> the process >> you've got >> because when I was when I was talking um when when I went over and looked at the warrants when I was talking it doesn't really get like double checked that that's what's happening in the hands >> like what what >> yes >> who turn copies of turnover sheets and everything. >> Everybody's bonded, right? >> Yeah. Okay. >> Not sure what I would need to know more, >> right? Okay, because I know like if you remember watching or there are times because of the fact that we check everything that I've had to report out that there

152have been revenues that have not yet posted that we we know we have that at you know just for timing reasons or what's going on the city side and it's not just any it's all revenues for some reason seem to have been a delay in post but our internal we always reconcile internally that >> that was just my concern if it had has been. >> So, >> but there might be some rumors that there is a problem with reconciliation. Is that the correct word? >> That's what I would say. So I think it may be something you might >> want from the issues and I remember whenever I brought up I'm not doing it as far as like taking shots at the city finance site. They had had just as much turnover there as we

153have experienced. >> I'm not taking shots at anyone. I just want to be like, "Hey, we're making sure like what we're depositing. they come in a lot of us every year and so I think the understanding and concerns and that's we regularly do reach out to them and saying you know we've given them running list of we've seen that this month's deposit for all our revolving accounts you know x you know have not been posted yet and everything and they'll tell us we're going to get to them >> so I want to make sure we don't get too deep into the weeds on this because it wasn't posted in the agenda What I'm hearing is for an upcoming meeting a request from member web to have some more information on the reconciliation process between AAL

154and the city. >> Yeah, in general. >> Okay. Or just reconciliation in general, city side, school side. So it's just a request for information. >> Okay. And then member Goodwood, you had some. >> So I guess my concern was that one of us is not on the hiring committee for the business manager. And I think during a tough budget year and I don't see why we can't have more than one school committee member be on that committee because when I listened to member Denive, she described special ed director. She described a lot of people in the room. So what I'm saying is when we did our superintendent search there was three correct and I think our business manager is just as important as our superintendent. And so my proposal or motion would be that we

155have three people the mayor should included. >> I think this might be something for the full meeting rather than for this subcommittee. I think it does Sure. >> Yeah. I think it goes beyond uh the job we've been charged with. So I would say send that to Chair Ston as a written out motion that he would like to add more backup. >> But the only thought I have there is I believe Roland is the one who decides the backup of that. So, I want to make sure that we're not stomping on Roland's toes and requesting more or we're doing something way unconventional if we'd ask for more than one school commit. Well, you know what? This is for full committee. This is goes beyond our charge. >> There we go. >> So, >> conversational. >>

156Yep. >> But yeah, I'd say bring that to the full committee. >> Okay. Um any other things we're looking at because again for schedule uh on the way out I'm going to stop and try to get us scheduled for uh Monday the 23rd which would be one week after the budget hearing to discuss >> what what comes out of the meeting on the 16th before the meeting on the 25th where we would be voting on budget. >> Um yeah and >> did okay. Yes. >> No, I will. I was We're meeting on the 25th, correct? Like >> Yes. The 25th is going to be a full and then after we present to the full committee our proposed warrant discussion way of doing it. Uh once they give the okay to that, then we would be

157scheduling a meeting sometime the week before our April meeting so that we would have our warrant presentation cover sheet ready to go. >> That would um the 25th like the 11th and the 25th of March would be both more weeks too. >> Well, so what we'd be looking at is first week of April because April 1st is a Wednesday. So April 8th would be our meeting. >> Okay. >> So the week before that would be when we >> Yes. Okay. >> When we >> April 8th would be like a the day awards would come out. >> But so the >> to be voted on just saying >> you mean >> we're talking about two separate things. >> Yeah. Okay. We're talking separate things. So, what I'm saying is after the we're going to bring to

158the full school committee, uh, our proposed warrant format of meeting sometime the week before the full meeting to go over the warrants together, discuss them, and put together our little sheet of here are the questions, here's anything that stood out. >> Sounds good. >> So, once they give the approval, we can anticipate that meeting to be very end of March, very beginning of April. But the next meeting for us as a subcommittee will be March 23rd. Everyone on same page. >> Okay. I would entertain a motion to adjurnn. >> So moved. Second. >> All in favor? >> I. And we are adjourned at 1:46 p.m. Um, go forth and cause trouble. I guess >> I'm not. I'm going upstairs and then I come back downstairs. I'm meeting a photographer to take pictures of >> and

159stuff. >> Yeah. >> And