In-Person Special Meeting of the Bridgeport Board of Education Thu 1/29/2026

001The f fourth our current interim superintendent Dr. Avery is left to pick up the pieces. He inherited a in sorry he inherited a district in crisis hundreds of positions eliminated schools understaffed and not only the state scrutinizing his every move but also the community. But despite all of this Dr. Dr. Avery has brought stability. He's building trust. He has kept programs running and ensured our children continue learning even when everything else felt uncertain. Dr. Avery has proven himself to be a leader and a man of his word. He has given the district hope when the when it's needed its most. And to the state, especially the commissioner of education, where are you? Why does this chaos persist? The gap between our inner cities and the rest of the state grows wider every year. and you

002continue to stand by, watch, and do nothing. Tonight, the board has the choice to protect the stability of our children. Uh to protect the stability our ch children finally have or risk making them start over yet again. Thank you. >> Thank you, >> Nelson. Hold it. >> I'm sorry. I want to say hello. Congratulations to all the newly elected and the returning elected and our our board of ed team and community. Um, I thought this was a budget meeting, so I showed up just to be nosy, but um, I didn't know we had the opportunity to have public speaking. So, since I since the opportunity is here, I do want to say a few concerns that I personally have and I know a lot of people in the community have. So the first concern I

003want to bring to your attention is I have an autistic grandson. He's eight years old. >> M I just have to stop you. Today's a special meeting. So it's only on items on the agenda. >> Only items on agenda. So I am out of place. Any other items on agenda? And >> anything on the agenda? >> Oh, I'm sorry. So I No one gave me an agenda. >> Is this the agenda? Is it up there? >> Yeah. So, you can only speak about what's on the agenda? >> Yeah. For this special meeting, on a regular meeting, you can speak to anything. >> Okay. So, can I get a quick look down and see if anything um so unfortunately it doesn't it is not something that I want to speak about, but I promise to be

004at the next board meeting >> just to have this kind of dialogue. I appreciate it. >> Thank you. >> Sorry. But stay around. We're talking about legends next. U Mr. Ben Gales. So we're moving on from public speaking to approval of the minutes from uh the special meeting on January 15, 2026. Is there a motion >> to approve the minutes special meeting January 15, 206? >> Motion was made by Mr. Sakalic. Is there a second? Second, Mr. Ben. Any um Discussion or debate on that? Seeing none, all in favor say I. Any opposed? Any abstensions? >> It's just a colleague that stains. Um, moving on. Uh, that passes. Uh, we have some committee reports and referrals. Um I'll start with the operations committee which met uh last week. We discussed uh three items on today's

005agenda um that will be brought before you including um some capital plans for uh elevator uh an elevator project the 66 and HVAC control for the BMA. Those are going through the capital budget. So, um, when Miss McCarville, uh, speaks to it. You're going to speak to it today, right? Um, she'll explain a little more to that. And we're also looking to approve the seed grant, which Miss Hughes will, um, speak to, I believe, right? >> If or Miss Miss McKinley. All right. Um, our next operations committee is scheduled for the first um, Monday, first Wednesday of the month. So, next Wednesday will be our operations committee. Um, just So, you know, the budget will be talked about. So, I'll take referrals, but the budget will be talked about on that committee. So, anything else,

006Mr. Calvic? >> Uh, yes. Make a referral um either to finance or later on if the other committee is approved for the board to come together on a strongly worded editorial to the news that press release. something that the superintendent wouldn't be able to really say that we >> regarding the budget. >> Yes. >> Okay. >> Um Mr. Traber, do you have um anything from the instruction support services committee? >> Yes, madam chair. The instruction and support services committee met last night. Um we discussed and forwarded to the board full board a number of field trips. um and uh some contracts which will go to the full board. I don't think it's on tonight's agenda, so it'll be the next full board meeting. Um and we had a very good initial discussion about the adult

007ed program uh and took a look at the beginning of the year uh sort of how the uh pack DTSO programs are doing with regard to uh being organized and being aware of their uh money and spending their money. Um but the most exciting thing was taking a look at adult bed and how it is going and how we what we can start looking toward as we expand it approach into the community and working with other organizations in the community. Um so uh it was a good meeting and I look forward to the next one which will be the fourth Wednesday in February. >> Thank you. >> Mr. Sakal has a referral. If Mr. Sakalavic or anyone else has a referral, I would ask that you uh email it to me. I'll be there in

008about five minutes, but I can't write it down now. I'm driving down there. >> Okay. Thank you. >> I'll email it as well. I just want to put it on the record. >> Thank you. >> No worries. I'd like to refer the exploration of Eid Eladha to be added to the calendar for a holiday. Mr. Marimenez. >> Yeah. I would like to refer to ISS the um consideration of making report card conferences and uh during the week of Thanksgiving break so that we're have increased instructional time rather than having two different weeks with um >> half days. We would have just one week with half days. That would also help with parents, you know, having to find after school care and all of that. It would only impact one week versus two. >> Mr. Woodson,

009I know you haven't met yet for the policy committee. Do you have a date for your next meeting or your first meeting? >> Uh, just looking at my calendar. I think with uh Danielle we schedule meetings for the the third Wednesday positive but that's on the 18th 18th of February. So >> we'll have our first meeting then. Thank you. >> Thank you, Mr. Spaldic. We'll we'll email you the referrals, but Mr. Spaldic. >> Yeah, I want to um look at the 9,000 series. I believe they should be just about ready. U most of them have been looked at already. They should be ready for prime time. couple of them possibly discussions about >> and then the 3000 and 2000 series read your mind. Okay. >> Um anything else? >> Yes. I um wanted to bring

010up an email that we got from Cave about policy updates and it was around the ICE situation and that email from CAVE actually called for updates to be included into our security and safety plan. So I kind of I wanted to refer that to the policy committee to make sure that our policies are updated and I'll email this as well. The other referral that I had for policy was around com doing a board report card. We were chatting about during different cave trainings um a board self- evaluation and I think a board report card would be helpful and some of the items we can put on there is attendance you know um attending meetings on time um re reducing the phone usage during the meetings um so those were the two different referrals I had

011for policy >> thank you Seeing no other, we'll move on to um the first I guess item for action tonight is to request for approval for one-year sobatical leave commencing in August 2026 for Miss Sorski. Um this item does qualify for executive session. If we go into executive session, the board will go in with Dr. Ciano, uh Dr. Avery, and Miss Works can can join us as needed. and Miss Saxon as well, Becky Sax from the union. Um, so is there a motion to go into executive session? >> We could discuss a little first. >> I'm just curious as I've never actually done one of these. >> Oh, your mic is small. >> Oh, thank you. Never actually done one of these years on the board. Now, normally employee issues could be in nature. But

012this being a sbatical, right? Sobatical, it's kind of involving the use of taxpayer funds and being given time off to do something. Am I is that the correct classification of what this is going to be asking for? >> Yeah, Dr. Can you speak to that? >> Just quick broad strokes. I don't want to go into anything detail if >> Hi, good evening. Um, I think it qualifies for executive session just because it involves a personnel matter, but it these type of things could be public forum. It's it's just the decision of the board, >> right? You know, I'm just concerned with the the use of taxpayer funds and we want to know that the taxpayer funds are being used responsibly, which I'm sure they are, but with the history of the city and putting things

013behind closed doors that don't necessarily need to be kind of conflicted on that one. I may have stayed. This is one of them put my thoughts on records. >> No, I I think not knowing the situation, I think executive session should we should do that first and then if you want it if we decide to share what we want to after, we should at least know what the situation is first. Um, just given it as a personnel matter, but that's my opinion. Uh, we can take a vote on it. So, is there a motion to go in executive session? by Mr. Traver. Is there a second? Seconded by Mrs. Marines. Um, all in favor say I. We're going to roll call vote. When you're ready, >> Mr. Ben Graales. >> Mr. Woodson. >> Yes. Miss

014Perez, yes. Mr. Sakalavic, >> no. The reason No, for the reasons already stated. >> Um, Miss Burks Jennings is not here. Mr. Daniels, >> yes. >> I vote yes. Mr. Traver, >> yes. >> Mr. Medina, >> yes. >> Okay, that is 246. >> Mr. pass. >> Oh, I'm sorry. >> Yes. Okay. >> So, we will go into executive session. Um those online you'll you'll receive a second link. Um you could join the session that way. Danielle's >> Madam Chair, where where would it be mailed at? I'm driving. >> Oh, right to your email. Um if I need to call you in with my phone on my phone. >> Okay. Would you mind calling me in? >> I'll call you in. Yeah. >> Okay. Thank you. We're going to session All righty. I think we're back

015from executive session. It's 7:13. Is there a motion? Yes. Um motion to request for approval for one-year sbatical lead to study support to improve student outcomes for multilanguage learners commencing in August 2026 of Miss Sorski. >> second was made by Mr. Traver. Um any further discussion? >> All in favor say I. >> I. >> Any opposed? Any abstensions? Good. All righty. We're all set with that one. Next up, we have approval of the contract for the elevator modernization project at JFK66 Magnet School. >> Good evening. >> Hello. This project is to um modernize the elevator at JFK 66 Magnet. It is funded with capital funds. We received approval from purchasing for a cooperative purchase in the amount of $265,357. The city attorney always has us do an agreement to the cooperative contract and that is

016the agreement we're bringing forth for approval. >> Is there a motion? Motion to approve of the contract for the elevator modernization project at JFK 66 Magnet School. >> Second by Mr. Traver. Any further discussion or questions for Miss McCarville? Seeing none, all in favor say I. >> I. Any opposed? Any abstensions? And the next item is approval of the HVAC control contract for uh River Military Academy. This contract is to um update all of the controls at the south end facility um where BMA is currently. We currently have two vendors who do um the control work within the district. This vendor is CTC. This is why this was a qualified purchase. Um it's in the amount of $495,290. It's been delayed for a few years because we only had 300,000 in capital funds. So, the

017remainder of this will be you will be using a drip grant from the state of Connecticut. >> Thank you. Is there a motion? Motion was made by Mr. Traver. Is there a second? Second by Miss Jimenez. >> All in favor or any further debate? >> All in favor say I. I >> any opposed? Any extensions? Thank you, Mr. Pop. >> Thank you. >> Um, next item is approve of the seed grant. Miss McKinley, there's heat in the building. Miss, I have thin blood. Good evening. Um, I thank you for this opportunity. I am requesting approval of the prop of the proposed budget for the special education expansion development grant. Um it is 2,624,295. Uh this grant represents a critical investment by the state and strengthening our district's ability to meet diverse needs of our students

018with disabilities. Um, and as our students complex needs continue to grow, this is going to help us build our special education program and to enhance it. Um, we're looking at adding like additional social workers, um, pre-K teachers, and then curriculum that's going to be used throughout the district for, uh, continuity, as well as additional instructional materials and supplies. >> Is there a motion for the approval of seed grant? Mr. Traber, motion. Is there a second? Second by Mr. Fick. Any further discussion or questions? >> Couple of questions. >> Mr. Fick, >> not just it's to be spent on new new hires and all that stuff, right? >> So, we're we're not going to use it on a lot of staff because it has to be staff that's going to work directly with students. So, in

019the grant, we we are uh adding additional social workers and prek teachers. And we're really making sure that we're not loading it heavily with staff because we want to make sure that whatever we use it for that uh we will be able to sustain that in the future. >> What about um par professionals? Are we adequately staffed at the power professional level? Um, currently because of I would say in some of our in some of our uh classrooms we have a ratio of 1 to4 we have a ratio of 1:2. So within our classrooms and you know definitely some of our teachers would probably say otherwise but when we look at a staffing ratio we are appropriately staffed. When you say appropriately staffed, appropriately appropriately staffed by permanent certified or um substitutes, Kelly or whatever.

020>> So currently we have when we're talking teachers, we have like I think two teacher vacancies uh paraprofessional vacancies. I can't give you that number, an exact number, but uh when we do have vacancies, we are filling those vacancies with uh Kelly and Delta staff. >> When is the last time we hired a certified power professional for special education? So when they come in from Delta and Kelly, they have received I know for sure with Kelly that they have received uh training and she actually just sent us a complete list of all of the training that they received. >> Maybe maybe this question is Miss Cena. The la the last time we actually put somebody on payroll on a permanent basis as a special education par professional. I would have to research because again we

021that is one of the things that we have been we haven't been using board of ed pair professionals. We have been uh using Delta and Kelly whenever there's been a vacancy for pair professionals >> we should look at >> okay thank you >> any further questions regarding the CR seeing all Mr. What do you know about? >> Thank you, Madam Chair. Um, I'm just taking a look at this about the unlocking life potential. The way this is titled on top, no, not allowed. Use this and I would like to know what is this referring to or means on the first line. It says uh is not allowable for administrative functions. Then it says operating expenses related to the provision of special education and related services. I know that's maybe broad, but I'm just making sure

022that it says it cannot use it for that. >> Correct. It has to be used for uh specifically for students. So if you're if we're going to hire staff, we can't hire administrators. uh we can hire you know related service staff, we can hire pair of professionals, we can hire teachers uh because they will be working directly with the students but it can't be like administrative positions. >> Thank you. >> Yeah, Mr. Medina, um you brought something back to my mind. There's a little more to that section you read. It also said something about contactory services, I believe. >> Yes, absolutely. party vendors. >> No third party contractors or vendors. That's correct. >> Correct. >> So that would negate using >> So that would that would negate using Kelly professionals in this >> permanent. >>

023Yeah. Permit that would be qualified. Thank you. >> No further questions. Um all in favor for the approval of the C grant say I. Any opposed? Any extensions? That passes. Thank you, Mr. McKinley. >> Thank you. Next item on agenda is the presentation, the budget presentation, the fiscal year 26 27 public schools and nutrition center operating budget presentation. Dr. Avery and Mull presenting. >> Thank you, Madam Chair. I'm going to apologize up front, guys. I am like a little bit under the weather. My voice is going away. So, I'm gonna I got some hot tea here I'm gonna kind of sip on as well as we go through. Nester is going to um join me for this presentation. Uh as we go through and Sam, are you going to run the platform for me? There

024you go. Perfect. I will be actually uh doing most of the presentation but uh Nester has a few slides that he will be expanding on as we uh go through uh the presentation. Uh good evening everyone. My name is Dr. Avery the interim school superintendent. Uh this is my proposed budget presentation to the board. uh uh to make sure I cover everything clearly, please allow me to walk through the full presentation first uh and then I'll open it up for clarifying questions at the end. And I'll begin with uh the story uh begin with the district goals uh improving academic, you know, uh improving academic achievement and strengthening teacher support. We must be fiscally responsible while addressing years of historical underfunding. We are committed to providing the community with a full transparency around the budget

025particularly as we respond to the audit the audit findings to achieve those our goals. The intent is to one clearly explain what's driving the cost of educating kids in Bridgeport public schools. Number two, how we how we are reallocating resources to make that and to meet those goals. and three measure measures to con to really contain the cost of of educating the children in Bridgeport public schools. Again, overall, this is a story a a story of chronic underfunding in addition to cost drivers that are driving the cost of educating kids uh in this district. And ultimately our purpose is to maximize funding uh in support of students, teachers and administrators. Next slide. I provide I provided holding my flickery here. Here what I've done here is uh I provided a letter to the board. uh

026is really kind of underlining this whole presentation. Uh really making sure that you know uh that they understand the the magnitude of what is behind the development of this presentation. Uh it talks about the goals that we we both agreed on. Uh and then it also talks a little bit about the proactive steps that we've taken uh as a district and as administrative staff to uh come to the to the final recommendation that I'll be provid pro providing you later on in the presentation. The table of contents really kind of gives you know the board members and the community a a road mapap to follow as we go through these major components because it's a very you know comprehensive report. Uh it's going to take a little bit. So, please bear with me. Uh, and

027but I want to make sure that we're we're clear and we're, you know, uh, we give you the the the the necessary um, you know, tools to be able to make great decisions as we move forward um, you know, in the budget process. Let's talk a little bit about the district goals. U, you know, the goals that we create that we created earlier in the year and that both myself and the and the board have uh, agreed upon. uh we talk a little bit about that first goal talks about academic achievement and equity uh I think it's a it's a very very important as as the taxpayers provide additional dollars and the state provides additional dollars we have to make sure that we maximize academic achievement for children and we need to measure that we

028need to figure out how we do it and we do it very well so it's important that that is the hot point of of the district goals is making sure that we do it and we do it right and we give our kids that opportunity and those options to uh compete with all the other children in uh in the state of Connecticut. Number two talks about the district-wide strategic planning process. Uh one of the things that the board has really uh you know um made clear to myself and my staff is that we have to get a five to 10 year plan moving forward. Uh so whenever whenever they settle on a permanent superintendent, they're going to take that that responsibility and take it forward and work with the community and the board in order

029to be able to develop that five to 10 year strategic planning process. So this is a a really beginning portions of that. Uh so we're getting a little sneak pe preview of how that happens and how you engage community as we build that plan with the community. Uh as we turn into to goal number three, family and community engagement. We have to do a better job of communicating and making sure that the things that we do in this district is transparent across all aspects of uh community than all communities within this district. And so I think we've done a really good job of really trying to, you know, get the input from from our community staff and staff and administrators. And I think we've done a good job at that. Goal number four talks about

030fiscal responsibility and sustain sustainability. You know, again, we we've had a history of underfunding opportunities that this district has faced over the last 10 to 15 years. Uh and we got to do a better job of being able to advocate for the dollars for the children that we're serving this district. Uh and then when we do that, we have to have a sustain sustainability plan in order to make sure that we're doing and we're doing it right. And then we do our checks and balances year by year to make sure if we're doing it wrong, we got to get it right. I think that's the part of that fiscal responsibility and the sustainability piece. And then the last goal talks about talent talent recruitment and retention. if we don't if we're not able to attract

031teachers and administrators, you know, to this district or even attract families to this district, uh, you know, we have to be able to build upon the greatness that we have in this district with the teachers and administrators that we have in this district. And so, we have to strengthen the recruiting process that we have to make sure when we get teachers and administrators in this district, we keep them here. Uh, and that talks about pay, that talks about a lot of working environments and those types of things. So those are the goals that we we stand by as we move through this process as well. When we talk a little bit about the fiscal priorities, I think as we as we started this whole process and remember this is a brand new process for most

032of my administrative staff because most of us are new, you know, and even for the board. Uh the way we're doing this budget process is totally totally different than what the board has has been used to over the last couple of years. As the as the the last CFO uh left the district, all those processes procedures also left the district with all new staff members. So, uh, one of the things that the state had really done a good job of is making sure that we we move to this new, you know, school-based budget modeling, uh, you know, uh, to be able to give more input from principles and teachers and directors around the district in order to build this, uh, so we talk a little bit about in those priorities, you know, structurally balanced budget.

033You know, every year the board and the superintendent have to be able to provide a budget and the budget has to be balanced. But within those within that year's process, sometimes budgets gets out of whack. But when you have a if you have a fiscal plan to be able to work through and understand how these things work and you and you you you calendar those things out, it makes it easier for things to get fixed along the way and not wait to the end where when you get a when you get a budget that's inflated and you not able to kind of meet that balanced budget piece. And so we have to be able to take those things in consideration as we develop this budget. So so we've done that. Uh we talk about number

034two, school-based budgeting model. The district, the Bridgeport public schools have have haven't never done a school-based budget modeling. And if they have, it's been 10 to 15 years since we've since we've done it as a district. And what that means, schoolbased uh budget monitoring, is that you got to get to the ground floor of where you know uh and what campuses are needing. So you have to get and have an opportunity to to talk to principles and directors, boots on the ground pretty much about what they need within their buildings. And so we we we've took almost over 400 hours in the month of December talking to principles and understanding their needs and really making sure that we provide those opportunities to to have additional staff uh you know instructional coaches some of the things

035that we talked about uh moving forward. So that the we're going to get a little bit more in detail of that school-based budgeting model and show uh the community a little bit more on how that works and what what happens when when it when it happens and when it does when you do it really really well. Fiscal accountability is just ensuring fiscal accountability through you know continued integrity, transparency, reporting and systems. And I can tell you as one of the largest school districts in Connecticut, when you look internally in in how we do our business in this district, we we have a lot of antiquated, you know, uh procedures and internal controls. Uh and so what we've done is we've looked at how and what we need to do to make those internal reporting and

036processes, you know, and using technology to be able to help do that. So that is a work in progress as we use the mun system to its full capacity uh and really working through and making sure that we can have reports to the board at a at a punch of a button. Right now we don't we don't have the capability of doing that. We do a lot of things manually in this district and and we have to move away from that. So again, it's all about that, you know, that that the fiscal accountability piece and there's a lot of work behind the scenes that have to that we have to do as a as a leadership team to make that accountability, you know, and and make ourselves accountable to the process. So the system has

037to change in order for us to be fiscal responsible and accountable for the things that we do. And then you look at that last fiscal priority is talking about comprehensive fiscal management. So it's not just building a budget, you know, requesting, you know, items on the budget. It's about, you know, being able to understand why am I spinning? What is the need here? To be able to kind of really understand, uh, you know, uh, the sequences of of how we do and and re reiterate and and put out resources that we have and are we maximizing those things? And so, again, it's it's very intense. It's it's one of those things where uh it it needs to be uh uh again a comprehensive piece and kind of work from there. And my internet has just

038a second. I'm going to hold for technical difficulties. I like that. You may want you may have to get out and get back in. There we go. Perfect. Yes, sir. The fiscal year 2027 budget drivers and and and what these budget drivers are the things that are driving the the impact of our overall budget. Uh, as you see on the screen, it talks a little bit about utility costs, building and maintenance, special education, that's tuition and um, uh, medical services, transportation, wages and benefits, educational services, and equipment and maintenance. Uh, and so when you look at the total budget drivers, that's 26.4 million to from our of our budget that goes to these specific areas. Uh and on the left hand side here you see the amounts of money that is spent within those categories

039to make that 26.4 uh you know million dollar budget drivers. Uh some of those cost pressures are within our control while others are driven ex by external factors beyond the district direct influence. Um these are largely mandated contractual or unaffordable cost of living increases uh impacting uh this budget. Now we're going to roll into uh a little bit about student enrollment trends. The district district-wide enrollment has recently you know recently stable has been recently stable uh in the recent years but increases in special education and multil- linguist learners is showing a steady increase yearly you know so one of the things about this slide is you know what's really changing here you know the student needs are changing so when you look at you know our our student population is about 20,000 plus students. Uh,

040and when you when you look at 50% of those students are either speeched or multilingual language students, you know, that takes up half of the student body that we serve in this district. Uh, and so the student needs change. And when you're educating children of with special needs and and language barriers, it takes a lot more money to service those kids. And so again, the student needs of our district has changed. And so the funding increases in the of our district needs to change as well. Let's talk a little bit about the MLL you know trends in the district as well. Multilingual language enrollment has increased each year. This continued growth increases instructional staffing and language support cost and is a key driver to the district planning as well. Bridgeport has three times as many

041MLL students than the seven surrounding school districts uh around Bridgeport public schools. During the during the last five years, the percentage of increases of MLL students has increased 51%. You know, and that's a lot. In fiscal year 25, approximately 124 students achieve the seal of B literacy. And I think that's something to be proud of because we're serving more kids but kids are performing as well. And I think that's very very important. We move into the budget driver of special education trends. But education enrollment again like I said earlier has steadily increased in recent years. The growth continues to to to to place upward pressure on staffing, specialized services, and mandated supports and remains a significant driver in the district budget. Special ed as a central cost driver, you know, is is is the enrollment

042is also increasing. We're getting we're having to increase the services that we're providing children and the specialized support that we provide students as well. We budget for special ed based on legal obligations, not by discretionary choices. Special education, you know, uh, spending has has substantially, you know, increased in all categories, but I want to pull out at least two of these categories to kind of talk a little bit about. That's purchasing services and special education tuition. Um and so because those two areas of the special ed cost have risen, you know, greatly over the last couple years, total special education expenditures shows increases of more than $30 million from fiscal year 2021 to fiscal year 2025. Again, from 2021 to 2025, the increase for for these services has grown to $30 million. Uh and that's

043a lot of money. Uh and again, when you don't get fully funded for a lot of these these mandates, it's hard to kind of uh meet the needs. Uh let me let me kind of explain a little bit further. Special education must be managed through both strong programming and cost controls. And that's the tricky part, you know, because program has to be programs have to be provided to all children regardless of of of what they bring to this district. as they come in, we service them and we try to provide provide a necessary program to met to meet their needs. Uh and so uh because we're mandated by by federal law to make sure we can provide those things for children. Let's talk a little bit more in depth about the purchase services as well.

044The greatest increase, you know, over the last four years has been in this area of purchase servicing uh in in the amount of $16 million. Uh within the purchase servicing, $7 million increase in transportation, $4 million in subs and paras, and then $4 million in medical services, you know, and in board I put there's an appendix that have the detailed breakdown for you so you can review those as well. Let's talk about the wave related increases drivers. And so we'll go into that a little more. Well, from fiscal year 24 to fiscal year 25, the former superintendent hired 10 additional central office staff, you know, case K6 content directors, three executive directors, and added 10 additional assistant principles uh under under uh that superintendent's tenure. the the the the district also reduced the number of

045general general education teachers by maximizing class size which resulted in fewer classrooms overall. So when you look at you know another slide I have on for you I'll I'll kind of give you a little bit more detail. non-instruction non-instructional staff you know like you know restorative practices personnel counselors social workers library uh you know assistants all those you know individuals were uh also reduced let's talk a little bit about you know certified and non-certified staff central office staffing is now at its lowest level in several years this reduction has occurred even as the district continued to expand programs services and resources provided and and to provide direct services to schools and students. This demonstrates that dis the district has already made significant reductions to central office administration, reinforcing that the organization is not topheavy. Instead,

046we're prioritizing school-based investments over administrative growth. And you can see that on the graph presented to you here on the screen. Again, um this staffing the staffing lever shows we are keeping central office cost down and we're putting more resources directly into the school and students. uh and you can see that over the years how uh the graph shows a peak and then see it's coming down and as we project for 2027 we're not projecting any new administrative positions at central office and here is a detailed report uh board members to kind of give you who those individuals are. We didn't put names on them but the positions are there for you to uh to consider. for fiscal year 25 student per administrator. This graph shows, you know, a comparison between Hartford, New Haven, and

047Waterberry. Uh for every 204 students, there is one administrator in this district, you know. So when you look at you know the calculation for administrators to um um in that comparison it further demonstrates that Bridgeport maintains a lean administrative structure relative to similar size urban school districts that staffing decisions have prioritized efficiency rather than administrative growth. And I want to make sure that I emphasize that because there's been a lot of misconceptions about, you know, Bridgeport Public Schools central administration top being topheavy. We are lean and mean and and I can tell you I I can applaud my my administrative team. They are right there behind me fighting the fight every single day. And I and I I do want to acknowledge and extend that thank you to them as well. Let's talk a little

048bit about, you know, studenttoteer ratio. for every 14.5 students there is a teacher in this district you know and when you when you start looking at the comparison there there seem to be very similar between Waterbury and Bridgeport here uh but if we down to what New Haven is is is providing 12 to1 teachers we will be because we service we service a higher need uh uh student in the classroom then that would be better a better situation for our staff as well. And I can tell you if there's principles in the room, they can tell you teachers are always talking about reducing that class size down. So, I think it's important that we, you know, that we we really take a look at this and be able to kind of address uh because this

049affects, you know, again class size and instructional support that's needed in the classroom. Uh and so it's very important that we take a look. That's why it's part of my presentation. Another another major, you know, uh, budget driver, uh, collective bargaining increases reflect the cost of maintaining the same level of service at the same staffing levels while expenses continues to rise. So, I'm going to let Nester kind of talk a little bit about uh, you know, what this slide represents. >> Good good evening everyone. Um, my name is Neon and I'm the CF for the >> events that we make with with our unions. uh and it totals about $8 million in in general. We're going to move into other operation expenditures that that that are part of the budget drivers as well. Uh and

050the first one we're going to go into is transportation. You know, transportation remains one of the largest cost centers uh increasing from 28.6% I mean 28.6 6 million in fiscal year 25 to a projected $32.7 million in fiscal year 27. A huge impact on the on the budget. Uh this increase reflects the same services at a higher cost because you know every year the cost of transporting kids goes up every single year. uh the district uh is not routes or adding services but cost the cost of transportation again it rises every single year. The district operates under a five-year transportation contract. It started in in in in year 2022 and it ends in 2027. Uh and that includes defined annual escalation rates resulting in predictable yearover-year cost increases. The transportation expenditures are closely monitored through

051daily bus routes. I mean, I'm sorry, daily bus rates to ensure oversight and cost control. However, the structure of the con of the contract limits short-term flexibility and in offsetting these increases, you know, and I think one of the things that the state technical assistance team has done for us, and you'll see that further in my slides, uh, working with the the bus transportation company to get a reduction in cost uh of about 0.5% uh and and I don't have it the number of savings right off the head but it's in my in my next slide. So we'll we'll give you a little bit of uh insight when that uh when that slide comes up. I I'll talk to you a little bit more about that. other budget budget drivers. Uh and the person up

052here talked about the substitute impair professional services. Um you know the district utilizes contractual services through Kelly and Delta under agreements running from 2021 and the contract ends in 2026. Uh these contracts include stable and predictable market percentages and making substitute staffing costs predictable and reflective in in of use rather than administrative growth and staffing expansions. The other item on on the screen talks about utilities. We all know from our own experiences at our own homes that utility cost goes up year after year after year. Uh the utility costs are projected at approximately $9.9 million and and it's they're very carefully monitor across multiple categories. We talk about electricity, gas, water, sewer, and telephone. So all these expenses represents essential operating costs necessary to keep schools open and operational uh with uh with increases increases

053largely driven by market rates rather than services being provided. So again those those I I want the community and I want the board to truly understand the impact that we have to do when we're trying to you know maximize the dollars that is given to the district. Let's move a little bit into the schoolbased budgeting model. You know, and I think I'm I'm I'm going to won't spend a whole lot of time on it, but I want to emphasize this is a brand new process that this district used this year. You know, I I know the board is not familiar with it. I know the principles were not familiar with the directors were not familiar with it but but I think it's important that we we go through what that is you know and the

054school-based you know allocation model is is grounded on empowerment giving principal the the power to be able to figure out what they need in their building accountability once we provide those things for them we hold them accountable for making sure it gets done and then the equity talks about making sure that it doesn't matter what what school you're in this district should be able to get the same amount of things, you know, given to you that every other school in the district is given. And then you talk about transparency, being very open to making sure that everybody's involved in the process. And so that's kind of what we've done. And so when you look at the core components, you're talking about position allocations, again, making sure that if principles feel they need things, they're able

055to kind of look at, you know, uh, you know, and an allocation sheet to see exactly where where we are. And I and I I have an a sample for you here uh on the next slide. Talk about operational uh allocation. That's money given to the campus based on student enrollment. Uh for elementary schools, we did $30 a student. For high school, uh we gave $35 a student. And then these are the these are al dollar allocations for campus principles to do what they feel they need to do with it. Uh they have control over the dollars and how those dollars are spent. Uh and then you talk about teacher choice allocation. That's again $30 a classroom. Uh you know based on uh the October one um u payroll. Uh and then they they're getting

056those and they can provide they can do things like materials and supplies for their campuses. And then there's a a parent engagement component. every single campus in this district is getting parent engagement allocation dollars to be able to engage our parents, you know, and we're we're really trying to kind of streamline and and make sure and hold campus for spending the money the way it needs to be spent. That is $6.54 per student in their building. And that's again, that's 1% of the title one allocation. And that funds have to be spent on parent engagement across the district. Another new item that the board has uh in, you know, in in in their possession is an annual budget planning guide. Again, this this planning goes with with the help of the state technical assistance teams

057help to develop when you're going to do budgets in this district, it's going to be done a way that's going to be systematically done and it's going to be all calendared out. Uh, and I can tell you this year we started a little bit late in this process. So, a lot of what we're doing is being rushed through to get to meet the deadlines that the CD and to to get budget approved. And so, uh, we we apologize for, you know, streamlining and getting things moved forward. But I think moving forward, next year's calendar is going to start probably at the end of August, beginning of September. Uh, and we'll have a plenty of time to do the things we need to do. But this is a brand new guide. Each year it's going to

058be updated. The calendar will be updated and we work from there. Uh in board you have a if you if you click that link I think we sent you guys the the pro there's a detailed budget line out and you should be able to have at your uh exposure as well to really go through the detailed budgetary pieces that you'll be able to um uh to go through. It's a pretty lengthy document so uh be prepared. This is a example of what's in the the budget manual as well is allocation sheet. Uh it's a it's an allocation sheet that you use for every single individual conference with principles and directors to talk about if you have a building with a thousand students in it. You're going to be able to get this allocation, you know,

059to your building. If you have a a a campus with 400 students on it, you you you can go to this allocation model and it tells you exactly what type of staff you're going to be able to get in your building. Okay? And and that's just a transparency of what needs to happen. In the past, it didn't happen that way. You know, it was top down given to the campuses and they just have to live with it. What we're trying to do is being able to and and again this budget this school-based budget model is is is being used by several different school district in in the state of Connecticut. Uh and with the guidance of the state technical assistance team, they help us create our own manual to meet the needs of our district

060in order to make sure that we have a documented proof to where the board could hold the administration accountable. The community can hold the board and the administrator accountable when they view this. This this budget manual is posted on our website. Uh and we want, you know, the community to dive into it and ask questions because at the end of this presentation, we're going to we're going to I'm going to propose a couple of community forms where the board myself will get out to the community so you can ask questions about what you're hearing tonight, the budget numbers, all those things because again we're trying to be transparent as we do this whole new process for everyone. When we when we had the conversations with with our principles and directors, we we asked them the

061things that they wanted, the things that they needed to to to to add value to the work that they're doing in their buildings. And so this this slide talks about, you know, uh the increase in paras uh you know that that all the campuses were were wanting to make sure they worked with instructional coaches. you see on the instructional coaches line over the last couple of years the district never had instructional coaches you know but if we had uh instructional coaches you know this is what you know uh the the academic department thought would be very very helpful for campus to have individuals to help support academic growth within our buildings uh uh MLL you know uh uh there's 10 plus teachers there to add to making sure that we have you know qualified individ

062support you know multiling language students across the district and again and so on. So again it's important to to to underscore that a we we we did a deliberate balancing act towards you know priority of the needs of the campuses uh and and and and certain uh academic groups that we wanted to make sure that uh we we we work towards. Uh in total, you know, the the the um the school-based budgeting model, you know, and the ask here on the board here sums up to be about $8 million increase in the budget. Uh and we're going to talk a little bit about how that impacts my ask of the board when we get to that to the last couple of slides in the in the presentation. So, uh, we'll come back to this because

063I want to make sure that the teachers and the principles and directors in this district understands, you know, yes, we are in a fis, you know, fiscal, you know, hardship going on in this district right now, but their voice is heard and their voice is going to be hopefully will resonate to the board in order to make sure that we're asking for enough dollars to be able to do due diligence and give our kids the advantage that the other kids have across the state of Connecticut. Then we're going to move into funding sources and and I'm going to give the mic to uh Nester here in a little bit to um give you a little bit more detail behind the funding sources. Uh but I'm gonna I have a couple of slides I'm going to

064kind of talk about. Fiscal year 2026 budget appropriations. So you see the pie chart here. Uh and these are three major areas that impact the financial budget in the district. Uh uh you talk about major grants, that's 20 26% of our budget, that's about $85 million. You have the city contribution to our budget, which is about 25% which is about $81 million. Uh then you have the state EC ECS funds, which is about 49% of what we and how we get funded in this district, which is about 64 million uh for a total of about $331 million that that this that helps run this district. And those are the three major funding sources that impact how and what we do and the services that we provide for children in Bridgemore public schools. What you're seeing

065here is the operating revenue that the district uses to fund their annual operating budget. Annual operating budget means it starts beginning of July and June of next year. That's the cycle of the fiscal year is broken into three categories. ECS alliance uh city share it tells you how much the city of Bridgeport contributed each year toward towards Bridgeport education system. Um the other one is alliance revenue from the state of Connecticut. The fiscal year 21 22 23 24 and 25 numbers are actual meaning they've been audited by the outside auditing firms. They are not budget numbers. They are actual. 2026 is current year budget and that's the allocation that we received that the district received from alliance grant, city share and state alliance money. >> The next one is basically a historical trend or growth

066in revenue that the city of Brits has received. The total shows you the total of growth in alliance over the years. Um basically aggregate in average over 10 years is a rate of 1.85% growth. As Dr. Avery started saying some of our costs are beyond 1.85% 91. >> Let's dive into the grants a little bit. um grant revenue from 2019 through 2026. Over the past seven years, grant funding increases, you know, generally and kept pace with the rising average averaging approximately about 6% uh on average of annual growth. While grant growth has provided important stability to the district, these funds are largely restricted dollars. um you know therefore we cannot fully you know barter operating cost pressures and structural budget gaps uh with use with the use of grant money. So we got to be

067very careful. There's a lot of restrictions on how that money has to be spent across uh budget across the district. Now let's go into the 2026 alliance per people allocations. And this is this is this is a a very uh important document to to look at and and to kind of take hold of. Alliance district funding in Connecticut is a portion of the state's ECS grant targeted to the state's lowest performing school districts to help close achievement gaps and improve student outcomes. Uh it's an increase it it is an increase in ECS funding that alliance district receives which is why it it includes uh it is why it's included into the operation budget because as you see the three the three components of the what makes up the district budget the ECS which is the

068alliance of money is what makes that up but I want you to look at the chart a little bit here when you compare to all other alliance districts when you compare that with all other alliance districts the disparities per per student investment among districts serving similar student populations and levels of need underscores a funding challenge Bridgeport faces relative to some of the other alliance you know uh districts. So you look at you know these differences have real implications for staffing levels instructional support and the district's ability to meet growing student needs while maintaining equitable services. Uh, and on this screen you see that Bridgeport gets on average, you know, 200, I mean 2,427. And look at New Britain and Waterberry. >> Yeah. Uh, look at Waterberry comparison. They get almost twice as much money as

069we get to service kids uh, you know, uh, in our district. Uh, and again, we're we're we're asking question as to how that how does that happen? How can we you know uh relook at that uh that allocation for the alliance per pupil allocation. Now you look at and this slide talks a little bit about you know approximately 729 positions were supported through grant funding representing an investment of about $129 million. While while this funding enables the district to meet important student needs, it also underscores the district reliance on a one one-time limited and rest and restricted funding source to support core services. Uh, and so again, it's it's it's it's just you got to understand the details behind the numbers that really impact. So, uh, so I'll take you to the to this slide

070here. Bridgeport Alliance funding compared to peer districts. If Bridgeport public schools were funded at the average per pupil rate compared to Alliance districts, the district would receive about 14.6 million in alliance funds as a proportional share of its total ECS, bringing its total for fiscal year 27 alliance allocation to 63.2 million. If they kept up with it, we should be at that 63 billion. we wouldn't be here talking about the needs of this district if we had those allocations. And so as we start our advocacy uh you know approach here come the beginning of February which is a couple of days away the session opens we're going to really you know kind of talk a little bit about this and be able to kind of have not only staff at board and community we're going

071to get everybody on board to to to really look at you know those ECS you know uh uh allocations and hopefully be able to to make a difference in the advocacy that we do for Bridgeport. Bridgeport deserve it and the time is now. Going into the operational budget. The next slide. The next slide is strictly the general fund operating budget which is mainly what the city contributes for us to run the operating budget and other revenues from the alliance grant uh from the ECS grant. The total the act the numbers you see there 22 23 24 25 are actuals audited numbers audited expenditure numbers 26 is the current year budget uh which is the appropriation combination of the city contribution and the all there's a section of alliance that's called section of ECS is called

072a pass through basically the state sends $164 million to the city. The city contributes their own 81 million and pass it on to the district. That's the way it works. Strictly general fund budget. The next one is general fund budget for next year. Now the number you see there is strictly the requested budget for next year is strictly keeping the district at status quo. meaning no additional hires, no exhibit, no extravagant thing, but to maintain the core major budget drivers that Dr. Avery had indicated, the $26 million, the increase in special education just to maintain those poor services, absorbing the cost of living increase. We are not adding anything, just the basic maintenance of current year level of service. Here you see to do or to implement or sustain that status quo budget, the budget

073is going to increase $47 million from this year to next year to maintain those status quo without I think any additional functions or any additional programs. just to reflect the same level of service this year being carried into next year does not acknowledge what the principles have asked. So basically it's broken down into three categories. Employee compensation, salaries and compensation is $18.4 million. other reversal of programs that were assumptions that were implemented or adopted in this current year budget that did not materialize the $23 million 23.1 million other operational cost. That's how you get the 47 million again this is status quo without adding any additional request from any department. Now, now we drive into the net current expenditure per per pupil, uh, the NCP, you know, uh, and I think it's important that, you

074know, when you look at, you know, the five Connecticut school districts that's listed, uh, with the high student enrollment, uh, and you see where Bridgeport lies. So, uh, when you look at per pupil, you know, allocation, uh, Bridgeport stands out because its net cost per pupil is substantially lower than than the other four school districts. That indicates that a significant gap in per student investment compared with the its peer districts. So, as you look at Stanford, New Haven, and Hartford, Waterberry, they spend that much more than we spend on our children here in Bridgeport. Uh so you look at that 18,000 per student compared to 23,000 per student uh in other districts. Uh and that's substantial when you look at that. Uh and so we have to kind of you know even the the playing

075field a little bit because I think that's going to be important uh moving forward. So when you so Bridgeport Bridgeport's grossly is grossly underfunded in comparison to its peer districts. Bridgeport receives $ 48 million, you know, for total uh in total alliance grant funding. Waterberry receives $86 million in total alliance grant funding. Uh and so uh out of the 166 school districts in Connecticut ranked by the NC from highest to lowest, Bridgeport out of 166, Bridgeport is 160. When you start comparing, you know, the per pupil expenditure that school district are p are spending per child within their district. Again, you're looking at the the net current expenditure per pupil compared to surrounding districts. I just this is just another visual of that so that you can see the disparity per student spending is substantial

076uh with gaps ranging from 1,000 to almost $10,000 you know per student uh that other districts are spending uh uh on educating children and again so you it it the difference here underscores a significant inequality in the funding levels related to neighboring district highlights a constrained resource available to support students uh in Bridgeport public schools. Now, we're going to run roll into what I think what most people are here wanting to see, right? Uh is the superintendent proposed budget. What we're here almost at a U recapping the whole uh budget presentation in in summary like I said earlier just to maintain status quo from this year to next year the district is going to need $47.7 million which is a 16 $16.2 million increase. Then there are some other requests from the principles and administrators

077and some other increases that are attributable to bring the total budget request to total combined budget request from all aspects to $61.6 million which is a $20.9 million 20.9% in request increase. Then the superintendent >> and then and then for the 27 for the fiscal year 27 the superintendent recommended budget request to the board uh at this time you know and we will consider some other options as we have deliberations and have a little bit more time to kind of work through these uh these uh recommendations is is is 44.1 million which is is an increase of 14.9%. Um uh this 14.9% budget request is not about expanding programs or growing administration. It's about preserving services, meeting contractual obligations, and addressing student needs and sustaining operations in a fiscal responsible manner. The district has already

078reduced costs where possible. now now seeks the funding necessary to maintain stability and continue delivering essential educational services to students. Let's talk a little bit about some of the things that we as administrative staff has went through to try to you know uh stabilize in these efforts of keeping the budget down. >> The current year budget is total of $294 million. Um you're going to see this breakdown of the $61 million in $61.6 million increase we talked about 47 million of that is status for maintaining the budget status into next year you have 13 million $13.9 million additional cost to it which is in the board package uh fully detailed the numbers are there underneath 13.9 when you add both of them together you come out to the $61.6 6 million increase to next year

079budget. If you add the $61 million to 22 294 million 294.4 million, you get $356 million of total requested budget. Then the superintendent took some actions to reduce that in $61 million increase. You're going to see the breakdown of the actions that reduction in expenses and revenue reimbursement quick total 17.5 million. When you take the 17.5 million when you reduce it, you're going to come down to the number of $44 million that's still increase on current year budget that's still needed. The same thing here is pretty much a breakdown of the requested budget. U$8 million increase in schoolbased budget mod school based budgeting. Um basically terminated contract program next year. That's how we got up to I'm just trying to explain how we got up to the 17 17.5 million operational account free savings. We

080we kind of lowered it to $ 1.5 million next year. reduce health insurance from 20%. Initially they had said health insurance was going to be 20% but finally we met with seagull and they said 14% is what is ideal going into next year. So that reduction that 6% reduction is a savings of a reduction a savings of reduction of 3.6 million. The same thing with health insurance for grant employees is a reduction of $1.8 million. Then we're going to produce another professional learning program 500,000. The total of those combination of those items is 15.9. Then we're going to get revenue reimbursement of $1.6 million next year from nutrition center because we're covering their retire the district is paying for their retirees. So they have to reimburse us um the money we fronted on their behalf.

081So that's how you get to the $15.9 million. Again, talking a little bit about I told you we're going to come back to the savings, talking a little bit more about the fiscal stability efforts that we that we've made. Uh we we we currently are under a budget freeze uh for only non-essential goods and services and personnel. Uh we've also uh uh had uh the principles go through an exercise where they were to look at their current budget and see if there's any fluff there that they can add add recommendations to us to be able to reduce uh their current budgets as well. Uh again, we have we've had community forms and dart exchange opportunities. Uh we talked a little bit about uh we are working with on behalf of the state technical assistance team

082working to with our transportation vendor to obtain a 0.5% reduction in fiscal year 27 resulting in about $163,000 savings. Uh which is very substantial when you look at in the big scheme of things. again uh and thanks to George and his team, they did a great job of uh retrofitting, you know, uh LED lighting in our in our 26 schools, uh which right now would generate a savings of about almost $988,000. Uh the other part of that is being efficient in uh with how our custodians are cleaning buildings. And so we invested in new technology for them to be able to be to do that cleaning faster in order to get, you know, the jobs done uh in a reasonable time. Uh again, we're we're we're very very fortunate to be working closely with the

083city, our state delegation, parent advocacy groups, and community partners to ensure increased funding sources for the students and families of Richmond public schools. Uh, and I can say I am I'm super super excited and proud that we've gotten so many community, you know, uh, outreach to say, "Hey, what can we do to help? What do we need to do to advocate advocate?" Uh, and I think I think we're going to have a even a better showing in Hartford this year to make sure Bridgeport gets what they need for the children that we serve. Uh, and again, I think integrating uh, the 34 recommendations of the audit uh, into our day-to-day practices. So that is huge for us uh in making sure that um uh that we're uh making we're we're we're filling all the gaps

084in this district when it comes to financial stability. And so I'm very very proud of that. Uh again uh this collective action uh demonstrates that we've made deliberate and sustainable efforts to manage costs responsibly before seeking any additional funds. And so, uh, as as as as I somewhat conclude my presentation, you know, I want the board to to be reassured that we've looked at everything in this in in this budget. Uh, and things that we that we there are are necessities and things that are luxury. We tried to make sure that we streamlined all of that in order to get to this uh budget recommendation for you. Um and so I come back again uh here to talk a little bit about the status quo is essentially the same as last year. You know my

085recommendation my recommended budget reflects fiscal responsibility. It also makes clear our limitations. This approach does not allow us to grow strengthen our systems or fully meet the needs of students and staff. We cannot continue to ask our students, our teachers, and our principles and our our entire staff to do more with less. That approach limits our opportunity, strains our workforce, and slows the progress of this district and of all the hard work that we've done thus far. Over the past several months, we met directly with our principles and our leaders. We've listened carefully to what they need in their buildings to move schools forward. Staffing, instructional supports, student services, operational resources grounded in the day-to-day school realities. The $61.6 million school-based budget request reflects those conversations and they were very serious conversations. Uh this is

086not an inspirational spending. It it is a practical reasonable investment built from the ground up by the educators and leaders of this district with the students in mind. This is about building on momentum, not limiting it. We're seeing progress and success across our schools. We're pulling back now. Pulling back now would undermine the vein the very gains we're working that we've worked to sustain and to expand. That's why we're presenting this these options today to the board. This is a shared decision point, one that reflects the values, the priorities, and our commitment to this community. Bridgeport Public Schools deserve that commitment from all of us. Uh myself, my administrative staff, the four in this community uh to stand together to fight for the funds for these children. And then that's the important piece of while

087we've done and while we've changed how we do the process of building a budget for this district and I can tell you moving forward year to year to year now we have a we have a plan we have a model to use and and our and and and hopefully your job to us is to hold us accountable to to that model and when you don't understand the model you need to reach out to me and my staff and let us explain that model to you. when the community doesn't understand that model, they need to do the same. So, that's the hope for this budget. And again, I I think it's important that that I say that uh because it's coming from the heart and I want to make sure that this is not an easy

088task. I inherited a mess, you know, and I intend to clean it up if given the chance to do that. And so, let's talk a little bit about next steps. next steps. Uh we're going to have a board community budget forum. We want the community to come out. You know, we've had tons and tons of forms guys in this community and with very limited people coming out. So, if you want to have a stance and you want to have a say, come out and join us. Understand the process. Let us teach you how to do it. Uh and we want your help. We want your input. So, we're gonna we're going to be announcing some some uh at least at least one community forum uh over the next couple of weeks, and we want you

089to come out to help us do that. We're going to have a board budget workshop, you know, and that's when the board is going to be able to kind of dig deep and and tell administration what they feel is needed in the vision because I think their voice is very valuable here. It's a partnership. It's not a onedirectional piece. So the board will I've given you a lot of information, a lot of numbers, a lot of data, you know, but that's what my job is to provide that for you to be able to impact, you know, the the development of the budget because that's one of the critical, you know, tasks that you have as board members is to approve a balanced budget, you know. So that's my job is to help understand that and

090and work work towards getting that done. And then we'll have, you know, send around the February 7th percent will need to be able to get a number from the board to ask the city for the city share. Uh and so uh the board's going to have to come up with a number for him to make sure that he add to the city's budget to say the board of ed is requesting this amount of money, >> additional money, you know, uh and we all know what they provided in the past, you know, so we need we need to step it up and do what we got to do and ask for a little bit more and and really try to hold them accountable to get us getting us there. And then there's a couple of other

091areas where uh the mayor has to submit their budget to the city council and then uh uh in uh in March March 23rd uh the mayor submits proposed general funding uh budget to the council uh with our recommendations in uh that recommendation as well um and and go from there. Again, in the appendixes, you have a completed uh uh uh budget spreadsheet, you have the nutrition budget, and you have the annual budget planning guide. And I think Nes is going to address a little bit about the nutrition budget. And I think uh the director is here to uh follow up with any questions. >> I'm just going to basically say the nutrition center next year budget is in the board package. I gave everybody a hard copy. It's pretty the same number that the same

092current number that they have in their current year budget is what they're requesting. So the same exact number they they have some flexible room within their budget to be able to live within that number. Again, nutrition center is somewhat a quazi quasi entity kind of an enterprise fund kind of. They have their own fund balance meaning their fund when I they run a supplement stay within their fund balance. The district cannot use any supple nutrition center runs at the end of the year. It's pretty decent budget. Uh Koma who is the food and nutrition center director basically moved line items around based on need. Uh like he purchased vehicles this year, he's not going to need it next year. So he reduced those line items. He did buy big freezer this year. He's not going

093to which is a very expensive freezer if you ask me. But he's not going to need those money. So he kind of realigned his operation based on need. Um unless anybody has any question but the board can very well take a look at the detailed budget. It's just a movement of line items. Uh it could be done through budget deliberation. If you have any question here to tell you the price of breakfast. I don't know the priority. >> And Madam Chair, again, I want to thank everybody for hanging in there with me. I know it was a long presentation, uh, but I think I needed to be a little bit uh thorough in my presentation for you. Uh, uh, Madam Chair, I'll uh I'll turn it back over to you. Uh, if there's any uh

094uh clarifying questions that need to be addressed, I'll be glad to address those on. >> Okay. So um just to reiterate they are we're just doing clarifying questions today. We're going to have a workshop where we're going to delve deep and go into discussion on this. So just asking for clarifying questions on it's a it's a lot of information. So um we're not going to go into discussion just yet on it. So Mr. Palix eagerly waiting. You can go first. >> I I kind of don't like to go through the whole budget first because then the questions get kind of stale. I like to up into sections because I find it more efficient that way because now we're going back to page. All right, let me just question. What's our current enrollment numbers? >> I

095can't understand what you're saying. >> Current enrollment numbers >> 20 students. >> Yes. >> The last I know is 20,000 or 19,000. >> 1980. >> It changes every day. >> Okay. >> Thank you. 19193 I'd like to go to slide number 10. You got not sure if it's the same page a little bit. I think we got bed purchase services. Yep. Yeah. Human services with a jump from 1.4 1.866 to 4.6 to 4.2 difference. >> Madam chair, I could clarify. It was a wrong classification of recording expenditures. If you go to if you go to other services, you're going to see the flipflop in 2024. uh human services was 1.8 and other services was 7.5 in >> I got it. >> You got it. >> Yeah, I got it. >> Thank you. >> In 20

096In 2024, human services expenses was 1.8 call it 1.9 million and other services is 7.5 million. In 2025 other services is 2.2 $2 million and met human services is 4.6. The expenses were when they entered the book the expenses they classified it in the wrong category. So >> classified in the wrong >> they classified it in the wrong category. So it's a flipflop. It's still just about the same when combined together. >> No. When they were when they were first implemented, they were put in the wrong category. What's on the paper is right. >> Yes. In aggregate in total. >> Sure. >> Mic. You said under um medical services. >> You have medical. You have medical services. >> The last column was 4 million. >> Okay. >> Yet you went from five almost 5 a.5

097million to 400,000. >> Human services. Human services 1.8 million. Do you see the asterics are there in the >> No, no, no, no. your in your initial report. I'm asking a clarifying question just to make sure I un understood your presentation. I don't want to >> Okay. >> I just wanted to ask is that 355,000 correct? >> Oh, no. It's 3.5 million. >> It's 3.5. >> Oh, yes. >> Okay. >> Oh, no. No, no, it's >> out a comma and I just got 3.5. It's 3.5 million. >> That's the only question. Thank you. >> No, no, no. It's 3.5 million. >> Turn it back over to gentlemen. And now I want to look at I think we should look at these in conjunction with each other each each other more >> pages 12 through 16

098staffing terms mostly to administrative please this this goes to the questions I've been asking for a while about um central office staff and ECS I see uh ended up with a number of pistol rate the number was pulled from school and state finance, but it's a bit misleading because I I've done these numbers myself and the reason it's misleading, it's not intentional. These are the numbers that are actually up there, >> the 204.3. However, how that number was derived >> was by using 2024 staff ratios for that and 2025 enrollment numbers. And that gives a misleading. I'm worried about having the appearance of misleading the public to make it seem more dire than it is. Even though it is dire and we are very lean administration, but that'll be a point of attack. As you

099know, they attacked us before on administration. So, we got to make sure our P's and Q's are crossed on that. And that's why I've been pushing for this number because if I know we got if we look at the number we basically the certified staff is 17 I mean central office staff is 17 plus 81 is 98 and you take that factor and you multiply it and you get the 2022 to figure it out 2022 and it's just like a reverse algebra but you're in two different >> avenues. Very well. >> If you go if you go that's why what we need to find out the real number is this year's student count and this year's numbers that would be going to the state. Last year the numbers was seven I mean 24 was 17

100and 81 and the prior the year after that was 27 and 91.5. So we got to take the numbers for this year and compare it with this year's enrollment so we can see how many pupils actually are being serviced by each administrator. >> In a lot of cases the state uses one a year behind data to do their calculation. Yeah. >> Yeah. Correct. But um >> we have to have a reliable source whereby we can say this is where we got the information. The problem is if you don't use a state established data center, people are going to say you fabricated the number. We're using a state accredited data center. You're having an issue. I don't know what I mean. Go >> ahead. Mr. Mr. K, I think we had this conversation. The collection does

101not our our October collection does not finish until tomorrow. Tomorrow is the last day. So, we don't have an October number right now. It has to get vetted by the state. Everything's got to be set once we That's why when you're looking at some of this stuff, they cannot do the calculations you're looking at because the October 1 enrollment, you got to remember, is not October 1st. is from October 1st to January 31st. That's where you have the um time to be able to update any problems, any concurrent registrations, anything that goes on within that time. So, when it closes tomorrow, that's including the teacher count, it will not go up to Ed site probably for another two or three months. >> So, what you're getting with some of this data, you are getting what

102we have inside of our system. But it doesn't necessarily mean when you ask us the number of students that I gave you today, that's of today. That's not a October 1 count. >> When you ask me about staffing, that's the number today. That's not the number of the October first count. So for your calculations, when that comes out, yes, we can do that once it's vetted by the state and we have those numbers locked in. Then we can go back and give you those numbers that you're looking for. But for now, we're not going to make any assumptions on that. We're giving you the data that we have based on the numbers that we have today. And that's what you're looking at. >> Okay. So, can we like put a like a asterisk or something

103on the bottom with >> Sure. We could we could definitely do that. >> All the numbers exist now because I know when uh school of state finance ran it, they probably ran at about the same time because only the data from 24 was available for the staff and and there was one piece of data wasn't available. calculate at all. Yeah. And that's the same number I came up with. But I stopped using us as the >> leanest administration in the state because I couldn't really confidently say that anymore. But I'm pretty sure we could still say that. But but the main point >> we can do that. I understand where you're where you're coming from. So we will make that uh asterk in a note on there. This way um everyone will understand what we're

104doing. All right. >> Tell me tell me your name what you do, sir. >> Oh, sorry. PJ Caraf, the chief information officer. >> Sorry. No clarifying questions. All right. I just just want to clarify right here. Uh transportation page 20, chart 20. Uh, we got U, just want to point down and clarify that. I just want to make sure my number is correct. Approximately $3 million in transportation go to students other than Bridgeport Public Schools. >> That is correct. Uh, for next year 3.7, no. Yeah, about that. >> About 3 million. Yep. that again >> 20 >> No, that's money that's not available to educate our students. >> Yes. >> Thank you. >> Uh forecast >> uh substitute paraprofessional services. What's the do we have the vacancy fill rate of them? Are they because there's

105some >> a lot of the a lot of the pars are pretty much um the we do have daily vacancy rate for parrots even the permanent employee we have to backfill them every day and the par ad permanent permanent employee or permanent par advertisement is on the district website is on red red rover 24 hours a 365 days a year. >> I'm sorry. Can I'm sorry. Let me just get you off because you're off the question. No disrespect. Okay. Um >> what I'm asking is the fill rate when somebody is absent. What percentage of time is Kelly or able to fill that? Because there is there's a step there's there's there's steps >> like if they don't have X percentage, >> they got a there's like a little penalty or something like that. >> Yeah.

106I don't I don't have that data in front of me. Uh Chris, if we can kind of get that field rate, you know, information for Mrs. Colbeck, we'll we'll send that to you, sir, to the whole entire board. I don't have that that data set in front of me. >> And page page 23. I just want to >> point out that >> two, three, and four have been done for probably decades. Um, the operating allocation, the $30 per student has been done for quite a while and the 35 in the high school has fluctuated from 25 to 30. This is something that's always happened. The teacher's choice allocation has always been basically an insulting $30 per per teacher and teachers spend probably thousands of dollars out of their pocket. And then um the parent engagement

107budget that's always been a thing. It's been for a long time. These these are not new. >> Right. I'm clarifying the information that was given us to make sure it's all accurate. >> We go forward. And manager, I didn't I didn't say everything was was was new. I said the allocation the operational allocation is $30 and $35. I didn't say everything else was new. Uh yes, those allocations for teacher allocations and uh parent allocations, they have been stay they they stayed steady. Uh and uh if if the board would like to see that adjustment, we can do that as well. I mean that's okay. But again, we tried to stay to to try to give the campus a little bit more money to use for their operational budget. So that's why you see a change

108uh in that section. You know, again, there there's been a model being used in the district, but it hasn't been consistently used in equity across every single campus because uh if you see if you've seen what I've seen, some campuses got other additional things that other campuses didn't get. Uh but when you talk about equity around a district budget, everybody should be able to get the same amount regardless of what school you are, magnet school or not. So again, it's important that we follow a process and a model that we use and that's that's kind of what we've done. We've kind of uh refined it a little bit to make sure that we get get it right this time. >> Right. Okay. Now you got just close another qualifying question because I'm sure you maybe

109misspoke a little bit. Um, when you say equity, equity is not necessarily equality because Marin will necessarily need more English language supports than say a school on the north end. So they would have to they would not have an equal amount of ELLL teachers because that would be ridiculous if the ELLL population was not the same. So it's got to be equitable rather than equal. No, he's you ended up saying the same amount as well. So I just want to just because somebody doesn't have the same as somebody else doesn't mean it's not fair. >> I'm I'm quite aware of that, you know, but I think it's important that, you know, we we look at programs and then we we will, >> you know, adjust that and that's if that means adjusting the allocation model,

110we can do that as well. So there's a little bit of flexibility there. >> My comments and everything are not necessarily directed directed at our understanding. It's directed at their understanding out there. >> Okay. >> This is the first time a lot of people are hearing this. I'm going to clarify I'm going to clarify that so people >> and what I'll do Joe is I'll open if any community member that needs a little bit more clarity after they listen to the presentation I'll be glad to kind of you know have that conversation with them. So uh because it it's a lot and so sometimes you got to hear two or three or four times before you really get it right. Uh and so I'm I'm willing and able to do that as well. So thank

111you for that. >> And um I think this one's from Mr. Quote 28. The pie chart. >> Which one? >> The pie chart on page 28. Fiscal year 26. >> Budget appropriations by funding. >> What number? What slide? >> 28. Oh, it's 28. I'm sorry. >> This one. >> All right. Um, now this couple of couple of things on this one. This is the 26 fiscal year 26. Correct. >> That's correct. >> Where's the number 331 million coming from? >> The grants, major grants. >> Can you break down the grants for me? Because we we got we had a $34 million operating budget. Last year, >> it says other major grants besides alliance grants, >> which uh which >> they're right there at the bottom. It's title one, title two, title three, title 4a, uh

112idea 611, idea 619. Uh >> so so let me try this another one. >> Question. >> Did we spend $331 million last year >> on when you include other grants? Those grants being >> are you including food and nutrition or something? >> No. because the operating budget >> I know >> was only $34 million. >> I know I did not agree with including grants. I knew it was going to be confusing but it's noted at the bottom. What what makes up that 85 million auto grant plus alliance grant of 48? Yeah. >> Yeah. This this >> it's a little >> this does not look right. Okay. Now I'll get off that. if you could get us the breakdown of those grants. >> Yeah, >> we'll provide information. >> Hi, um Hannah Hannah Whitley, deputy grants

113director for the district. >> That 31 million is inclusive of carryover grants. So those are all the titles they allow carryover funds. So that 31 million is that carryover into this coming year, >> right? And my my issue with that is it's included at the 36 26 the 26 budget allocations. And another issue I have with this pie chart is that the alliance grant is indeed a part of the ECS and it's not colorcoded the same. So it's looks disproportionate to the amount we are spending the amount we are funded by the state and city. I think we should have >> Thank you for that. I think what we'll do, we'll we'll we'll revise this grant, this this particular slide and make it, you know, a little bit more palatable for the average person to

114kind of understand. Uh we grouped a lot of things and that's why you see the footnote there. And so we will try to make sure that we can we can uh before we post well once we get the slide re redone, it'll be done by in the morning. We will we will we'll give a different uh take on this particular slide. So, thank you for that uh by bringing that up. Mrs. >> Page 30, is there any reason we did not include the rate of inflation for comparative purposes? >> Well, we're just basically showing the percentage uh 10 years average increase that we receive those revenues. Uh we But but I'm looking at this and I'm saying, "Oh, goody goody goody. We went up every year." >> Well, why is this a Why is this

115a problem? We went up every year. Why is it a problem that we need I believe we should add a column? >> I think I believe when I when I presented this, I said it does not match our cost of living increase. I I clarified, >> right? >> But I mean again again I'm not talking for us. >> It's for the greater people that we're bringing this out to next. Absolutely. >> Good point. Again, we we could we could do some some tweaking on this one as well. Again, you know, again, we've been behind closed door for the last three weeks trying to make sure this presentation is is accurate. We've done the best we can do, but I think and that's what the purpose of the clarifying questions for us. So, if it's it's

116fuzzy in your head, if we need to make it unfuzzy so you can understand it, anybody else can understand it, the committee can. So, thank you for that again, >> Mr. Cher. Just because Joe is trying to make it clear to whoever is watching or listening, I know because he's done the work. >> Absolutely. >> That the information shows the average >> cost of living increase over the last 10 or 15 years has been over 3%. >> Yep. >> So it is relevant to see in a table like this. >> I know. >> And so I finish to finish his point based on his work that he's shared with me. It is relevant. >> Yeah. Yes, I agree with you. >> Almost. Sorry. We answered that already. >> Okay. The health insurance pre how much

117is that stand alone >> by itself? >> 20 20 million. No, I'm sorry. 20% is 12 12 million. Then we reduced it. Then we reduced it to 14% uh to 14% which is a reduction of 3.6 million. >> 38 >> and we're going to it was 38 now going to 39. I would like I'm trying to be clarifying questions and get stuff on this for next time. clarified to the public office. Page 39, the breakdown of net current expenditures per pupil and report is number 160. We're missing a very important talking points in the state. If you break it down per pupil, city versus state, we are dead last or next to last. It depends what year I want to in local funding per pupil. That's a very important talking point after session. >> Yep.

118Yep. >> The city budget cycle. >> Yep. >> And Mr. Sakovic, I think if if if you would be so kind, I know there's a couple of things that you you've been doing advocacy wise. I think if if if you can kind of sit down with my communication team to to to pick your brain a little bit on the points that we really need to as a district really kind of, you know, um push for. I think that would be very helpful. So, I'm going to I'm going to charge uh Tim and John Carlo to get with you to kind of sit with you. I love some of your advocacy points. Um you know, including the videos. They're very very powerful. Uh, and so if you can help us, you know, help the the effort,

119I I would truly appreciate that. >> Um, okay. Almost really almost done this. >> A couple more. >> Now, could you clarify your thinking around you're proposing $3 million? $3 million less than the status quo on the budget. Your request is 44.1 million and the status quo is 47.7 million. >> Well, go ahead. Let me find the slides. >> You got it. >> Yes. Sorry. 42. >> Slide 42. >> Yeah. >> Because because I mean, let's be honest, $61 million. 61 6 million uh total request is a disturbing number. He has mean we have to sit as a group he has to take some management actions to try to contain the cause again bringing it down to status quo realizing that excuse me realizing that health insurance is going up 16% 14% increase and wages

120are going up 8.6 million in total. I mean it gets to a point you have to really try to cut down expenses to the extent you can. You just can't say you know pull numbers and say you know my status quo is 47 million and that means you just have to not even show any management actions trying to contain that that's the way I look at it >> understood but we are now at the point of what we we are requesting >> clarify questions and the clarify question this is the This is a clarifying question about the budget. Where are I mean this is a budget request. >> Yes, >> we are not at the point of budget cuts and cutings. We are requesting what we need to operate as a district to operate the

121best way we can as a district. Why are we not asking for more? Can you clarify why we're not asking for everything the why we're not suggesting that we ask for everything the principles want and asking for money to add back the devastating cuts our children have >> as we go into our workshop >> I think that's a >> if we go into our workshop we could definitely discuss that and the board is the one that's going to say >> what we want >> we'll take his recommendation but it's something that's going to need further discussion >> I I think you'll see in a workshop. We'll definitely use this stuff. >> One more clarifying question about the principles, the department heads and everything. How comfortable were they in suggesting adding things back because I don't

122see librarians. I don't see kindergarten par profofessionals for general ed. And these have been really really big things that people have wanted for years. So were they comfortable enough to try to add adequate services to really function their buildings in their buildings? Uh because it's the first year of the process, they might not have been comfortable enough. So we had a very fluid process that we used. Uh and we had very honest conversations with principles. They were all individually there. Uh and if you ask them, I mean, we we pretty much said what what what was the need and and making sure that we their request was recorded and worked from there. So again, uh, kindergarten parents is was already they're already reinstated. So we figured we were going to keep them in play. Yeah,

123trust me. I I understand what you're saying, you know. Uh, but again, we we went through a process. We took every, you know, their request down uh and we tried to make, you know, uh, a an effort to make sure their wishes were were granted in a total number. So again, maybe they weren't thinking about, you know, librarians or whatever. I don't know. Uh but uh we we have a recording of of the request uh and most of them are there to the best of our ability. >> It's it's on the list as well. So, >> all right. Thank you. That's all that's all I have. And I'm going to step away and I stumble off. All right. The chamber Sorry. >> Yes, sir. No. >> Your mic on? >> Okay. Your mic wasn't on.

124>> Are these all new positions? >> Those are all new positions. >> Are they in the $44 million budget? >> They are not. And and and if you if you take my my parting words, we talked about the 60 the $60 million and the $8 million that was requested of uh of administrators in the consideration of that. You know, we're going above the status quo. We're going above just the bare minimum ask. Uh >> I got that. I I'm ask just clarifying because we went through this presentation and then you got to page 42. >> Yep. And u um we had the status quo at 47 and we had this at 61 and you said you proposed recommended 44 and I wrote >> it just didn't make sense >> for clarifying questions. Madam chair I'm

125hoping that the that the board will consider you know the additional $8 million added. >> Yes, sir. Absolutely. >> I understood the chair saying this is the time to wait until it's time. I just wanted to make sure I understood what we had before us and so I understand and I will deal with it at the right time. So, >> right. So, we got >> Thank you, Mr. D. >> Does the board recognize me? >> And I will adhere to clarifying, but my clarifying is really just comments uh through you, Madam Chair, and I had a chance to look at it earlier. So, Dr. I just want to start by saying thank you uh to you and your team for the work that went into this budget. Um for those that know me, I'm a

126parent. I've been an observer and now I'm a board member and someone who works in city government every single day, which is why I was late. So I most certainly know how difficult these decisions are. I know how complex they are. And I just want to underscore and go on record to your point around the chronic underfunding. I've been a Brisb for over 30 years. So while my experience on the board is new, my observation of our board of our school district about underfunding is very true and very real. And so I just want to echo and just acknowledge that about the many challenges we're facing. They didn't start with you. They were decades before you started. So I just want to commend the hard work you're trying to do to stabilize the district and

127the hard work you and your team has been challenged to do without the resources. And I just want to uh just comment quickly and this is clarifying so you don't have to you can't answer me because then I'm going to mess up the process. Um I most certainly promote and endorse the schoolbased budgeting and I'm looking forward to the budget discussion because I too appreciate the principles and the role while my colleague have said hasn't been it's been done but it sounds like you've done something a little bit different. So I'm really um want to just give a shout out to your engagement with the principles. They have identified 8 million and I know um I will I'm looking forward to having that conversation to see how we can make sure that 8 million stays

128because they're the ones on the ground. They know what they need and having friends in education. I support that and I'm done. Thank you very much. >> Thank you sir. >> Mr. I'm just going around a circle. Any clear? >> Okay with the discussion. Okay. Mr. Ben. >> Thank you madam chair. Um, I'm not going to ask a question, but I'm going to let all my colleague ask the questions. But I had to I want everybody to do it with me. I want to give a prop to you >> because it's not easy what you're going through. >> I know you have you and your team work very hard and I appreciate all your hard work and your team, you know. Um, I I'm very proud, very very proud because it's something you have to

129be one after meeting, meeting after meeting, you know, things and the most I respect that you sometime you put your family on the side to be sure for public school be funded and be correctly the way it's supposed to be. So you and your team, I really appreciate everything you guys do. Thank you, >> sir. >> Thank you. >> I have a few clarified. >> Um and I have a few but I'll other more detailed questions that I'll reserve for the workshop. But I do want to mimic what my colleagues are saying here that it these PowerPoint slides you could tell the great effort that you guys put in it. Um so I really appreciate that. Um so going to slide nine. Um there's a negative number for instructional aid salaries and my train of

130thought is where is that negative number coming from? The 296708. Uh the second line instructional aid salaries the last column under fouryear category 296 it's a reduction and I couldn't >> fouryear decrease. That's a that's a fouryear decrease that the parenthesis mean decrease. >> Yeah, but I'm not aware of any positions that we've gotten rid of. for instructional aid salaries. So >> yeah. So where you see instructional aid salaries that is taken into account the board of ed uh paras for special education and there has been a shift of moving from the board of ed to the contracted services. So that's where you will see the increase in uh the purchased services. >> Oh I see. Okay. So there's a Okay. Perfect. Thank you. >> You're welcome. Yeah, I do. I have like a bunch

131of notes written down and then as I kept going down the slides, I was answering my own questions. So, um, slide number 12. I ke I wanted to re reiterate something that Mr. Sooik said here. I was very confused by fiscal year 25. I know we cut down quite a bit of central office staff, but that's not reflected in in fiscal year 25 and that number 27. So it it almost appears like there's an inflation. It almost appears that we're topheavy in central office when we know that we're not. So I neer you seem No, go ahead. >> Um, so yeah, was before the cuts. Before the cuts we made. >> Those are before the cuts. Number 25, but you're saying 25 pounds before the cuts. >> It's before the cuts. Yeah. And I realize

132PJ explained it very well and I wasn't aware of that entire timeline. So that was very helpful. Um, so I just wanted to reiterate if we can install that asterisk and just say these are numbers through, you know, prior to October 1st of 2025 or before any cuts. Okay. Um, for Okay, Joe spoke about 16. on 17. I had not an issue with it, but it there was almost like misrepresentation. If I look at this slide, it tells me that the average classroom size is 14 and a half. At least that's the way I'm I'm interpreting it when we know that that's not the case. Um, I'm wondering if we can put some sort of point of clarification that classrooms can go up to a max of 28 or something like that so that we

133can still keep that battle of, hey, we want smaller classroom sizes. >> Well, that it's it's the way the state calculates that and that's all teachers. So, it's an average of all teachers. So you have some, you know, you have some classrooms that are lower. Uh, and so the average is going to be the average and not specifically because when you when you look at Bridgeport's classrooms, they're at max. They're like that 24 that 29 for most especially elementary schools. Uh, and so you're you're exactly right. It's it's just the data source that the state uses uh to calculate that. And Mario, if you're gonna speak, you got to come to the mic. Can you guys give them a mic over there? >> Yeah. >> Give them a We're giving them >> your name. >>

134My name is Mara Hughes. I'm the assistant superintendent of curriculum and instruction. These numbers are based on all certified teachers. So you it includes teachers that aren't necessarily in the classroom. Okay? So if you have a resource teacher, if you've got other support staff, that's just a general uh studenttoteer ratio. >> And in the district, we have teachers on special assignment, that's also included in this number. uh which we're moving away from teachers on special assignments as well as we move through the years because we right now we have about three or four maybe six >> of those teachers that as they as they leave the district we're not uh rehiring teachers on special assignment. That's just that was just a way that they use in the district to kind of don't let me say

135it but uh yeah so it muddies it muddies that calculation up a little bit. >> Yes. >> Yeah. I just didn't want it to appear like, hey, we had reached that goal of reducing classroom sizes when it's just this is an average and it kind of ma'am >> blends everything in. Um, I think I figured this out, but I I wanted confirmation. Slide 21. In slide three, it says utility costs are going up by $1.4 million. But this number here from fiscal year 26 forecast to 27 budget request only goes up point $400,000 >> current year we're utilities what's been on the budget we've been on what's in the budget on the fun current year so we basically bringing it up to forecast we're projecting to spend $9.5 million this year at the end $400,000

136you're seeing next year is at the end of this year we will end up spending 9.5 million >> but there's no if I'm comparing 9.5 to 9.9 it's not a 1.4 for utility cost increase. It's based on the current year budgeted number that >> oh okay >> budgeted number when you look at the budget for which we were talking to the line >> okay I think >> that's why it says FY Okay, thank you. Um, slide 26. There are some numbers here that were in negative. So, classroom teachers. My question around this is that expected like teacher reduction based on like attrition. >> Yes, good point. >> And then the same thing for specialists. Yes, I had that in my talking point, but I skipped over it. So, thanks for catching that. >> Okay, and

137that is all the comments I have. Thank you so much, >> Mr. Woodson. Do you have any um clarifying questions? >> No, not at this time. Thank you. >> Thank you. Mr. Traver. >> Oh, microphone. >> Classroom teacher. This is a small space. Uh the I had one other clarifying question which is you made a reference to uh seeking more alliance money. Um, and I was struck at the leaving out taking more ECS money. Um, and I know Joe and I have discussed, uh, the need to increase the ECS formula, uh, which hasn't been increased in 13 years. >> Yes. >> Um, and so we believe that's a stronger argument. I I don't disagree with, you know, seeking to increase the alliance allocation because it is uh inexplicably allocated. Um but the alliance is a

138flat I mean the ECS is a flat rate. Um and it hasn't been increased in 13 years in it hasn't cost kept up with the cost of living. Um and if it did it it would equal a significant increase. >> Yes, >> we would be able to do everything we wanted to do and more. U so uh we believe that should be done. uh two, God bless you. And um in order to do these arguments, as we've discussed at our very first meeting after the holidays, uh the city needs to demonstrate its commitment to the education of our children to the state in order to convince the state that we are committed here locally to the education of our children. >> Yes. >> So, it's going to require the city to make a larger allocation

139and as I believe it was Councilman Newton pointed out the city's in the middle of its reval and its whole the complexities of the revaluation and the establishment of a new mill rate and all that that's tied into that. U so it's going to be a very complicated spring so to speak. >> Thank you. But I I was struck at your solely referencing the alliance the alliance grants >> and and and thank you for that clarity. it it's that formula, you know, needs to be adjusted and so that is going to be a fight that we're going to fight uh for sure. So, I'm with you on that as well. Uh it just it was just, you know, we're we're diving in the numbers and just the advocacy piece in general. I just kind of

140generalized it, but oh yeah, that's what we need because that will give us the guarantee moving forward the money that the district is needing though that should have been gotten a long time ago. So, absolutely. Absolutely. Good point. Thank you. just a follow. >> Yeah, just clarify your question. This is the supplemental material you sent us in the email. Um I'll just I'll just go over the lines just to refresh your memory. It's um lines 17 and 18. It's grants, teachers, non-certified employees, MURF, Medicare increase, health insurance, assume 20% increase. And now we're transferring that to the general fund from the grants. Is that because there is no money in the grants and they've been lessened or it's because team suggested we move that? >> No, no one no one suggested that we move that.

141We know very well that alliance grant as far as we know based on the state by annual budget is flat funded for next year. Most of the major grants for now as far as we know we're assuming them to be flatunded. So the cost of living increase relative to wages of these grants employees and the health insurance increase it's either we cut the grant programs by that much money or we will flip it they will absorb those expenses of cumulatively I think it's 5.9 million between the two the grant will absorb it and we will transfer some expenses from the grant to the operating budget, no matter how you cut it and slice it, the operating budget will absorb the 5.9 million ultimately. >> I just didn't want to model up the whole >> I

142just want people to know where the liability is coming from and what it would trigger. >> Last clarifying question, we've got last year you put you put the number of attrition savings at 4.583. Was that was that did we save anything from nutrition last year? All >> uh if you ask me honestly I think we should be able to attain a million dollars this year. This year >> how much did we attain last year? >> Last this I'm talking about this year which is this year. Are you referring to this year or you? >> I'm referring to both because last year it appears we didn't save a dollar, but this year we got a 1.5 million project. >> I think we're making a 1.5 is for next year. >> Correct. Okay. Okay. Let me start

143again. Last year, >> which is this year. >> How? Yeah. This >> Okay. Thank you. >> Thank you. >> This current school year. >> Thank you. >> How much nutrition savings did we save? I'm estimating about a million dollars because we filled most of the positions. >> The time lag in filling those positions, we we should save some money. >> Yeah, because that number seems it's awfully close. >> No, 4.5 is I mean >> we had to fill 100%. >> I just want to gauge the realistic >> realistic number. >> a million is attainable. >> 500 might be. >> Yeah. Yeah. Got you. Thank you. >> Thank you. Before we move on, I is is there any questions? What you see here? Mr. Spiel here for nutrition. Any questions? >> Okay. Go once twice. Okay.

144Good. Thank you for presenting. Yes. >> Okay. Thanks everyone. >> All right. Got two more items. Um, all right. The next item on the agenda, thank you to everybody who presented tonight. Have a great night. Um, the next item on the agenda is discussion of possible approval of creating ad hoc committee uh regarding advocacy. This was uh brought to us by Mr. I believe referred you referred this item. Do you want to um speak to it a little bit? Put your mic on. >> Yeah. Um we've we've talked about sort of putting together a an effort within this within this community to push for more money. You just heard us referencing at the end of that presentation. Uh we need to go to Hartford. We need to work in new in in our city to

145get talk to the leadership in the city about raising the increasing the amount of money given to the schools. And so um in so far as I believe that would be appropriate for an ad hoc committee as we've discussed about creating ad hoc committees. I'm proposing that we do an ad hoc committee for advocacy. Um it would be an open committee to include board members and non-board members, representatives of the uh board workforce um as well as members of the community. Um and it would be an open meeting that would be convened quickly because as we know the legislature starts next week. Uh the first education committee open uh hearing on is in a little over two weeks. Um and we need to start things rolling. So, um, I would propose that we do such

146a thing. That's what I have in mind. >> Any questions on that? Any discussion, Mr. Salado? >> No. But would you like to make a motion? >> I move that we create an ad hoc committee regard for advocacy uh to uh advocate for more money for the Bridgeport Public School budget. moved and second it. Is there any further discussion on it? >> Uh can I get an idea first of all of any board members who want to be on that committee so that I can go ahead and assign it? >> That's what I was going to say. That's what I was that's what that was going to be my discussion >> once you created the motion. >> Um is there any other board members who would like to be a part of that ad hoc

147>> and I I would like to be involved as well. >> That's just a call. Others are are free to join as well. Um but I can create the committee of those three for now and then >> others can join as well. >> Back to discussion >> back to Mr. >> So just um there's a lot of activity going on throughout the state and I know um there are some Bridgeport folks. I know the delegation and I know I think uh the city. So where where where would this fit in? So the messaging is is really crystal clear. It's not the board has a message, the delegation has a message. Then there's a statewide group that um some the cities are working on in Bridgeport at the table. I don't know who I can come

148back just so that I think that's one of the issues from an observer. You have all the groups and I get it advocacy but there has to be some unified where does the district so like how does that all interconnect and maybe something you all will discuss but I just want to offer that because then the message becomes fragmented still everyone advocating but I would strongly urge the committee to really look at and doesn't mean you all don't have your own voice but really be crystal clear of what's not being said and how do you message it because there are some groups that are happening in Bridgeport at the table just because my other role so um just want to just offer that So it's it's connected doesn't mean Bridgeport I know in the past

149uh I think last year you all went up for like a Bridgeport day just so but then there's other pieces and how do you all still connect in uh because some people are having different meetings already with um not just the state delegation but state leadership >> Mr. >> Yeah. Yeah. To Mr. Daniel's point >> is the maker of the motion. >> Mr. Chamber. >> Yeah, we we uh this would fit in as an open group created by the board. Um I don't know that the state delegation has held any meetings in Bridgeport with us. Um and so we would be happy to work with the state delegation. And I know that the superintendent has been meeting with dele members of the state delegation and we would too. Um this would be a group an

150open group that the board would be convening. We also have been working with statewide groups in the in the state uh Connecticut for all um which worked last year. We worked with them um which is a coalition of unions um community groups and church groups. Uh we worked with and we will continue to work with we're going to some of us are going to a meeting on Saturday uh with them um to talk about a meeting of public officials uh from various communities around the state to talk about what they're doing. So I I think it's a ongoing thing uh within it and we need to meet with the city group and again the superintendent has been meeting with the city leaders too and we'll be working with I know I've spoken with uh Anthony

151about sitting down with the mayor's office, too. So, I think it's a it's an ongoing fluid situation of multiple efforts around the state, but we want to have a board of ed effort that we're coordinating to go forward too. Uh to speak for the board, >> Mr. to call the victim. >> You know, I said exactly what I was going to say, but uh yes, I'm going back to that particular Robi and the board. We've been all over the state with these various groups. And that being said, the messaging is pretty much consistent throughout. However, Bridgeport may have a different message and need different messaging than everybody else because we sitting here, we not sitting here are directly responsible, directly elected to advocate for Bridgeport Public School students and sometimes that might be the expense

152of somebody else's piece of the pie that we got to go for. So this collaboration goes so far where the interests are aligned, but there's going to be times where there's virtual only interests that must be focused upon, especially with like your city advocacy pieces and all of that. And that's not going to have a co we're not going to have a good coalition with the city council. Uh historically we haven't when we advocated for money for them, but the messaging got to be on point. And I would suggest with time being so short that um the committee meets early often and we basically comprise it now what what staff we have and what's the format and possibly think about expanding to include the superintendent and when it's like a joint agreement between the committee

153and the superintendent that the committ be empowered to act immediately because time is of an essence and we basically are behind the eightball on this. >> Mr. Ben, >> thank you madam chair. Um it's like the board is here, city council city is here, legislator here and the state. What else they want from us? I know we give it everything what they want. They see they know what you know what we want that the area and the team you know present you know present a big budget and be so many years and see how many superintendent you know present budget this budget for me I see it's big and you know that me and Joe how many budget presentation we see and it's not easy I feel that what else they want you know what

154else they need they we give it some they know they know what we want how long we going to be waiting for this situation like the process is something you have to be you know for but I feel that they take forever to give us not us what they they supposed to give to our children's what we need in our staff they take time and time is running and I know one lady they say oh forward school the poor members they are the one taking forever if they don't make decision when that's not true they know we on top you know we go back and forth we going through a lot of things you You know, we agree, we disagree. We're still like a team because we are for once. We're here for one situation

155because it's our kid. But my question is for the state registered city, not us because we know what we want, what we want to do. How long do we take this to be sure this done, you know, for school? Thank you, Madam Chair. >> Yes. I I I think um so there's a motion on the floor. um to create the advocacy committee and then there are some board members who'd like to join it. I I like um the idea of making sure we're including the group. I like how you worded it, the community um members. I also think this should be um started yesterday. But um if if you guys can start meeting um once I sign the board members, which I already will um next week um And if you can once or twice

156a week just to get different groups involved. Um obviously you have to notice those meetings. But I think you should uh if we if we vote on this today, we should get that started. Um and also make sure that we're all on the same page on what we're advocating for like Mr. Dana said. Um because we don't want to go with different um if our if this committee is advocating for a certain amount, we want to make sure that the whole board is going to go with that. Okay. Um so keep that in mind as you're going forward. Um I would like to see if we do this committee um if the committee could work on um draft testimony for um the education committee and the appropriations committee so that we can really get that

157sent out to um folks to submit. Um, on behalf of Bridgeport, >> we had a good turnout last year, but I I think, you know, there was a lot of uh there were a lot of other districts that that turned out larger than us, and we we really need to show up um and show out for Bridgeport, Mr. Traber. >> Yeah, I I I think that um you know, there are a couple of different ways to do that. And and if you recall last last spring, there was actually a teacher who created a uh uh actually wasn't a teacher, it was a staff person who created a Q code that could be used uh for somebody to work on a on a testimony. So, I think there are a couple of different interesting ways to

158do it to make it easy for somebody to sign up and write testimony, and we can do that quickly. Uh, and I don't think it's just that education committee hearing in two weeks. I think there's the possibility of us getting a a bill before the appropriations committee, too, which we're working on um and need to work on quickly. Uh so I'm hoping to have something set up u tomorrow or Monday to explore that option too. So I agree with you and I I also think that it would be a matter of calling for an open meeting next week for anyone who was interested in attending scheduling an open meeting. It >> see no further questions. Um all in favor >> I any opposed any abstensions? That passes. Next item on the agenda is a discussion

159of possible action of creating a superintendent search committee made up of the entire board as a committee of the whole and a representative and a representative of the Connecticut commissioner's office to carry out board statutory duties granted by uh CGS chapter 170 section 10-220. Thank you. Thank you, Joe, for writing that out. >> No worries. >> Moved by Mr. Medina, seconded by Mr. Ben. Just to clarify that this committee um can meet um as a whole without uh how do I word it? Without um posting >> without posting. >> It's free of foyer. >> This is free of foyer. Thank you. Um so this so where this is where we can really discuss um next steps. Um and I also you know think that this committee should also discuss um how do we get to

160like changing our narrative as a board. Um so that when we go out there and put the search together um we can Sorry I've got this. Sorry. Sorry guys. So when we go out there and put the search together, um we really know what we want in a superintendent. So I think part of this this um search committee should should include that piece before we go and and sign a contract um and really know what we're looking for as a board. So I think as we as we do this, we really need to sit down and and um you know, put some thought and discussion on this. Um Mr. Sakala. Yeah, just a little history in case people missed it. Uh, Chair Perez, myself and um, Secretary Gimenez, we met with the state and while

161they did not recommend that we go out for superintendent search, they know that they cannot prohibit us from doing such a search. They could always refuse our choice. However, I do want to move forward. I think we should move forward with this search. This is the second we need to move quickly. We don't I disagree with uh Chair Perez's uh modification that we shouldn't make moving on as a board as part of this process because it's not an either or thing. It's something that could be done simultaneously. There are districts right now choosing superintendents all across the state. If we wait too long to start our search, we'll be picking from leftovers. and preport deserves better than getting the leftovers that other districts don't want. That's not negating anybody. Everybody's welcome to apply. Our superintendent

162included and everybody needs to be weighed against each other. But right now, we have no current superintendent that was picked by the community, the staff or the board. Frankly, we've got an interim that the board put in place and he deserves a chance to apply. and be weighed and vetted by the community and put in place or or if somebody outshines him in the interview process, never put in place because if we wait for Bridgeport to get his stuff together to start a search for a superintendent, we'll never be searching. >> Questions? Mr. Daniels, do you have a question? >> Comments question. >> Yeah. Um, I guess the only concern I have to your point though, if you're saying we risk the state not selecting your choice, that concerns me. I don't know how that

163works. You all were in the meetings, >> right? >> But when we as a board start making decisions for fear of what the state's going to do, the state has already took over and made that decision. Right now, the state has made the decision by refusing to let us go out for a search to make Dr. Avery the superintendent until they decide we are okay to go even look for someone else. That's not saying that Dr. Avery will not be the choice. Let me be clear on that. But we deserve to have that chance. And if they want to refuse Dr. Avery or they want to refuse our choice, then that lands on them. then that would land on Governor Ned Lamont's okay >> going up into his election. >> Mr. Cher, >> um the

164the other side of that coin though is that um Dr. Avery may decide to pull up the stakes and leave. Um you can't hear me. >> Oh, mic. I'm sorry. Um the other side of that is Dr. Avery may pull up stakes and leave. I mean, his there's a limit to how long the man will stay. Um, he is an interim superintendent who has been left hanging and has made it clear that he would like the job, but there's he may not stay forever. He he made it, as an example, his lease expired in January. I don't know what he did, but um you know he's there's a limit to how long he wants to stay around as the interim superintendent. He has a family in Texas. He has other offers that he could pursue.

165He has not in the hopes that he could apply and and get this job. He's not guaranteed this job, but he wants to he has made it clear that he would hope to stay. Um, and the longer we keep waiting, the long the greater the possibility that he may or may not stay. And so it's we have this we're juggling this which which which is which which what's what's going to happen. And we don't know uh the super the commissioner may be perfectly happy if we go through a search process and pick a new candidate that she likes or Dr. Avery that she likes. we don't know and so we we can't keep operating limbo land. Um so we we might as well pursue um while we're doing the other things that they would like

166us to do. Um to me that seems the most prudent course that we continue to do the things that they're recommending that we do while we also begin the process of searching because this is prime search season and we wait two months then we'll be getting um the sort of tail end of the sort of season. >> I think we could do this tactfully where we can really create our narrative where we we sell our district to this person whoever it is whether it's Dr. Ay whether it's another candidate um include the state that's what the the agenda the motion was to include the state um the commissioner's office in this process um and and you know go from there. Uh Mr. Benahan gohead. >> Thank you. I I really I'm tired to say this

167but I don't know if I don't get tired to say and thank you Joe for the information and Mr. He minutes to go over there. Do we have is a policy that get the board members you know us? we cannot search um uh superintendent you know because what I understand it be so many years as a secretary as a board member and be in the district I never see a policy they cannot let us do it um if they not let us do it how come another town they did it because they have new superintendent stuff like that um and it's a process it's a protocol that we searching Dr. who have become is that's not the problem but no the commissioner and this the hardware they know we have in short time and trying

168to work with us and try the best they can and be on top there like as always I say why they hold our hands they're trying to hold our hands not be searching a superintendent you know also I know if we have um um a credit and we lost our credit because they hold us not be searching so if that happening again let's see we start searching a superintendent who's going to pay that where the money coming from course they're going to say on the board but why we do that credit because the state say oh you cannot do it but I would like to see if there is a policy or something and I don't want they made that policy next week or another day that they come like I said we kind of

169be searching you know so I never see it I just >> in the resolution when last year when they when they shared it with us that when it document I'm not finished yet please I'm not finished yet but the thing is that if Dr. stay with us. I'm in and whoever come is some going to be something like I feel like we're gonna start over and again because we don't know what kind of agenda the person come and God bless whoever come and God bless the doctor every you know state but we have to understand my board members my colleagues my friends and the community and everybody parents staff and everyone we having somebody here that he don't give up >> pause you before we start talking about candidates yeah >> we need to make

170a we have to start a search committee >> no I agree with Yeah, you have like I said it's a protocol. Yeah, it's a protocol. It's a way I'm okay with that. Let's do it. But I don't want they hold a hand. We cannot do it. Like I say, >> everyone whoever's listen to us, they have to understand this gentleman here, he want to do the best for our children, you know, and whoever come, we have to see what we have now because we don't start over again. I know we work each one of us. We work very hard and it's not easy what we going through to trying to hold our hands not do our job as a board member we are because we elected for the community. We are not elected from the

171city from the mayor from the state and for nobody. We elected for the community. So like as always I say I work for my community. Let's listen the community what they want. Thank you madam chair. just >> Yeah, just like clarify bit of a misstatement. The resolution never contain the words to stop us from searching for a superintendent. That's what they said, but as you know, when we were sitting in that meeting, paper right in front of them, I asked them to point out where you are empowered to stop us from searching. >> He said, "It's not there." That power never existed. What happened was the state bluffed and we crumbled. So now it's time to stop crumbling, do what we need to do for our districts, get ourselves a permanent superintendent because they made

172a big deal of turnover, turnover, turnover, turnover, but now they're not allowing us to find a new superintendent. And fun fact, the turnover started with them firing our longest serving superintendent when they took over last time. Further questions or discussion? Mr. Mr. Medina, excuse me. >> You guys refresh refresh my memory, but I want to make sure some of you did hear this and I don't know if it came through that meeting or after or just before that somebody did speak to that search for apparently they said that we're willing to honor that uh guarantee that we had. >> We still we have to bring that through legal. So, sorry. >> We have to bring that through legal and I think when we start to search committee, we can we can put that in the

173search committee. >> Um, but we're bring >> we're going to bring it to legal to clarify what what if if that uh contract is still honored. >> Okay. So, let me just let me just rephrase my question because I think I made it more of a statement than a question, but I just want to make sure I'm saying that that communicate that it was told to us that they spoke and I believe it was the state that they spoke to the to the firm and they're willing to honor and do that guarantee that we had. Um, I don't know why any lawyer would have to vet that. If they're willing to honor it, then it's their choice to honor it. It's not I don't think it needs to be vetted by legal, but I understand

174what you just said, but I thought that's what was shared with us. That's what I want to bring out because I know that was shared with us. I'll go back to the minutes, whatever it was, but I just want to make sure I hold those words in my mind, in my memory, that that was stated. So, we should take advantage of it if that was stated because that was the words that were shared with us. That's all. Thank you, >> Miss Ernez. >> So, I mentioned that it's on um I mentioned that as a update in the last meeting, the state's lawyer said that to us, but we have not confirmed that with the last search firm. And if we're going to be incurring cost, we need to clarify and verify with them. So, um

175so just wanted to that question but >> it it came from that meeting >> Mr. or who was >> right >> yeah that being that all this being said everything else could be discussed if in fact we do >> approve this motion this evening on creating a superintendent search committee made up of board as a committee of the whole and representative of the Connecticut Commissioner's Office to carry out the board's statutory duties granted by CGS Chapter 170 and 10-220. >> I think it's been moved already. Seconded, >> hasn't? >> It was moved and seconded. Yeah. >> Oh, I'm sorry. I'm sorry. >> Yeah, but thank you for reading again. >> Okay. All right. So, >> it was long. Um, >> so I called I called the question. >> All right. Well, I was going to

176take the vote anyways. Do you want to call the question so we and take two votes or do you want me to just take the vote? >> No. No. No. Okay, let's take a vote on the the motion. Um, all in favor to approve the motion say I. Any opposed? Any abstensions. All right. So, that's been moved. Um, please >> inform the commissioner of our vote tonight and ask her if she wants to have a representative present. She's more than welcome to send a representative when we start meeting either in person or online. She is going to be included in the process. We are not trying to hide anything from her. We are trying to do our jobs for the citizens of Bridgeport and the children of Bridgeport. >> Last item is a motion to

177adjourn. >> Moved by Mr. Palic, seconded by Mr. Van. Uh favor say I. >> Any opposed? Any extensions? We are adjourning at 9:43. Have a great night. You guys have a two-hour delay tomorrow. >> Congratulations. >> Stay warm.