Special Meeting of the Operations Committee Wed 2/4/2026

0012:45 plus. >> So, we're going to um get started. Today is February 4th. This is a special committee of the operations special meeting of the operations committee. Um today is February 4th. It is 5:34. Um, committee members in attendance, Jennifer Perez, Marissa Estraz online and in person, Joan Burks Jennings. Uh, we also have Joseph Avic. And Andre Woodson. >> Okay, I'll try to fix it. I don't know what I pushed. Um that's that's our video. We're getting started today. Um for committee members, I just need a motion to approve the minutes from January 22nd meeting. Is there a motion? >> So moved. >> I'll second it. All in favor say I. >> I. Opposed to All right. The um next item is a fiscal year 2627 budget workshop and discussion open to all board members

002with a possible referral to the full board of a recommendation the proposed 2627 budget. Okay. Um members online we're going to be using the the package that were given us last week. Um, I believe it's been updated in the portal as well, but what we had last week in person going off the bat will get started with All right. Hey, good morning. Good morning. Good afternoon, everyone. Uh, we are actually going to be just kind of going through some of the budget recommendation that was presented last week. uh and look at >> but increase one if you refer back to slide I think it's slide 44 uh and it talks a little bit about um the $61 million. Uh, and so we want to kind of really kind of talk with the board about what

003makes up that $61 million and and wanting to make sure that, you know, uh, if it's something that you would like to pull off of this budget or keep all of this and just go directly for the $61 million, we can do that as well. So, I wanted Nest to kind of get give an overview of, you know, how we got to the $61 million and then how we reduced the $61 million down to the recommended $44 million uh that was part of the superintendent um increase for the budget. So, can you kind of walk us through that a little bit and Ghost joined the meeting? Good evening everyone. Um there was a sheet that I found that said districts I demand items that make up increase in the FY 46.7 budget. The increase is

00447.7 million there. What makes up that 47 million? Some of them are some assumptions that made this current year. One of the big ones being the use of internal service fund surplus fund of 9.5 million that's nonrecur what it means is that those funds will be exhausted June 30th by the end of this fiscal year. So automatically you're carrying that shortfall or need monetary need into next year. So you starting next year with a $9.5 million shortfall. That's pretty much that what that word means. Um then you have some assumptions we made which is extending the transportation um step increase for union employees educators special education se grant which we cannot use. We found out we cannot use it but operated by them. Then you have electricity [clears throat] increase, utilities increases, you have building

005maintenance, indications that we part of the software books, tuition of district tuition for student workers increase health insurance. Initially when we presented the budget or we were drafting the budget, we were told that the health insurance will increase by 20% next year. Health on this on the district side. That 20% represents $12 million increase which no one saw coming. But for clarification, we later got a better number, a final number from Seagull. single electoral company that does the calculation for health insurance for the state of Connecticut. So the numbers came down uh the percentage came down from 20% to 14%. So 14% is what we tackled as the final budget number. So we will go through it as we go through it. We're going to see how we get to those 61 million. On the

006next page where it says add grant employees funded expenses absorbed by the operating budget. What that means? Grant employees who are funded by grants will get a wage increase next year. They will get a wage increase next year. Their health insurance will go up next year equally. The issue there is that grant grants are pretty much flat funded. We assume them to be flatunded next year. We know how much we're going to get in alliance next year. What we're receiving in alliance this year is what we're going to receive in alliance next year. Federal grants are pretty much flat funed. We assume it to be flatunded. So the increase in grants employees health insurance and their wage increase totals 5.9 million. Somebody has to absorb those. But I mean somebody it's either you get paid

007from the grant or we shift into the operating the district operating budget. For it to be paid from the grants it means you have to cut grant budget at 5.9 million. That means laying off teachers and other grant funded program but we cannot do that. So what what I'm doing here so everybody will understand what I'm doing here is assuming that that $5.9 million increase will get shifted to the to the district budget district operating budget. Now people are going to say how you going to do that for me to explain it just to say those 5.9 will shift to district operating budget. What it means ultimately they're going to move expenses in crack of $5.9 million and move it to the operating budget. That's what it basically mean and hope that is a little

008intricate but somebody have to pay for those increases. So we're going to transfer some expenses from grants to the operating budget in the total of 5.9 million in order to be able to have enough money to pay grants employees thous clarification. place on the side that where we would have to cut from grants if we did not ship that money if we don't receive that money within the operation but we've got cut from the operating fun >> right that is correct >> that is pretty much yeah it's a good thing you explain this account [snorts] so but that's what it mean pretty much so when you add all that grants liability then the principles we did what I call school budgeting which the state wanted us to do the benefits called have meetings with all

009the principles like Dr. everything. The cabinet members spent over 400 hours meeting with every asking them what do you need to function appropriately in your school. They gave us this is included in the in the presentation of what they needed professional assistant principles. The bottom line at the end of the day, it comes out to approximately $8 million of what they want beyond what they currently have. Absolutely fulfill or satisfy satisfying the state as to what they asked us to do. That's $8 million. If you added $8 million to the grant health insurance increase and their wage increase plus the $47 million we started with, we end up with $61.6 million. Yeah. I have to I have to be careful. I'm not supposed to use certain words. [laughter] >> Okay. Increase something whatever that means.

010I'm not being funny but I'm being real. Increase increase in expenditure beyond current year. It came out better that way. So that's where we are. Then you know $61 million is a lot of increase and Dr. Avery, we cut down and went through some budget reduction or what do I call I'm sorry I have time not speaking my normal language I'll try but we on the big sheet that I gave everyone some some budget closing measures or increase reduction measures were taken. One of them is to say, "Listen, we cannot afford this $8 million that you need what you need." Unfortunately, the district for now is not in a position to honor and we got to decrease contracted services. There's a vendor we're not going to use. We're going to not use that service anymore.

011try to manage it and do as much as we can to the best of our ability. That's $1.3 million savings or reduction in expenditures operational turnover. Um we did turn over 4.5 million this year. It did not work out well because we were asked to fill just about every position. So let's be real and practical. 1.5 appreciation is somewhat always level. Yeah, that's the best we can do. Then you recall the health insurance increase on the $61 million we use 20%. When we get a better number of 14%. That 12 million we used in the $61 million will come down by 3.6 million. That's the same here. The same thing with grant employees health insurance. We used 40% at that $61 million. Get a better percentage more accurate percentage. So that 3.3 million will be

012reduced by 30% which is a million s. That's the savings you're saying here. decrease the professional learning program that we're going to decrease and try to do it in house next year best of the ability of the district that will save $500,000. If you add all those come up with $15.9 million in the $61 million include we're going to get money from nutrition center for indirect indirect cost reimbursement the services we provide to them staff everything it and all those things that's about $600,000 in the health insurance number for retirees the district is paying for nutrition center retirees health insurance. By the end of the year, they will reimburse us about a billion dollars that we fronted or paid on their behalf. That's the $4 million reimbursement for mutation you're seeing there. The combination of

013the $1.6 million and the 15.9 gives you 17.5 million reduction expenses. If you take that 17.5 out of the 61 million that we started with, that's how you end up with the $44 million budget need. Monetary need. Okay, I think I found a better word. Monetary needs next year. Additional monetary need next year. So that's where we are. we need additional $44 million next year after the actions that have been taken that that are listed here. Um, and just to caution everyone, I sent the financial condition report, December financial condition report because of some of the assumptions we made this year didn't materialize. We have a $21 million have $21 million in in ter based on the audit that just got up completed June 30th. But the total money we're going to need or use

014from this year is 20 million is $20 million out of that. I sent a copy of the internal service fund reconation. They note the internal service fund at the end of June based on the audit is $21.8 million. We're going to use $20.1 million of that money in not enough to run a deficit at the end of this year. We'll be left with $1.6 million in terms of service funding. Now, let me clarify something here. That 20 million 20.1 million we used this year is a nonrecurring revenue. What it means is that we're carrying that $20 million debt into next year because that money is not there. We have to find that 20 million because those expenses are still procuring. We use that 20 million to maintain and pay salaries and all those things. Those

015expenses did not go away. We just kind of use it to band it to June 30th of this year. Anybody has any question? I mean relating to that that 20 million we're using is a onetime use of money which is not there and will not be there is not there anymore that exist and we come to the end of the road as to internal service function and so what we left was 1.6 million in the ISF. Yes. which is below what anyone said we would go to. >> You can't run a deficit at the end end of this year. >> I'm not asking that question. You're explaining why. I'm only simply asking for clarity's sake. You and Joe have debated for a year and a half what's acceptable from an accounting point of view. Am

016I correct? >> Yeah. And I this is a lay person simply asking to understand what the in what what the impact and what the reality of what you're saying is. >> So we then have 1.6 million in the ISO. >> Yes. >> Okay. That's it. I just want to understand the magnitude >> and that really is enough not enough money to have to to keep the district running. >> It is not an advisable position. >> Absolutely. Right. >> Absolutely. It's a little It's a little >> Now, but I also wanted to be clear, that's a heck of a lot more money than I thought we had in the ISF, >> right? We ended up Where did that extra money come from? >> Okay. When they finished the audit at the end of the year, we

017ended up with extra what? 33 $3.7 million soft in the service of this fund. >> Yeah. But I thought we were down around 10 or less. No, because you already used nine, >> right? That that this 20 is inclusive of the nine. >> Yeah. >> Okay. So, it went up >> because we run both. We ended up with more money. I was very >> than we thought we had. >> Yes. Yes. Yes. Okay. >> Yes. >> I'm [clears throat] just checking my memory. At my age, sometimes you miss something. >> The reconciliation is the text. The board has it. It's in your packages. I emailed it to me. It's all there. >> Okay. Thank you. >> Thank you, Madam Chair. >> Yes. And and next talk a little bit about the $61 million. And we

018wanted to kind of start there because that is we kind of want to kind of talk about what was included in that $61 million. 8 million of that was a request from principles and directors. So, we want to kind of start that conversation with the board. You know, is $61 million is is that a good a good ask? Do we the board want to go do more than that? Uh, you know, what what is, you know, so that the conversation we would like to at least start with uh in order for us to make sure that we can shift, you know, the superintendent's ask based on the needs in the district and the needs and the wants of the board. So that's kind of really we wanted to kind of start this meeting with that

019conversation in order for us to make sure that we're we're adding back to the things that the board is wanting us to add back. So that's kind of where we are. >> Mr. Mayor Mines. >> Yeah. Um so I I wanted to answer Dr. Avery's question here about what do we collectively go and ask for? And I think in the best interest of the kids, we should be asking for this $44 million plus whatever we cut out last year. So that's inclusive of librarians, guidance counselors, social workers. I'm of the mindset that you asked for this, there's always going to be negotiations and you're always going to settle somewhere below. I think um we should be trying to do what's best for our kids and try to get some of that stuff back in addition

020to trying to um get this $44 million. M chair. Yes. >> This just a clarifying question for you, Mr. Himemenz. Uh a lot of I think some of the ask that the principal has asked for within that $8 million was bringing back some of those individuals that that you're talking about. You know, now we can we can analyze it to a point where we can say, well, and and that's one of the requests of one of the board members to myself and Nester. you know, what did we cut so that we can have that number of those positions and and and and try to put a number behind or a cost behind what that number is going to be. But we also have to discern some of the requests of the campuses because those assistant

021principles, I think we've rolled a lot of those in the ask >> based on the the the principal's request. So, we have to kind of work through that and we're that's the charge we've had over the last last two days, but it's been a little integral, you know, uh, conversation with my staff as how do we do it? Uh, so I I I appreciate the clarity of what you're wanting. I think we're leading into that with the request of one of the board members as well. So, I think we're we just need to be able to come back in the next couple of days to see and and have a better number of of of the cost that was deleted based on the ask and see if we have a happy media in there that

022we can kind of come with uh to bring back to the board. >> Perfect. Thank you. >> Um, Mr. Daniels, >> thank you. So, I I I just want to because I'm hearing an echo, but that could be my system. So, Dr. Avery, I just want to make sure I'm hearing you correctly that with the 8 million that you asked the uh campuses to do, uh just so I'm clear, you're you're saying that in the budget that you have presented, some of those line items or those requests might be reflected in the budget that you're proposing or the I or the the different scenarios. Am I am I am I correct in that understanding? only it's it's only included in the $61 million budget that was presented. The school-based budgeting, you know, um is is

023that $8 million is is within that proposal, not in the other two proposals. >> So, Mr. Nester mentioned about I think 44 the 44 million. So, is anything in that 8 million reflected in the 44 million from the uh >> pardon? >> No. >> Okay. Thank you. That clarifies. Thank you. >> Yeah. That just a simple question. I I understood the other day, last week, and I understood again tonight that page 26 of the packet we received last week. Yes. >> Was not included in the 44 million budget. >> But that is what you refer to here as the 8 million. >> Yes. Correct. >> 61 million. Yeah. >> So these items are the 8 million. >> Right. These items are the 8 million on page 26. >> You know, and yes, >> what page

024is that you're referenc? >> Page 26, Mr. Daniels. >> Thank you. >> There it was on uh in the packet we got last week. That was the $8 million. >> Thank you. Thank you for letting me see it. The slide deck. Thank you. >> It was not included. >> Got it. >> Thank you, >> Mr. Coll. >> Yeah, a couple of things. I do like M point. Um, total value. Just for a little historical context for people who haven't been through the employee era from 2016 to 20120 there was 231 positions of eliminate. Each one of those positions is still needed today. Talk about what our kids need and what our kids don't want. Our kids need what grand got. Our kids need what Westport got. We should be shooting for the stars of what

025our kids need. We asked for every single thing that we need. Not what we think the state is going to give us. Not what we think is an acceptable number that we can strike close to so we can feel good that we only got two $3 million less than our ask because our kids need every single one of us. We have we are currently in a district without a single librarian. We've got we brought back the kindergarten par profofessionals but on a part-time basis we lost full-time kindergarten par professionals that we were when the 47 was got were taken away there was one for every two kindergarten classrooms districts around us they got kindergart they got par profofessionals in kindergarten and the first grade why do our kids deserve any less why why why would

026we accept that we shouldn't be asking for more than the bare minimum I mean, we're sus we're below sustenance level. Now, let's be real. Every day we operate at the level we are, no matter how good our staff is, out here in this future is being robbed. It's a little more. So, my my proposal would be to bring back at a minimum every single program and personnel that was excess position. cuz some of them are personnels cuz they're not existing positions that were filled. But all those positions, they they need to come back. But this children deserve nonetheless. We have to ask for $100 million. And people look at us like we're crazy. So be it. Why are you going to look at me like I'm crazy? Well, because I'm asking for the city and

027state of Connecticut to spend 20 26 27,000 per people like they do in Gren, like they do in Westport. That's not crazy. If money doesn't money doesn't help outcomes, tell everybody else about spending so much. I mean, we we we need to reach for the stars via and I would just like to um add a little bit of more clarity to what was saying about the internal service fund and the cost $20 million and all that that we're going to need next year. Even if our staff members did not receive a single raise, even if the cost of power did not go up one single dollar, we would be $20 million in the whole group. So that's excluding staff raises. It's compounded by staff raises, which they do deserve. God bless everybody serving our children,

028sticking out tough, but that's the magnitude. We're starting out $20 million in a hole. So when we sit down with our city council, when we sit down with our state reps, if we give you $44 million, where you going to go? Where they going to go? Go to fill the hole, right? If you give us $45 million, ask us what a million dollars. Then we can tell you something. That's all I got right now. I have one question. um the nutrition nutrition calculations on the healthcare and the contribution back to the operating budget >> for retirees. >> Was that was that recalculated at the 14% or was it recal 20%. >> the >> for their retirees? >> Yeah. for and for the retirement to court. You said some courtesy as well, >> right? For the

029retire would front the money whatever it is that's what they're going to reimburse us going to give them. >> It's going to be a dollar for dollar. It's not going to be it's going to be for >> Mr. Mad Chair. I have only question. We could be all night talking about this report. Get this, get that, you can be forget it. Want to know how long we going to be waiting for the state keep the money to Brisb public school. How long we have to be waiting when they know cabinet do the job you got the report principal each department I don't know what else what kind you know every time I see papers it's like I at more numbers you know and everything go up and going and up because this is for the

030children state they know what we want the state know that our city the more big one in the Connecticut they know how many kids we have they know everything whatever they want imagining if we ask the member get paid. So the month is going to be more and we do this free. We take our time to do this for Bridgeport Public School for our students, for the parents, for staff. We work like a you know like a team like together. But sometime we got to say enough is enough. You have to step in and I know you makes a team and support you but instead have to understand what else they want. I know they give everything what they want. They have to understand this is for the children. Kids don't want to be suffering

031you know. So I don't know what else they want because um you know this is get stress you know they take our time physical spirit everything this is not easy you know so I want to know what else they want. >> Thank just to kind of clarify and and I appreciate your your your comments there but I think one of the things you know I can't speak for the state. I don't know that. But all I can say, I know the state is wanting the district to make sure that we've looked at every aspect of our budget and making sure that we are um stewards of taxpayers money, the money that the state gives us, the federal government gives us, and that we're doing the right thing. And we already know that we've had an

032audit. Nothing come about about other than systematic things that we know that we have to tighten up, right? uh we've we've done you know cost cutting measures to get us to a budget that is is is palatable for you know us to make the recommendation right we've done a lot we have the state technical assistance teams two sets of those individuals in our district you know managing and supporting us you know every step of the way so you're right they they know they they've opened that that window and looked inside okay there's something, you know, um, you know, illegal going on within our system. We just have like funding and and I think, you know, in my professional opinion and talking with people from the state, we were we're at opening session today, there's a

033lot of conversation about funding of school districts in Connecticut. Uh, and we're right at the heart of that. So, so when you talk about what else do they want, you know, they want us to keep looking until that final number is given. Uh, and we've looked and we've come up with numbers and we have uh 25 a list of 25 additional things that was given to me yesterday that we have to keep looking for, right? And we in the state technical teams are helping us do that and we're going to do that graciously. uh and we we'll make a recommendation to the commissioner, you know, in the next week or so. Uh but cutting anything else is not a real solution for us, right? We're we're just needing support and and [clears throat] and support

034for the children that we that we manage and we support. Uh and that's all that's where we are. So, I don't know how long it's going to take for them to be able to to make that decision, but they don't have a lot of time because by June, we have we have to pass budget and we have to know what city and state is going to provide us. Uh, we kind of already know. I think the federal government just put their numbers out today. I think was approved. So, we we'll calculate those numbers, but from the city and the and the state of Connecticut, they're going to have to figure out what they're willing to do to support us. And so hopefully that going to come pretty soon Albert. So >> this is one of

035the reason this is with the different because years back in former superintendent they always do the budget and the budget stay in a limbo and that's why the city was talking about the municipal public school students not doing the correctly the budget I was reading now that the budgets were working with a great team and you open all these drawers and windows and everything and you find out what's going on. I feel that the state say, "Oh my god, now these people they working the budget the way it's supposed to be >> because I I was be I'll be there and I was written." So that >> and now they know they they and the only thing I can worry is that I hope when this thing is done they come then not lock the

036doors for our childrens and that's the you know because we working and working and working and your team working at the hours and working days off and everything we have to respect that I hope in the in the end is a nice beautiful solution for our kids not be closing the door say we don't give we can't give it to this or we cannot give it to I think all of us we do amazing hard work >> and and I couldn't say all this this is a collective effort. Okay. We can't as a school district to do it by ourselves. The board can't do it by ourselves. You know city we it's a collective effort and it's a it's about the approach and the uh the mannerism that we carry ourselves in order to make

037it work. Uh and I think we can be aggressive about the things our children need. And I think that's what we're going to do. And as we as we start this legislative session out, we're going to be very aggressive about what our kids need. And so I think that's that's the best thing we can do collectively as as uh as a body and I think that's what we're ready to do and I think so so we're going to mobilize uh and we want to see the Bridgeport community come out and support us in that effort. So it is what it is. >> Thank you Dr. for everything you guys >> say. Um Dr. and I have both met with the delegation. I know individual members have not talked to your reps and and we we

038do have some support from our own delegation this year, right? Um they're they're they're having that conversation with us, right? They're they're telling us go for the big number, right? Like let's let's try this out right here. Really they're ready to go um battle for us. So I think um as we take this workshop, we really whatever number we come up with, we really want to focus it back to how it's going to um help our goals. set goals beginning of the year. Um, I think we should be aligning that budget to those goals and that's what we're already doing here. Um, we want to see academic achievement on the rise, right? We want to teach recruitment, retention, um, the fiscal responsibility right there in front of you. Fiscal responsibility and sustainability. We can't sustain

039a budget if we're asking for a little like not enough to even get us to this year, right? So when we ask that for that money, I'm all for asking for a a larger amount like 61 um to be able to sustain us for this year and years to come. Um so Mr. Chamber, I saw your hand up. Go ahead. >> Yeah, Joe and I had this talk coming back from Harford on Monday. Um trying to figure out what we've lost and not lost and had. Um you there was a discussion um in the summer of 23 uh of creating uh a committee to establish a an ideal staffing level. Um and um New Haven had done this several years ago. Uh and so the idea was not unique. Uh it was modeled after something

040New Haven had done. and I spoke to the board member in New Haven who had shared the committee and and led it. Um, and the idea is look, if we had all the money we needed, what would we have? Librarians, merits, how many kids staff have, how many classrooms, all that stuff. And that's what they and they do have that. If you go to their website, they have a a an ideal staffing level and they measure everything by that. And that gives you an idea then of what you would, you know, if you had the money, what would you spend it on? And they measured what they have by that. They when when the union negotiates with the board, they measure that. They It's there all the time to sort of measure. This is what

041we have. This is what we should have. Um, and that's what it provides. It's a measuring stick for this is what we should have. Um, and it it's another way of looking at what Joe was trying to articulate. Um, how what should we have? um what would we want in an ideal world for our children? Um and that's really what we're talking about here. I hear it in in Mr. Eststerary Himenez's comments. You know what what would be and and so if you look at and he and I disagree slightly about what the amount is, but you're looking at somewhere between, you know, 93 and $101 million if we were fully funding the ECS. And so if we have that kind of money, what will we be spending it on? Um, and that that takes

042care of your $20 million uh ISF shortcoming, uh, it takes care of our deficit or whatever we're calling it, Esther. Um, and it takes care of our uh, you know, we meet that and we have extra money to spend on other things that would enhance the learning for our students and get us down the path. down the path, not there, just down the path towards what other districts are offering. And the TAT team, uh, the first TA team, TAT team one that came in here to help us, these were guys with experience as educators in Connecticut in districts that had more money in districts where they knew what good education looked like by their own admission. Not in district like this. They didn't have any experience in a district like this that was underfunded. They

043had experience in districts that were more properly funded. I won't say they were all properly funded because I think one of them worked in Vanbury or somewhere up around that area, but in districts that were more properly funded, if not properly funded. And so that's what we aspire to is a district where our children are given the same opportunities as children in a properly funded district. And so we want to say be able to say that if we do our jobs right and our children are given the same opportunities as the children in a properly funded district, our children will perform and and thrive and and and shine just like a child in every other district. We know this. Our children are not, you know, incapable of doing that. Our children are quite capable of

044doing that. We know this. Uh we believe in them. We believe that given the opportunity and that's what we aspire to. So the question tonight over the next week I guess I'm not quite sure the timeline here but is what are we going to put in this budget to take a meaningful step towards getting there. Now, I don't believe we're going to get there in this one budget, but what steps are we going to take to move us in the right direction um and and get there and take a meaningful step? And we have uh you know in these discussions you know if they were to fully fund the ECS we can take a heck of a step to get us in that to get us there to start start down that path to giving

045our children the same opportunities as other children in in other districts. >> Thank you for that Mr. Tor. I think that's you make a very valuable point. Uh and I think as as we conducted that school-based budgeting process with the campus principal and directors, I I feel that is the first step towards making sure we're getting and providing those services to the children that we serve currently. I mean, it's not it's not all the way there, but it's it's a it's a really good effort. And I think that's one of the the the emphasis that the state provided us wanted us to really take on take into consideration because if you're if you're providing principles at the ground level, you know, the things that they need that they feel they need to to thrive and

046and do well within their walls. That gets you where you need to be. And and then then you have a little accountability to kind of help support and move that forward. So, so that that $8 million ask is is again I think the right step in the right direction. >> Well, it I know that most of them feel like they're bargaining against themselves. Expression used in labor negotiations. You're being asked to bargain against yourself and and it's what we're doing. Okay. Well, how much can I ask for? Too much can I do? How what am I going to ask for that I think I might be able to get some of? you know, versus what do I really want? What do I really need? What am I, you know, and it's like, you know, [laughter]

047and it's like, and they keep coming back and saying, "Well, do you really need this?" You know, you know, >> cuz we did have that conversation. We was, it was back and forth. So, it wasn't just they make us and they make us go back and ask again. And they make us go back and ask again. And it's like, "Oh, mother of God, please give us some more money and let us not have these discussions. Don't make us tighten the belt a little tighter. Don't make us justify it three times, you know, you know, let us spend some money on our kids. Let us be a little lavish with our kids. Let us, you know, overindulge our children. Um, because they've been under underfindulged for so long. Um but you know we have to somehow

048do things to justify but but take a look anyone that wants to look at it look at the staffing chart for Bridgeport. Take a look at the one school where the state tells us how to staff it and fund it. Look at the classroom size in that school versus every other school in Bridgeport. 15 kids in a class. Oh my god. Wouldn't that be nice if the entire city was 15 kids in a class? But that's the one school where the state tells us what the staffing what this class size should be. Why didn't the state tell us we should do that in every school in the Bridgeport and give us the money to do it? So >> there's some clarity I need to bring out here. People under the misconception district money not spending

049money wisely. There is this part of hidden cost that nobody knows or remember contribution rate merge which is the employer contribution rate for regular employees. This is towards your pension. In 2014, the employer the district was supposed to contribute 13% of the employee salary towards the pension. The latest number that we have for next year is 21.93%. What it means we're paying next we're paying 8 million. This year we're going to pay about $8 million in employer contribution. Next year it's going to be a little more. Basically what it means is that if the rate did not go up, we'll cut we'll be paying 4.8 million. Now we're paying 8 million. So 3.2 2 million increase was the increase that the the state pension board factored in that the employer has to contribute to an

050employee. So people wonder where did the money go? >> State shifted the the state shifted the contribution to the city >> an employer is and by the way I don't mean state department of ed I mean the state as a as a body is shifting that funding >> right >> to the to m municipality. >> Yes they claim that the pension fund was not a sound. Well, that is a problem in the state. That's why affording them to catch up to catch up to for it to be at with the employee has to increase their contribution, the employer has to increase their contribution. But the bottom line is that of the money you're getting from whatever you're getting from the city and from the state, 31.2 of that >> Yeah. >> has been paid. >>

051Well, and and agree that you have no question. Just to put all that in context, we all understand that the reason the state is building up its surplus is to pay off um state irresponsibility with regard to handling its pension fund for so many decades that it's now trying to catch up on payments that it hadn't been making to the state employee pension funds. >> Um and that's what it's doing. It's not being responsible with regard to that stuff, but that is a problem that the state has had handling its own money or money management problem. So, you know, I'm not here to blame. I'm not trying to explain how the district >> I'm just pointing out that that he who is without sin should cast the first stone. I'm just I'm just trying to

052clarify as to what is eating up whatever portion of money that's being given to in beyond the district control. It was not spent on some of them were kind of mandated expenditure you have to spend. So that's all I'm trying to get to. Yeah. >> 3.2 million of whatever increase you've been given over the years. Every year is a free 3.2 2 million of that is attributable to something the district does not have control over due to increase in employer contribution. That's all the important. >> Thank you, madam. You know, it's kind of funny. It just brings me to something the governor said today in his address about record-breaking returns on the investment. was calling out how well the pensions how the pension investments were going and that there's record returns and investments and how

053we're doing so very well as a district and as a states in our investments. So I don't I don't know what these 31 was essentially 31. >> Well in in 2020 2014 it was it was 13 13%. But next year which I have to bring to the board attention the financial impact. This year is 20.78%. Last year the state pension board just voted the bill rate is 21.93%. I have to bring that dollar impact for >> question. When the state calculates that they base part of that on the returns of the pension investments, correct? >> Yes, our yes. >> So if the governor did in fact see record-breaking investments that should come down should be >> they just voted. So I just saw the letter collection on my email from the state board. So I

054have to bring to the board the financial impact of that increase in addition to the body again is what I'm saying. >> You're making observation based on political position. >> Not observation. >> No no no Mr. Sakovic is making a comment based on political versus actuarial reality. >> No I'm repeating that you're commenting on his political posturing versus Netor's comment on all time when voted by the voted by the state board effectively >> which is based on on on numbers people like you and Mr. kind of a politician. So I have to bring to the board the dollar impact goes toward operating budget and the grants because again the grants cannot absorb the account. It has to come has to be absorbed at the operating point again just like we absorbing your health insurance I

055don't want to throw a number but it's something we have to add on to the 44 million >> Mr. Daniel so everybody will know at fair July one each payroll you have to wage in this state 21.93% >> Daniels >> thank you match just a point of clarification through you Dr. Avery. So, the I'm going back to page 26. That's where my attention keeps me. So, for the other positions, and please forgive me, it's in the packet. I was looking, I just couldn't find it. Uh, does it break down what those positions are that the U campus principles requested? >> Yes. >> Is what page is that on where I can find it? >> Page 26. >> Yes. >> No, he's under that. You have other >> Oh, you talking the other position. Marge, do

056you know what that >> uh Yes, we we took that apart um this week after our meeting last Thursday and buried in there are uh and it was depends on where it was on the spreadsheet, but there are additional I believe 10 additional multilingual learner support people, two school counselors and to uh uh social workers. >> Great. Okay. Just for my edification, what's the difference between a social worker and a school counselor? >> It's a big difference. >> Give me Give me the quick, you give me the quick answer. I'm a fast learner. >> school counselors work with students on general academic needs and support in school and social workers work more with families and and things like that and their special education. Thank you. >> Thank you. >> A different type of certification as

057well. >> The school counselors. >> Yes. Social workers. >> So >> with the school I guess my question is with the schoolbased budget um where do we fit in librarians? >> They were not on the ask list unless they came Yeah, they were not on the ask list. That was not a high priority. The high priority were assistant principles. That was I would probably if I had to pick one thing that our our principles really requested was getting that additional building support for day-to-day operations. Yeah, >> for me it's the instructional coaches. Um is my >> Yeah. >> Sure. >> Good work. >> What does that mean? And they weren't on the ask list like people didn't ask for it. Correct. >> Okay. >> People didn't ask. They had other other items >> raised by

058the building administrator. >> Correct. They it was multi- focus multilingual sped. I >> I just was checking that it wasn't a list you promagated. No, >> it was their list they came up with. Nobody was asking for librarians. >> Yeah. >> For cl for clarifying measures. I think it was just when we started the whole process of schoolbased budgeting, it wasn't it was just really from I guess more of an instructional management perspective. I think came in to have those discussions. So I don't think they really looked back at at what was already cut. They were just looking forward and looking at the needs right now keep things moving forward. I feel that was really more not specifically, oh, we need librarians, you know, because they've been working through the librarians, you know, uh, you

059know, perspective this whole year and they they they were able to manage that with staff in their ability to do certain things with it. So, I don't think it was that it was not a need. Uh I think it's just more of just okay we can we can keep moving and assistant principles were they need help in management of the building that kind of thing more so than anything. >> I like the idea that uh Mr. Kovic talked about, you know, before we started the meeting, he talked a little bit about, you know, being able to look at what we've cut since last year, what we've cut in order to be able to see if we can bring those things back into play in this upcoming in the new recommendations so that we can kind

060of bring back. I think there's a there's two different, you know, themes here. You can ask for all that you want, but you can be realistic and ask for the thing that you feel you're going to be able to if we can get it, it's going to work for us. So again, I I I see it both ways. Uh but I think it's a matter of how and what the board is wanting and then we will go back and connect the dots and connect the dollar amounts to positions that were cut in the past and what we feel we can bring back. I think that as a board when we were sending our recommendation for that $5 million, I think library especially as a board we we decided that was one of our our priorities.

061I think that's something we could also like look back at and see whether it's at all all our schools or if we start with you know high schools right to you know I would say all schools but like if we had a compromise somewhere um you know I think that that's a good idea to look back at what we lost and um also like what we wanted to say was almost everything I guess but the priority items but >> just to clarify what uh madam chair said you know you guys did give us a recommendation for that $5 million that we're supposed to be getting from the state. Correct. You know, and a lot of the things that you guys put on that list were deducted from that deducted from the whole budget, right? So,

062I think we can bring that $5 million ass back to play as well as we look at what the principles and I think we're gonna we'll be able to join join forces on those two recommendations to be able to, you know, up the Annie on our ass for the state as well. So, I think it's a looking back, I forgot about that that ask. And if we get the $5 million, I did have, you know, ask the city when we're going to reunite that conversation, you know, because I think we need to, you know, you know, have that discussion and they need to have that discussion with the state. We need our money and we need to make sure it's already allocated to us. We just need them to make that request. Uh, and hopefully

063we'll be able to get that. So, it was asked again today and hopefully I'll have a meeting date set pretty quickly on asking for that 5 million for the next two years or this last year and this year. So, >> Mr. >> Yeah. Um, I think we might be missing something. Um, we're talking about schoolbased budgeting, but all with due respect to administrators, there are a couple of steps removed from the classroom and they might not be seeing certain things like a principal is not going to directly feel impacting that dayto-day job missing professional classroom or missing the librarian. People are going to feel that are the people covering that spot and making do with that spot. How does that impact their day? The teacher or whoever they however that librarian is being co that

064librarian time is being covered is being covered by probably the teacher who was supposed to be having a prep period or some other some other way or mechanism that's impacting that teachers day and that staff members day that they can't put the focus where it needs to be on that. So I think when we look at schoolbased budgeting maybe we should um have maybe the the unions at the table saying like what they need because I know it's hard it's hard for us to like directly pull the teachers themselves to them to what they exactly need in the classroom cuz I find it hard to believe that if you were to pull teachers like 100% and everybody comfortable that the teachers would not be clamoring for librarians back in the building that they would not

065be clamoring for par profofessionals back in the kindergarten classrooms one to one one classroom eating each chair cuz I I I don't know the students here >> as a former as a former principal you know I think differently than that because in my building I know what my teachers are wanting. I was in those classrooms enough to understand exactly how and what impact they had. So as a principal, my job was to advocate for PR teachers based on what my professional, you know, opinion about how I'm going to really enhance academic in the building, enhance behavior in the building. That's that's the that's the most important role of of the principal. >> I knew I knew I knew it was going to come up. But it's it's like saying I'm not I'm not a racist,

066but and you know the next words aren't going to fall well, but they they're definitely words that can be said. Maybe they can be said more tactful somehow, but >> find your your your strong administration in buildings, they they solicit input from teachers all the time. And I think that is just a daily occurrence of of how you uh you know, because that building is a representation of the leadership of that building. And so you have to be when when when you see principles do that, it makes it makes magic in their building. So I think that's really the hopes of how we're wanting to make sure as we move through this whole trying time, they will add value to everybody in that building and what everybody is supposed to do and impact kids academic

067growth. So again again just reiterating contended administration this is the impact in the class because I know for example in case you got to two guidance counselors my son is just graduated pace lo for his guidance counselor me being a board member my son going off to college and trying to find the time with his guidance counselor thinking properly service service because the case load is so big. Not because this guidance counselor is bad and missing stuff, but because they just don't have the capacity to service all our children. And that's something the guidance counselor will see. And that's something that kid will see, but it's not something that necessarily might show up in a number somewhere that somebody could catch. >> Saber. >> Yeah. I I I actually tend to agree more with Dr.

068Avery on that one joke. Um, you know, there are clearly administrators who are slacking, but for the most part, if they're doing their job right, they're aware um of what's going on in the classroom. Um, but you know, and they're aware in the right way. Um, but, uh, so they they should know that. Um, so I but I think that uh and they're aware for instance there's nobody that wants an extra option for prep time than an administrator. You know, scheduling prep time is is a pain in the neck. So if you have libraries with librarians, then that makes schedule prep time a lot easier. um uh you [clears throat] know so that's to the administrators you know that makes their job easier so it's it is something they're interested in it's not something they're

069not interested in um so I but I think that looking at this when you look at the 5 million we already spent a part of that 5 million so yes we we rehired the kindergarten So >> it didn't come up at 5 million. >> Pardon? I know. I'm saying. >> Oh, so you're saying to pull >> there is there is money out of that 5 million to be spent elsewhere. Yeah. Is my point. >> So because we found another way to spend to rehire the kindergarten parents. So the five there is money in that five million. I don't remember the exact cost of the kindergarten parents, but it was a couple million I thought. Um, so that couple of million can be used somewhere else is what I just wanted to remind everybody as we

070look at this. Um, cuz we found another way to pay for that. Um, and [clears throat] so, uh, I just want to make that point. Um, there are other things too that I want to mention. The one that comes to my mind because I hear about it a lot is that we haven't raised the amount of money given to art teachers for art supplies in 15 years or more. Um, so they complain about that constantly. I see a smile over there. She knows what I'm talking about. Um, they've been like the ECS formula frozen for oh too long on what they can buy for their art classes. every year that's a renewable they have to do that every year and so if their cost has been fixed like the ECS formula for too long that

071means less and less that they can buy for their students every year and so that's a fixed cost there may be other things like that for other classes like science classes or other things where we've frozen the cost and so there may be another area like that that we haven't thought about that we can increase next here in the 44 million budget gap. It includes the increase of of money we give to teachers in the operating budget from 20 to 25 per student. It does we increase it for next year but in the next year but >> money the money you're talking giving to teachers >> um you're talking about the per student contribution per class that's not the same money >> for arts I see >> for art you're talking about a contractual requirement

072we we have our location for do that from $20 to $25 I'm right. Right. >> Yeah. >> Okay. There is a contractual obligation to give every teacher a certain amount of money per student every year. >> Correct. >> That's not what I'm talking about. I'm talking about the money that you're required to give our teachers to buy supplies every year. That's a different amount of of money. And there may be other money that I'm unaware of right now for other teachers doing other classes. Right. And I'll give you another example that I remember from years ago that I bet hasn't been changed. There is a room at Central where broken instruments go to die. Uh because we don't have any longer a budget for repairing those broken instruments because we used to have somebody who

073fixed instruments and that position died 15 years ago or more. Um, >> I just wanted to I just wanted to add in that eight but to to your we're doing $2 per student for the art supplies reimbursement. >> Is that an increase? >> Uh, no. That's what it that's flag but to to look when you look at that 8 million that's that's re think of it as urgent. This is because I think when our our I know our principles know what's going on in their schools. They know what their teachers need and they came from a place we we increase our allocation model to begin with but then they were adding on what is that basic need that you have. So to your point you're absolutely right things like our magnet schools have interventionists our

074other schools do not. that would be an area that I'm you know what I'm saying there's other areas that we can add on to to your point >> and I and and I would agree with you Miss Hughes um completely about the importance of interventionist academic and social interventionist completely I'm not disagreeing with that on those basic core position and the importance of >> um I'm only raising other concerns that may absolutely not have come up from the administrator's point of view but from a teacher's point of view might have come up since I've heard our teachers tell me for years before I retired this is an important thing that's never been never addressed. Um it's just one of those things that you know I' I've had my ear bent many times about the importance

075of that issue and it is one of those things that you know one of the timehonored traditions of contract negotiations is increasing the coaching pay that never gets dealt with you know you know so I just know those are things that come up and that was one that just hasn't come up so it's an example of what Mr. Mr. Kovik was talking about that wouldn't come up necessarily from an administrator's point of view but it might come up if you embed it or heard from teachers in a particular you know survey that's and if we could use uh I'm blanking here think whatever our program is our survey thought exchange exchange close, [laughter] >> you know, if you did a thought exchange, you know, with people, you get you might get some some interesting ideas

076there and and that would be a way to reach out, but it's it's not here. We we have a budget to decide. I get it. Um, and we've you've done a you followed the suggestions that came to you. Um, so thank you, M. I also um just I know Mr. Regina had a question. He just stepped out but anybody else have a question? You comment? >> Yeah. Um far as the instructional cultures, are we talking math, literacy? >> Math and literacy. >> Um ideally we'd like to have some for multilingual learners as well. >> Do we have before we access this various levels? I know we have >> these um 10 and 10. >> 10 and 10. with the district >> with the district and >> we were much back in the city years ago

077that >> we started with one and a half learning building we had math and uh ELA volume >> two and a half and a half literacy at black one and a half math at black other districts have >> no I'm just saying so there was a much higher number at one point >> we're trying to be conservative in our ask I I'm not arguing. I'm just saying when Joe asked how many it was much higher than >> Yeah. Yeah. And just just hearing that word conservative is on to redirect us right now in our ass. We got to be liberal and after we get the budget, >> that's when we got to be conservative, >> right? No problem doing that. >> I have no idea 10 was the latest cycle and then so 231 position

078we have that quote better than that we knocked down little by little as well over the years. So we got so 10. So that is enough that 10 that was [snorts] 20% was 10 to the eight. So anything else for those two years down but I just wanted to get my yeah wrap my head around >> just want to thank uh all our thank you madam chair. Sorry I just want to thank all our board members that are here and present. notice that we're all here and I appreciate everyone that's here with us. Um I don't want to have my Jason moment today that you guys know some of you know what that means. Um when are we going to as a board madam chair or super I think that Dr. Avery when are we

079going to have a board meeting to dissect this as a board because this is actually a committee meeting and I just wanted to ask that question first. If if if the committee votes it, the full board is coming Monday. >> Thank you. Um >> and open it up to the full board to to have that conversation now. So your own numbers each open. >> This is great. Um let's go to page 20. Um the transportation. You guys know I'm always into transportation a lot. So I'm just going to touch there. I want to see where we got the numbers from because they're not mapping for me. So I wanted to point that out today. it was a chair. Um, so on that page I see that for 2025 it says 28. Um, and then the

080following year 2026 this year we see is 30 and then we seeing that ask or request for 32.7. Am I reading that all correct? Yeah, let me clarify if you remember >> and look good. I didn't go ahead. >> 25 is actual. There's 4% submit increase. 25 is all number. So you got two years of increase 4% 3.75% on the 28 plus increase in routes for specialized students if they need that to be under. So those numbers again I'm just >> 28 is actual >> 28 actual I can see that forecast >> 27 27 is actually two years behind but let's not forget 26 is 31 million forecast for 26 end of the year is 31 million but there is cost of living increase 3.7 what we try to pay plus other private special out.

081So that's highly in pretty much 1.2 or 1.3 $1.7 million increase. Let me know when you guys are ready. >> Thank you. Um so again you see those numbers there on uh page 20 then on your on your face sheet that we were given with the numbers um I see a number for transportation at 28.9 and and I see that that says the revised budget. So I'm wondering where's this revised budget on this sheet here that you given us on the big one but on the report that we got from the superintendent >> there's a difference between and in the budget that you see there you recall when we did the budget that budget included walking extending the walking distance. So the cost of walking distance or savings should have been gotten from walking distance

082were taken out. That's why you have a lower budget >> on this sheet here than here on the paper. >> Yes. >> That one is has the savings that we got. You're saying? >> Yes. Factor in the deducted from the to what the total cost would have been. >> And we're saying that the the focus focus gives you the true cost. or the foc sorry with all due respect if forecast can't be the true cause that's what is actual so forecast is what we're looking at projected and in the school year we're going to be doing I understand what we're believing so I just want to make sure you understand that I understand I'm just trying to see the number so from that we're saying the forecast that we might be ending up we're going

083to be asking for transportation 32.7 7 and I know Dr. a your statement before through the board. We were going to ask them to give it a 0.5. We're going to wait or actually we're going to try to work with them >> and and that that's in the numbers as well. That's only about 160 thou $163,000 savings. So, um, and I'm not sure where necessary to put that, but it's, uh, and again, we haven't even finalized that yet because we're still, it's one of those the agreements where we have to pay the transportation, uh, invoices monthly on time in order to get that savings. So, that's not even in play yet. So, because we had to finalize that agreement, but that's a forecast of the savings only $163,000, which is >> money, but anything is

084is a great savings. So, >> I'm going to stay at that big sheet if you would. Um, because I know I just been bounced around. I feel like I'm in back in Puerto Rico playing my five cent pinball machine. Um, so on the >> clarify, sorry, go ahead clarify. Just for clarity, >> the 165,000 potential savings is not factored into next year budget. I can't be back based on he said, she said. I'm sorry. >> That was clear with what Mr. Dr. Avery said. >> Okay. >> You're not even talking about that right now. That's been everybody to be clear. >> Oh, absolutely. Just like Dr. Abram said, tell him no. I mean, when you pull So again, I go back to the pinball. Um the revised budget for 2026 on your sheets. I know

085you pulled me to the side and try to draw reference to it. >> No, I'm just I'm just giving reference for the first page. It's the the actual the revised budget for 2026. Yep. >> Um, you know, we talked about that 294 and like I said, you pulled me to the side to just talk about that real quick because there's been a lot of questions. I know you explained it to my colleague, [clears throat] Mr. Colbe and all that stuff. So, he's 10 steps ahead of me, but I'm just want to talk about the ISF fun when it comes to this number that you spoke to me. >> And this is telling me for 2026 according to what you showed me and you taught me that we're that's that 10,000 that's in the red parentheses

086>> 10 million. >> That 10 million, sorry. Yes. That is from the ISF. >> 9. Yes. 9.5 of that is what the board had already adopted. >> 9.5 out of that 10 was already what the board adopted. >> Yes. >> But if I'm right a little earlier in the discussion today, you were talking about some number of 21 billion. >> That's in the monthly financial condition. Okay. Do you have a copy? Do you have a copy of the service reconcil I didn't I have confidence if you recall the last financial conditional report we did we used we used the 9 >> we used the 9.5 million and we still had a deficit of 8 something million that's correct Right. So the 8.7 million deficit you had plus the 9.5 is what makes up in the

087US. >> Yeah. This is all from the ISF. >> That's the reconation for June 30th. That's the balance of the intell 21.8 million. Now take away $20 million. That's deficit would have ran this year. But that $20 million is inclusive of using the >> Wait, you're saying that we're running on a deficit this year? >> Yes. 20 million. >> Of 20 million. >> Yes. But 20 million of that. 9.5 of that 9.5 of what the board had adopted is sort of best is it for you if you didn't adopt that 9.5 would have run a $20 million deficit this year but if you apply the 9.5 plus the 8 million that we declared additional $8 million in gap which was attributable to the $2.5 million uh sp savings which didn't materialize this year. $1.7 million

088of 20 teachers being laid off which we crafted in this year budget which didn't materialize because we were required to have pretty much fill every in [clears throat] grant which we found out we cannot use. Yeah, we we we did this a few months ago. >> Well, I have it right in front of me. There's no doubt about that. I can read it for him. It's >> too I'm just saying we already did this. So, >> yeah, but that's what we were talking >> what we um cuz we're focus we're going to focus on >> and then this one your question is >> well over I haven't even asked the question. I was trying to point out what I'm looking at that way I can learn but then they want to give me flavors and

089all this stuff. So I have an active, >> you know, he was saying about the 294 and then the 10 million. Now he's saying that that includes the 9.5. I'm trying to get to the budget that we had last year was 304 and now we're talking about the deficit and it was 10.5 and they shared to us. >> We're not necessarily talking about the deficit because we've done that. >> I'm talking about this year. This year what he just meeting is for next year. Okay. Um I I think we should discuss it all. This budget very big is something next year. We should not be rushing toward this. >> If somebody needs clarity on something else though, I think we should clar what is the understand. >> Yeah. >> Well, I I haven't even asked

090a question yet. Everybody's been giving me information and stopping me. So that's why I can't, you know, >> you can ask it. I'm working to get there because I'm trying to figure out, you know, you're giving us actual forecast and then budget and then here the transportation is coming up at 28.995, but over here is at 30.9. So, I'm trying to see with the dollars and cent because that's a couple million dollar difference there and I'm trying to compare. Then when I know that we had a $34 million budget, then I get a graph with all due respect to everybody that I sent an email to Dr. Abra yourself and those that are in charge of uh grants, you know, again in Gra telling me that we have $331 million, you know, that we have

091access to. That's where all my numbers are coming from. I am >> in my mind as a pinball machine that I gave reference. So, we have a $294 million budget. You're stating this document here that you're showing us that you showed us, sorry, today. And then you said that the 10 million.376482 that is from the ISF fund that is being used that is inclusive of the 9th 9.5 that I'm trying to figure out where's that 945 that you're referring to budgeted 9.5 as that's an incoming revit we are that's why you're seeing it as a negative you we applying it as a credit towards the expense account in order to lower the budget. It's the same consistency the district had used last year. If you see it basically using the internal service fund as a

092credit to lower the expense. If you look in the here you see the 21.6 million that's the use of internal service fund. That's how applying >> the 20. >> What number you looking at? >> Red 21.6 million. That's internal. >> That's 2025. >> I haven't touched 2025. >> You have to be consistent in the way if wherever you're using the internet service one, however you're using it, you got to be consistent or else people are going to get lost. We applied it as a credit reducing the total budget by 21.6 million. We have to be consistent doing it the same way of this year. Yeah, that is in with all the due respect to you because you were here and I wasn't here either those couple years. That's something that you apply saying that you

093have to be consistent because you know we never to my knowledge to my understanding you cannot reduce a budget by saying okay we have savings so we're going to apply it there so we're going to reduce the budget no we spend that money they spend it there how you apply that we we pay for it is through their internal saving I can understand that but we never reduce I've never heard that word that we reduce our budget because we use and I know that you're trying to say that's how you write it pound. But that's not that can't be factual because we spent the money. So we need to reduce our budget. Our budget was 304 and that's what we have. You're reflecting here 294. And I want to tell you this city council is

094going to be trying to to buy that every dollar and every cent to just for us to justify. And I've been fighting with them for over seven years. >> They always say that they don't know what the board of education is spending their money on. But when we give them these line items and they don't add up. If I have a question, they're going to have a question and I'm going to be able to answer that because even somebody brought these numbers that you you shared in transportation that those are not that that doesn't match to the other numbers. Now, the 1.3 that we were talking about earlier about the kindergarten parents, you gave us a shortfall of 10.5 and that hasn't been fixed because that 1.3 was something that was the 1.3 that we

095reinstituted one kindergarten pairs. That was something that Dr. Avery the superintendent came and said we found money that we were able to save wherever it was and we have that. And so we're asking to use those funds for to cover those pay us. But then you guys continuously brought to us and I still have the copy and it's filled in our website that we have a shortcoming of this year at 10.579 that is inclusive of the 1.3 that we already revealed to you guys that that's not that can't be that's a false statement and that's not true because that was not the way it was presented to the board. Am I correct that 1.3 should not be included in this October 31st document that you guys shared with us moving I don't want to get

096into the 1.3 the 1.3 >> okay that's the only question I just had >> the 1.3 basically the expense would move from a grant to the operating budget in a nutshell >> so why are we showing it here as a negative that mean we're short that's Yes, you are. If you move it from the grant with no funding, the operating budget picks it up. >> The grant had no funding. >> If you ship the liability from a grant, transferring expense from a grant does not relieve you of the obligation if you use the money again. >> So, I think I understand what you're saying. So, those 1.3 I hope that you guys understand it was part of a grant. >> It was a grant. >> It was Yeah. part of a grant. I told you

097it was part of a grant and you guys started to take it out of that grant and put it on the operation cost to cause the negative but when it was presented to us it was presented that not that the case but I I'll move on for right now. So my recommendation to the chair, you know, would be definitely not to ask for the 44 million. In my opinion, we should be asking for the stars. If the the teachers want $8 million to say to the state, to say to everybody, this is what we need to run our building just to run it. Forget about to run it at a higher level just to run it. We should be implementing those $8 million right back into that. I wouldn't waver from asking uh for what

098our kids deserve especially when we know like NL said these are monies that we were expected from before and we we got to carry this over year after year. So we're going to be running know you don't want to use that word because I know I hate that word too. We're going to be always running and saying okay we continue to need more and more and the high numbers. So, you know, I am not for that, but I know we're going to talk about it again. And I'm just going to um I did have one ask and I sent an email already. Um >> yeah, was asking. >> Yes, the the I say earlier the graph, just go to it. the graph on page but besides that when I'm waiting for data on each school

099I'm in certified staff and non-certified staff we have first school for that data oh my goodness with that graph here you go page 28 guys >> I think last would be thought about them breaking it down further >> yes My board will have that tomorrow. >> Have that tomorrow. >> I don't want to be by what I asked for in the share that she asked question for individual numbers. Mr. Ladina. >> Oh, no. I hear you. But she asked me a question that you want to ask state what I asked. The major grants which represents the 26% of the 331,78,867 has 85,21785. I would like that itemized. That was my request. >> Sir Chamber. >> No, I was simply pointing higher. >> 8 million wasn't enough for me. I was saying higher. >> Yeah, I

100was just making a suggestion. I just >> I would I would recommend to the board, you know. Yeah. to to consider a number that you would like for us to go up to. Let's make sure that we can align to the district goals uh to be steward of additional dollars that we want and I think it's it'll be an easier move for us because >> the state technical assistant is going to ask us well what are you going to do? So, as long that aligns to our district goals, we can do whatever the board wants us to do. It's aligning all the dollar increases to our board goals and we can make that happen. And I'm thankful also whatever number we >> to piggy back what we're saying whatever whenever we do such u >>

101propose approve >> approve >> like aligning with the goals but also we we as a board need to really tell that story like it's not we just want $100 million because it right we need to know we need to know exactly what those are going for. So, exactly what uh what you're saying is we need this because we need pair of professionals. We need this because we need library specialists. We need this because transportation is high, you know. So, who's just a college? >> Yes. Um what do I take up and is there a basic final note on the I don't know if we got any other questions but maybe one clarification on that the ISF is going to be moving target throughout the year because I don't do is deemed to you're going to

102have a different because the quarterly just came out for which just now that number you'll see the money that's the money that has been spent as of December and the balance left is not necessarily what the balance is going to be at the end of the year because the projected ending so those numbers are always going to be in flux. Ah that's one of going back to the last point new tape state technical assistance team if they are going to say that we should not be asking for so much money I would like to see them ask stay up you were promised a transparent pro process and we're not seeing these conversations that are happening between you and the trans the um the team I mean because if they if they could justify if they

103can come out and justif ify and say our district does not deserve a 100 mill whatever the number might be to bring back all the positions we lost. I would like them to justify why our students don't deserve this. Why we should not be asking for this. And if they can't justify it on camera they shouldn't be trying to justify it behind the scenes. They should be alongside us with asking the city and the state for more funings that we need and come out because if y'all recall as have you ever advocated that the state needs more money and they said yes. So I would like to see if they will follow through on that because it is obvious as the nose on everybody's face that this district needs more test function. Um before I

104go to Miss Est, I also want to like um make a note that the budget that's proposed doesn't even have contency in it. >> So if there is something that comes up, >> um a god forbid a lawsuit, some a slip and like whatever, we don't even have that in the budget to pay for that. That's right. >> So that's another reason like we need to kind of ask up a little bit because we need a >> you need a cushion. Like there's things that have to >> cost when it goes out. we boost that will >> um so I I do want to make you all aware of that as well because I had that talk with um Mr. Nichol today. We don't have that in the budget right now. Um and so I'll

105I'll leave that back. Is this >> Yeah, I agree with everything you guys are saying. Um but I did have some specific questions about the budget request. Um, and I kind of asked this a few meetings a ago about the insurance and it's just like not sitting very well with me that our insurance is expected to go up by 20 or 14%. Um, but you know, when I'm sitting in these CABE trainings, they're saying, "Hey, if you go and get the state insurance policy, you should see, you know, a 30% reduction if you have wellness wellness programs, and we're not seeing that. So, I guess my question to you guys is, have we compared the um self-insured insurance policies versus the states policies? And if so, are we still expected to save? on chair we

106with the city in conjunction with the city we had already agreed that yes let me give you the history when we we were selfinsured the district was selfinsured by 8 years was getting a little expensive we move we went to the state the state partnership program to be very honest with you we saved almost $8 million each year was a very good The plan from most employees is a very rich plan. Most employees don't want to give it up because it covers just about everything. But it's gotten so expensive now. So we call single. Seagull is an actural company that does the actural population said this state health insurance is getting very expensive. Review and do comparison. If we go back to our self- insurance in summers between the city, we are going in as

107a group. So that's how you get a better rate between the city and the more and the difference was almost there $700,000 a year. Now it's not worth 700,000 aggravating every employee and let's be honest for the union to switch you have to give up something something that will cost you more than 700,000 7 >> it's got to be >> so we are we already exploited seagull already did that report sampling west kind of stuck if you want to put it that We we are also uh having a meeting tomorrow >> with the city to really look at the insurance thing again uh to try to see if there's any other additional options that we can take collectively as you know municipality and district to to offset this cost because we have employees in the

108district that will the their their weekly monthly checks will not even cover the cost of insurance. And so and that's that's that's not good. And so we're trying to figure out is there anything else that we can do to minimize that cost, you know, giving back to the employee. So again, we're we're, you know, because again, when we first started this budget thing, it was 20%. Now it's an actual 14 point something%. as actual which is a huge savings from the 20%. But but again we we are looking at those things uh Menace uh to try to make sure that we again that meeting is tomorrow uh and we're going to have the unions involved in that meeting as well with the city in order to have a deep conversation about because in order for

109a union to say we don't want this program you're going to have to have something comparable and a $700,000 difference is not going to be comparable. Yeah, >> thank you. >> Um I have three other questions. Um oh this one that was kind of two in one. Um my second question is around shuffling. So Cape's been offering these like budget meetings for new board members and I've been taking them and during one of the presentations they mentioned shuffling. So what they were basically explaining is that grade shuffling. So if you're having an x amount of students going from grade fifth to grade six, you make sure that you know the resources for those kids going to the following grade. And what they were basically explaining in short was that there's some savings associated with that

110grade shuffling. And I was wondering if that had taken place as part of the um the budget proposal here, >> Mr. Man, that is that is part of the school-based budgeting process. Uh and most district in the state of Connecticut utilize that process to uh balance the budget. You look at, you know, first grade, you know, you may not need you look at kindergarten going going into first grade. So, if I had three teachers in first grade and I only need two teachers next year going into first grade, that f that that spare first grade teacher is reallocated to see if there's another grade level that may need that that teacher. That's the process that we use to get to the school-based budgeting uh with our principles. So that's it's they may call it shuffling,

111but it's school-based budgeting and and using the allocation sheet that we created in order to drive those numbers whichever way up or down, that kind of thing. So yes, that that that's the process that we use. So we're we're way ahead of the game on that. And uh but but those numbers that $8 billion takes in consideration what you're talking about because you know you may you may not have a movement but you may have to have a gain which is an additional teacher to that campus based on the number of students that they're having to serve for that next grade. So yes ma'am we did that. >> Excellent. And then my last question is around um an email related to BMA and reallocation of costs um that the board got. Um and the question

112really was in our current budget we do not see any um cost related to the reallocation of the BMA. And why is that? because BMA still is going to be an existing regardless of where it is. You're going to have same teachers, same administrators, all it's just in a different location. So the allocation for that campus is part of the budget. And so you're not doing anything. You're not just because you're moving a location doesn't mean you're going to do away with all those allocations. See what I'm saying? So the only the only the only cost associated with that is the movement, you know, the movement of teacher supplies to another location, the the retrofitting of of of classrooms that may be in that the new site, which is also integrated into our our current

113budget as we have it. So you're not going to see any of that, but we still allocate for that. Uh, and so, uh, just like I when I sent the email to you guys about, we're waiting on some things before we make that, you know, a public, you know, statement in order to be able to make sure it's it's going to be allowed. We don't know that yet until um, you know, in the next couple of weeks. I will know and then we'll make sure the board is uh, in tune to that as well. >> Very good. Thank you. That is all the questions I have for now. >> Yeah. Um, if I I think I would like to ask that in order to have a a in order to assess what we want to

114propose Monday night. I I need to see the cost. So, let me give you an example what I'm talking about. Um, I would want to see what the cost of, you know, we have a we we re we rein we re we put kindergarten parents back. um part um non-bargain unit kindergarten paras back in half the classes. I'd like to know what the cost of putting a kindergarten par back in every class would be. Oh, if I may, if I may the two to one kindergarten parish that the board reated is part of next year superintendent but in other words where that eliminated >> understand I'd like to know what it cost us to million >> per classroom >> having two to one now. So if you're going to make it one to one >>

115I'm I'm saying so >> you want those costs >> I want to see some projections for what >> a more uh extravagant budget would be so if we if we put you have proposed 19 coaches >> what if we had more coaches what would it cost if we had >> I don't I don't know what that would be but >> in 2014 we 30. >> Say that again. I'm sorry. >> In 2014, we had 30 literacy coaches, >> right? >> So, if we had I I don't know what the formula would be. So, I was that you you've got a number there, but if we had a literacy coach, a full-time literacy coach in every school of a certain size and in smaller schools, maybe it was a part-time coach being shared by two schools.

116I don't know what the formula would be, but if we were doing something like that, or if we had one in every school and two in every big school, I mean, like I said, we used to have two and a half at Blankham. >> Um, and we had one and a half math coaches at Blackum. >> So, numeracy. Yep. >> Okay. Math we call Rob. those numerous reading writing that's the three hours of speech [laughter] little nerves here >> um but the uh you know so what would those costs be um if we did the increase in arts I don't know if there's others that people on throwing what would the cost of that be um to do that um so that we can make a decision. Okay, that's that's too extravagant in this budget.

117That's that is doable. Let's put that in there. Um so that then we are justifying what we're asking for um it was cut >> um in 2014 and 2016. Um cuz it was what you're talking about. It is uh you know that was when the first financial crisis occurred. >> Okay. Um so but we need them. I mean that's that's something that I mean that's a big loss for our students. Um when we lost the literacy and numeracy coaches we lost all kinds of things tutoring you know after school help um they did a lot come in and do sample lessons in the class. helping to help new teachers learn how to teach certain subject matter. Um they were all kinds of things, professional learning, >> data diving, all kinds >> professional. Uh yeah, on

118Wednesday on the half days they would teach, they would show. Yeah, there were all kinds of things they did. >> So you're asking for um >> I'm asking sort of give a put a price tag on different things. be specific though like on one you want if we had for Monday let's get like so you said um one one pair per per classrooms per kindergarten classroom >> yes I would on particular I'm mentioning one pair for kindergarten I'm mentioning u uh literacy and ma n l n l n l n l n l n l n l n l n l n l numeracy coaches. Sorry PJ I just can't get math coach out of my head. Um so and I thought they were language arts coaches back then myself but so uh but I

119don't and people may have other things like that but if then we have an idea of what the cost is so as we're discussing and we can say oh okay that's how much it would cost yeah let's put that one in there be a fun activity >> thank you m >> oh wait Mr. I just want to make a point um >> before just because you're talking I'm interrupting you. I apologize. >> No, no, I really do. But you remind me part of that would be it. >> That we have trimmed back and part of that would be uh services where I know we've made cuts too. So uh you know George I you know I think that that stuff are things that I know we've got. So thank you PJ but you're speaking reminded

120me those are two areas we've got that we don't talk about. So just thank you. No I apologize for interrupting but go ahead. >> So I I know Mr. Medina has been talking a lot about transportation. So I went back to pull up the transportation rates just I'm not netor I'm not going to give you a slip but but what I do want to do is just get your mind to understand I think we overlook some of this sometimes it's $47016 a day for one bus one bus that equates to 85 5,98.96. [snorts] In 2627, it's now going up almost $18, $1763, which a regular bus is going up to $487.79 a day, which brings us to $88,289.99. When you per bus, when you're looking at busing and the busing costs are going up, that's

121just a regular bus. That's not a lift bus. That's not a van. That's not bus monitors. I mean, Will, you know, all of this stuff. The reality is is that with us tearing and doing things with busing, those costs are only escalating. and when we need more buses, when special ed kids um need more services and obviously our our we don't just want to talk about special education. It could be, you know, we get new kids in and we have to bring more buses cuz we need more stops. The reality is that's a lot of money for transportation for one bus for one gear. That's not including sports. That's not including trips. That's not including any midday or late runs. So you have to understand when you look at transportation when Esther's giving you a

122number. I'm just throwing that out there so you can kind of grab it. When people say get a bus, it's not $88,000 later. It's not that easy to say we're going to throw that in to get a bus. Understanding the needs of transportation and what we have to do. I'm just making it clear to you that it is expensive for a district to be able to not only have a bus, but be able to do charter schools, parochial schools, vote schools, whatever it is. When you're looking at busing, it adds up. >> And homeless homeless students >> homeless students >> from Stanford, >> right, >> Mr. Calder? >> Yeah. Okay. I I got some questions based on basically everybody else we just getting maybe questions. Mr. Mrs. Romero asked about the health the health plan.

123You guys said we got meetings. >> [clears throat] >> We're looking at this in the side. This this is something that um another thing the governor mentioned that the more people who join the less it is but also more people who depart makes it more expensive for everybody who remains. Can we look at some shared purchasing agreements with other large districts to drive down the price for all of us even even as a negotiating tool to use with the state plan because the these rates are not it's not 14% for everybody. 14% is Bridgeport's rate. Okay. [clears throat] Am I missing something? >> No, no, no. I don't want to keep going down the road if it's a bear. Bro, >> I'll bring this to like Fairfield County. Well, I'm saying that you is more

124expensive than other people in the valley. We ask them why we are more prone to any s. >> Okay. Now question now question based on that they're saying fair county is higher than everybody else but if fair county was to collectively pull out and seek another provider other than state plan as a joint say I don't know the numbers 100,000 participating employees and shot that plan to other places is it possible that we as a collective could bring down the rate from that 14% increase or at the very least with the fear of God's the state plan that you're going to lose one of the biggest custodies. >> I think the other driver in Fairfield County is the cost of care >> which is the highest in the state. So our doctors, our facilities cost

125more than other parts of the state which drives the cost. And I think the the state partnership model is what you're describing where communities band together to join in. I don't know of any other model that other districts are looking at besides either going to your own self-insured plan or the state plan. And every district are having these conversations because healthcare costs are driving every district. Even the the more affluent districts are still their budgets are still increas. I mean, obviously we have different problems because we're such a large district, but we're we're kind of stuck geography. >> Um, and we're also stuck with, you know, the state partnership plan is not able to deliver the savings that they used to be able to deliver due the rising healthcare costs for for everybody. So, it's

126it's it's a problem that a lot of districts are having. >> Yeah. And and the main the main point I'm getting is basically we it's a monopoly. We got to try to somehow >> break that monopoly. So this comp competition breeds lower prices and that so this can okay now I think next point started emerge even as about the BMA have we factored in I know it's not happening yet it's not approved yet potential increases in transportation cost because fair child wheel is out of the way fair child wheel is almost by itself just by way of situated at least a half a mile from any So then I'm assum I'm just making a quick assumption based on that topography in the state of the city that of course there's going to be more kids

127that are going to be jumping on a bus. >> Yeah, there will be. Absolutely. And and we also put into consideration Winthrop all of Winthrop now will be busted to BMA or Yeah. Yeah, >> campus. Yes. >> And to Mr. Traver's point, I would like to see I mean, it's probably not that labor intensively, just a dollar sign next to each position, >> like a average cost or whatever, how have you, we can do that. >> Yeah, we Yeah, we can do that. >> And rather than >> So, when you look at a coach, you know, we'll take an average an average coach salary and we'll times that by the number of coaches that we're going to try to hire. Again, that's justification >> for those numbers. >> It would be cuz u because we

128could go get everybody who everybody who wants what I think it just be easier for you guys to slow down the line and just hit all of them. >> Yep. >> That's we can have we can have that done by by Monday. I think >> at least a good shot at it anyway to where we have you guys have some some data sourcing. >> We got like a number that >> if we could do that. Um, but at least it sounds like some of >> it information. >> Yeah. >> What position? The positions on page 20. >> Oh, the ones you had the add-on. What's the problem? >> I just was confused. I think >> we're additional. >> Anything that we might be adding on the table. >> Yep. What do I call it? The

129board has the board. see any other any other that might be considered adding on whatever you want to um >> talking about extra this extra that money question I'm just throwing this Dr. and kids if we can have little additional money. We love to have the home schoolers. >> Yeah. >> Why? It's a lot of change. They do things in our schools when they work with parents, staff, students. Got it. >> Homeless. No, no. You know, I'm telling you, they do amazing amazing job. We're missing a lot. Especially they work very very close with the pack and PTSO with parents, stuff like that. I miss them. I miss all my home schoolers. They are so amaz. And that's baked into the chart. Mr. Ban on I sent them. It's every cut we made since 2016

130to 2020 and all those businesses are listing it and install that legal. >> Yeah, he shared that with us and then we're going to provide some additional data to that. Uh and so we're working on that right now as we speak. But again, I think we'll we'll be able to give you guys additional data sources to be able to kind of really kind of collaborate on Monday to be able to get a good number to kind of uh re position ourselves for the ask. >> Thank you. >> Um I just want to put on your radar at this point that on Monday we're also going to submit a city ask. So the city asked and so we had to um come up with a number that we're going to request from um from the city.

131>> Um >> and so >> go ahead. Yeah. Yeah. I I get to this kind of trying to city the city ask your own money. It's it's it's understood. We got we're at 44 million now. The state's not going to give us that. So if we try to figure out between the difference between 44 million and what we're getting, which right now is zero, the ask would be 44 million from the state, I mean from the city, right? To make up for that. But what we're not getting from the state because obviously we need 44 million. So assuming that the state is still giving us zero, then we want 90 million. He asked the city for 90 million. But if the state comes back and gives us 30 $40 million, of course that ask for

132the city can be reduced in a proportional amount because [laughter] I'm just, you know, even give us a third of what we're asking. So the numbers got to be somebody has the money and the state. If we don't ask for the highest possible that we don't get for the from the state, we are on record and asking basically asking for us and feeding for our children. >> I know I just to clarify like two years ago we asked for 18 and then last year it's 30. >> This year this year you have 30. >> Yeah. So we're not even getting >> there% that's for this year but this time that year >> and the worst case scenario is they give >> one >> they give us the same amount but it's just a big spread

133from us >> that say because we don't >> we'll yeah I have to enter it in this before they books for the city of >> yeah So Monday I'm going to need a number. >> Yeah. So they're going to give us a two-day extension >> Saturday. This Saturday. So they're going to give us two. >> But they're giving me extension. >> Monday. Monday. >> Monday, isn't it? >> Yeah. Three more. >> Yeah, that's bad. I mean, >> I was going to just pick a number in there and punch. >> I mean, one I'm only charging one number. >> The number you ask. >> Yeah, >> that's it. >> I get it. >> Yeah. He's going to raise his hand. You're going to sit there with your phone. Exactly. That's what I just said. >> He'll

134have Patricia do it from home and so text a number and she can punch a button. So pretty conversation with school board. Um, [clears throat] however, you can move it as like um the recommendations of the board >> or just >> I don't think I don't think you need to move anything. You just said you're the chair. You need to >> hear that guys. I'm playing It is a >> yeah big motion. >> So it'll be well we'll discuss this further on Monday. >> Um >> just to the chair you you bring it as an action and then you can do motions and all that stuff. It's on level for full >> the full speed. Yeah. >> Um All right, guys. Uh committee members, if there's any further questions from you, >> any other Okay.

135Um so, is there a motion to adjurnn? >> Motion to adjurnn. >> I'll second everything. Um all in favor? I I return 76.