4/27/2026 Special Meeting/Board of Education Workshop

001Welcome to this evening's Augusta Board of Education special meeting. It is Monday, April 27th, 2026. It is 5:35 and we are here in the CATC cafeteria. With that, I call the meeting to order. And as I was sharing a little bit earlier, we usually don't have public participation at our special meetings. However, in you guys taking your time and caring a lot about this subject matter, we will we will ask to have an adjustment to the agenda made for that purpose. Um I should have known that Augusta is very caring about their schools and about their kids and about their budgets. And I should have anticipated this and had that item on the agenda already. Uh we're going to put it at the beginning of the meetings, the the public comment opportunity. We then are

002going to uh we have a list of potential things that could be cut. We are going to take our time as a board to prioritize those cuts. The city council has um and I'll talk about maybe I'll talk about that now. Uh, I watched I was away last week and so I didn't have an opportunity to see the public comment on the 23rd, the meeting on the 23rd, the public hearing that was happening, but I spent my afternoon watching it and as as councelor Sinowitz mentioned at that meeting, it was really inspiring the level of careful consideration, contemplation, and care that speakers shared when they shared their comment. It was also interesting that when I did took my notes and and did and did the little tallying, it was interesting to see that 18 people

003spoke in favor of keeping the school budget as much as we could. And there were seven people who spoke trying to retired, people who were concerned about taxes being raised, who spoke directly against the budget. And then there were five other speakers who I really couldn't categorize whether they were for or against the budget. those those most of those had ideas on how there could be potential savings. Then after listening to the discussion among the city councilors, what we've come up with as our task tonight is we have to come up with an ask from them of between 2.5 and three what did you say >> 3.8 >> and 3.8 million from the current budget. So that's what we're going to be doing by prioritizing what those cuts would look like and the impact of

004the deeper you go on the list of cuts the more impact direct impact it would have to students. So that's our plan after we listen to you from you and get your input and I think I' sorry about that and with with that said I will entertain a motion. >> Yep. I can make a motion. I'd like to make a motion to amend uh the special meeting budget to add a public comment item for 30 minutes. >> I second. >> It's been moved and seconded to add public public comment section of 30 minutes. Uh discussion hearing none. All in favor of adding a public comment and then a vote of six to zero. a public comment session h section has been added to the agenda and that will be our next agenda item. So we

005and we're going to ask that if you're speaking is the table there for a certain reason >> we can bring the speakers up there or they >> or the podium. >> So we don't have a microphone at the podium. So we're going to ask you to speak up so that you can be heard via the owl. And with that said, I don't know whose name is first on that list, but if you were the first person to sign it, welcome to the podium. >> And just >> yes, >> and just before we start, I'll give you the spiel that we usually give we'll abbreviate it tonight that it is public comment section. It's um it's a limited public forum. So, we ask that you do abide by some of our guidelines. The most important ones

006tonight would be that you stick to the topic tonight, and that's our school our our FY27 proposed school budget. We also ask that you just be polite, respectful. I won't go into the details. I think you all get it. And so, with that, if you would state your name and if you're from Augusta, please share that with us so we know who our constituents are that are speaking to us. So, it's yours. >> Good evening. I'm Audrey Mobile and I am from Augusta. Um, there are two things that are really concerning for me um with this budget. Uh, the first one is cutting the social workers for our kids. Um, in addition to working living in this town, I also work in this town. I work for main general. More specifically, I work for KBEC

007and Windsor Pediatrics. I know what it's like to see mental health cut. We've been dealing with it since co and it's not at one point ever gotten any better. So to now sometimes at school this is all these kids and to take that away is really concerning because when they can't get it at their doctor's office and then they can't get it at school, where are they getting it? And the other two things are the sports and the music, the arts program. Not every kid is an athlete and not every athlete is in the arts. And these are the only two places these kids have to express themselves because maybe they aren't great academically, but this is where they fit in and this is where they belong. And as the mother of a child who

008since elementary school has excelled in music, I do not know who my son would be if he had not been able to participate in chorus and be a huge part of chiselism for the last four years. And if I see his potential and how that has helped him, I can only imagine how it's going to help all the other kids. So to take that away at a middle school level is really really scary. And not all parents can afford $700 to put that kid in a sport. And who knows that kid might take us to a state championship. And I just think that we really need to think about those things before we just eliminate them completely. Thank you for your time. >> Thank you. Carter build. >> Good evening, esteemed members of the school

009board. My name is Carter Mail. I do go to Coney here in Augusta. I am a senior and I would first like to thank you for this moment of your time. My goal in speaking to you this evening is not to further complicate your decision-making process, but to express how great an impact these budget decisions can have on the students of Augusta. Personally, I have served two years as the concert choir president, and I have witnessed firsthand how important it is for students to have a confident teacher and leader in order to succeed. The music teachers at Coney are beacons of light for the school population, fostering an environment of self-expression. They are passionate and make a consistent effort to uplift uplift our aspiring musicians. The students reliance on their teachers extends far beyond the

010classroom. The connections created through clubs, ensembles, and extracurriculars are something to protect and maintain. The Coney Music Department has fueled my passion for performing, leading to my recent commitment to post-secary education in musical theater. I know better than anyone how dedicated the music department is to fostering a love and understanding of music within their students. In middle school, I was given a pivotal foundation to grow off of. For many, that is the age range where students first encounter the basics of music performance. This initial understanding allowed me to expand my musical knowledge, creating endless opportunities for me to grow further, none of which would have been possible without the encouragement and mentorship of the Coney Music Department. I will sincerely ask that you take additional consideration when determining which cuts are necessary and which opportunities

011you will allow to fall to the wayside. Thank you again for your time. >> Thank you. >> Matteo Hardy. >> Hi. Um I'm Matteo. I'm a senior here at Coney High School. Um, you know, we're all here for the same reason, the budget cuts, which, you know, as a student, you know, are pretty tough to to look at. Um, you know, we're talking about cutting clubs, cutting a middle school or middle school teachers, cutting more teachers. Um, you know, and reducing student opportunities. Um, budgets for us, um, they aren't just budgets. They're decisions that directly shape our lives and our futures and who we become. Uh from a student perspective, school is more than just classes, grades, and test scores. It's where we discover who we are. Clubs, music programs, and ext extracurriculars are not

012extras. They are for many of us where we find who we are. Um they're where students who don't feel, you know, a place in the classroom finally feel confident and developed. Um for some students, clubs are the reason they want to come to school or sports. For others, music's an outlet, a way to manage our stress, express emotions, and feel connected to something bigger. Cutting a middle school music teacher doesn't just remove a position. It removes opportunities for students to explore creativity at a critical age when they're still figuring out who and what they love. And here's the reality. Not every student thrives the same way academically. Some of the most talented, driven, and successful students find their strength outside of the traditional classroom. When we cut these programs, we're not just taking away activities.

013We're limiting potential. We're telling students that the things they have and that make them feel alive um and motivated are not worth protecting. Um and one thing that I think is really important to mention here is these clubs, like we talk about college and postsecary education a lot these days. These clubs are necessary into getting into college. Um, so many students need to be, you know, um, competitive in the classroom and competitive outside of the classroom. Um, and we often talk about preparing students for the future, but the future doesn't just require test scores. It requires creativity, collaboration, leadership, and resilience. All things that most of us learn through clubs and extracurriculars or sports. These aren't exact skills students gain. Um, but they're important. And I understand that budgets are complicated and difficult decisions have

014to be made here. But I'm asking you to consider consider what the cost really is. Because while cutting programs may save money in the short term, it comes at the expense of student engagement, mental health, and growth. So I want to end with this. Please don't view these programs as optional. To us, they are essential. They make the difference between students feeling disconnected and feeling like they belong. They are the difference between surviving school and actually loving it. So, thank you. >> Thank you, Matteo. Laya Ramirez. I recognized you guys from Chis. Um, hi. I'm Laya and I'm from Augusta and I'm a senior and I currently attend Tony. And as someone who has spent a lot of time in this school, I've seen firsthand what these teachers do. Not just when educating students, but

015creating environments for us to feel safe. These proposed teacher layoffs are highly concerning. Not only because they are affecting the school's staffing numbers, but because they are affecting real people and real relationships. Good teachers are not discardable. Each one brings their own dedication, experience, and connection to students. When a teacher is laid off, kids are not only losing an educator, but they're also losing a mentor, an advocate, and a source of stability in their already difficult teenage lives. This is especially true for our middle school band teacher. Even though I did not attend Coney in middle school, the this teacher has been one of my big inspirations as an aspiring music teacher. music teacher. Music is an essential part of our school because it gives students who may not thrive academically a place to belong,

016express themselves, and to grow in ways that go far beyond academics. For many of us, way music programs like band and chorus are not just electives. They're the heart of our community. Removing or weakening these programs doesn't take just take away classes. It's it takes away opportunities for students to feel seen, supported, and inspired every single day. I understand that budgets are difficult and decisions have to be made, but I urge you to consider what we're truly sacrificing. Education is not the place to cut corners. Investing in teachers and is ultimately investing in students and in the future of our community. Thank you. >> Thank you, Lena. Lauren Dao. >> Good evening. My name is Lauren Dao. I live in Augusta. I'm also a Coney parent as well as a district employee. I'm here in

017support of the Coney Middle School band. There are other cuts that affected me pretty deeply today at Gilbert School, but I will be here focusing on Coney Middle School. I am a district employee, but more importantly, I am a mom. Both of my girls found a home and a sense of belonging in instrumental music. Both of them picked up instruments when they were fifth graders, and Mrs. Kimell taught them the basics and the foundations. When they arrived at Coney Middle School, they joined band with Mrs. Card. She not only continued instrumental instruction, but she showed her students a love of music. Anyone can learn to play the notes on the paper, but it truly takes someone special to share and inspire that passion for something as vital as music. My oldest is now in high

018school, but she had Mrs. Card as a band director in middle school. Denise not only performed in concert band and jazz band, but Mrs. Card nurtured her and challenged her to be the musician that she is now. That middle school band not only produces amazing musicians, but it has encouraged students to perform at the state level and has even brought gold medals back to Coney. My youngest, who just got out of lacrosse, uh she's currently a middle school band student. She was looking forward to band next year and she's devastated that it will be ripped away from her. Band is not only a hobby, it is a home for those who seek solace, a group to belong to. And I'm a teacher, so I have to say studies have shown that playing instrumental music strengthens

019memory and focus and spatial reasoning in the classroom, often leading to higher test scores in math, science, and language arts. That's the ultimate goal that we want for our kids, academic success and belonging and doing something that they love. In cutting middle school band, we are cutting away from the kids' education. And that's wrong. We aren't just dealing with the here and now. This is affecting the future of our students. By cutting middle school band, you are destroying the pipeline that feeds the high school instrumental programs. So, in time, that program will eventually peter out. We are destroying the students hopes and dreams. My 15-year-old was so inspired by Aaron Card that she has already decided as a high school freshman that she will be a music educator when she grows up. She wants to

020be a middle school band director specifically. Some kids need a safe space, a loving space, a place of acceptance. Not every kid is an athlete. Some kids need music. For many kids, like myself when I was a middle schooler, they cannot find their way. They were bullied in school. I'm sorry. Am I overtime? >> You can finish. >> Thank you. Uh they didn't have their people. The band room is a sanctuary. For the sake of our kids, I implore that the school board reconsider this cut and strongly request that we find other creative ways to save money in the budget. Thank you. >> Thank you, >> Corey Daniels. Good evening. My name is Corey Daniels. I'm a Sydney resident, but I'm an Augusta taxpayer. I have four children in the Augusta School District. Two of

021which are part of the uh one of middle school band and now one in the high school band. Uh my two youngest are in the elementary program where they're being taught this instrumental music from an early age. Uh this is something I think the first speaker said it well. Not all kids are athletic. You know um some kids don't have anything else to go to after school. Some kids don't have anything else to look forward to after school. This is a pivotal program in the Augusta School District and Aaron Card is a pivotal member of that program. You're not just taking away an instrument instructor. You're taking away a friend. You're taking away a mentor. You're taking away a teacher. You're taking away a trusted adult that these kids continuously count on to show up

022for them week after week after week and she does tirelessly. To lose her would be a massive deficit to the Augusta school district and to the Augusta music program. I have invested much time and energy into the program. I helped facilitate uh piano donations to the music program. And I would implore all of you to go sit down at a band concert and look at the looks on those kids' faces when all of us are in the crowd standing up and clapping for them. This isn't just an afterchool activity. This is part of who they are. It's part of their being. As everybody can attest, music is healing to your soul. Music is a way to just uplift yourself. You're in a crap mood. Music will take you out of it. You've been through some

023trauma. I know you can latch on to some music and it'll help bring you out of it. Music is a gateway to your soul. To take this away is going to take away so much more than an instructor and seventh and eighth grade band. I trust that everybody sitting up at this table is a pretty educated and smart individual. There's a lot of money at stake at this budget. I understand that. But there's numerous ways that you guys can come up with ways to cut these funds or spend them elsewhere without taking away from these kids. The whole point of this school board is to protect the best interests of our children. And I'm telling you right now, this would be an absolute just backwards way of trying to go about that. It's completely wrong.

024It ju it just is. There's got to be other ways to spend this money. You guys are taking away so much more than just seventh and eighth grade band from these kids. >> And with my two that have been with her and now two more that are looking forward to coming up into the program, I'm telling you, it it's their life. And again, please show up to the next band concert, all of you, and just look at those kids on stage and think about what you're trying to take away from them. Thank you. >> Thank you, Cheyenne Dasque. Good evening. I'm Cheyenne Tras. I'm a junior at Coney and I live in Augusta. Um, I want to talk about one of our school's biggest clubs, Key Club. I'm the secretary of Key Club. I'm also

025the district lieutenant governor representing student service leaders across our region. I'm here to ask you to not cut Key Club. Proposed cuts to the club would mean cuts to student leadership, service, and opportunities that shape who we become individually and as members of the Augusta community. For 22 years, Key Club has carried on the legacy of Shelley Callaway through the Callaway Coffee House, honoring a beloved teacher through service and remembrance. We've volunteered in all four elementary schools in our community, supported the Coney Community Closet, organized drives for underprivileged families, and contributed in countless ways to this community we call home. This year alone, our membership has grown to over 50 students from all different backgrounds. Students who may not have known where they fit have found purpose. Students have discovered confidence through leadership. Students have

026learned that their voices, their time, and their compassion can make a real difference. Students are given the opportunity to be a part of something bigger than themselves, and to learn the true value of serving Augusta. When schools invest in programs like Key Club, they are investing in compassion, in civic liberty, and in future leaders. So I ask, if we say we value service, leadership, and community, how can we cut one of the very programs that teaches those values every single day? I'm asking you to please protect this program, protect what it stands for, and show students that service matters, especially in these difficult times. Thank you. >> Thank you, Cheyenne. >> Question Livingston. Hi, my name is Gretchen Livingston. I live in Augusta. I've also been working at Coney High School and the middle school

027since it was here since 2003. Um, I wear many hats in this district. Um, I'm going to talk about a few things that are on this list right now. Um, I also am a mother of a sophomore um here who participates in the key club that Cheyenne just talked about. Um, I'm just going to briefly touch upon National Honor Society. You've already heard from three of our National Honor Society students tonight. I am one of the adviserss of that as well. Um, and I believe we still need to offer that for our students here at Coney High School. Um, as I said, there are multiple things on here. I'm going to touch upon two more. I'm the department head for world languages. Um, I'm here tonight in support of not reducing the foreign language offerings

028such as Latin at the high school. Um, it says it would impact student high school catalog under impact on your budget sheet. Um, it would also impact our middle school offerings. Our eighth graders are able to take Latin and receive a high school credit along with German, French or Spanish. This is one of the highlights of our school offering four different languages here. Um Sarah also teaches seventh grade UA. So that offering I'm not sure we would be able to continue with that and that is an intro to world language which sets the stage for the global citizenship that we are expecting of our students. Um, I will touch briefly upon um a letter from Ben Johnson that I know that at least Martha received from Hampton Academy in support of Latin. Uh, it develops

029critical thinking, pattern recognition, collaboration, and attention to nuance. These are things that employers are looking for. It also improves test scores. I know we're working on improving those MIUIA scores. And if we eliminate Latin or any of our foreign languages, I think those scores will come in even further. Um Sarah is a wonderful, wonderful human being. Um I could talk about her like people have talked about Aaron Hard. Um but it's about more the children, right? And our students and what they would miss if we cut the offering of Latin. I also want to briefly talk about sports. I see a $700 per sport option on here and a $100 per sport option. I do not have the current number of free and reduced lunch percentage in our district, but I know that our kids

030cannot afford $700 per sport season. Um maybe 100, although that's going to be really tough for a lot of them as well. Um so I wanted to also support that. Thank you for listening. >> Thank you. >> Russell Cly. Uh, good evening. My name is Russell Cly. I'm the K12 music coordinator for the city of Augusta um and a Augusta resident. Um, I wanted to come offer my support not only um of my colleague um whose position we found out today um would be part of the budget decision today. Um but also all of the cuts happening. Um I'm I'm going to selfishly mostly talk about her. Um but I I would be lying if I thought that it would be easy to do any of these cuts. Um it's obviously not a position any

031of us would want to be in and I appreciate the time and effort that you all put towards it. Um for us at Coney I, you know, I think what we offer to our students within the music department uh reaches past what I can give you for studies or um you know like test scores or anything like that. Um I believe in my heart Excuse me. Sorry, coming off of a cold. Uh, I believe in my heart that we do good work that helps students. I believe that there are um studies that I could bore you with about brain plasticity um and engaging students within music and their um ability to create um a a lifetime of further education for themselves. But when it comes right down to it, what we give these kids are

032an investment in their school. When you come to a football game, when you come to a basketball game, one of the things we do is it is we're there. We're there with the pep band. We try to support our athletes. Um basketball season gets a little crazy. That's a lot of games. Um and so we try to protect ourselves and make sure we're going and supporting the team when we can, but we are there to create a community. We do these things with the students and we we ask that they volunteer their time. Um we often do pizza parties for them and stuff, but none of this would be available to our students if we cut um our club activities. None of this would be available to our students if we cut this middle school

033position. I understand that and I'm sure that eventually we'll probably get to a point where we start talking about what what it would actually look like to cut that middle school position. And I'm sure the idea is that we would um steal from here to add to here and we wouldn't lose the teaching necessarily, but we would put people in new positions. But I'm I'm here to tell you that for the last about five years, I've been deeply concerned about our general music educators at the elementary level because of what they're being asked to do. The strain that having a half day on Wednesdays cause is is incredible. Um these teachers are going straight through their day without a break. Um sorry. um it they go straight through their day without a break and there's

034no availability to move them out of there to come up here. And so eventually it's going to cause strain for all of us and we're going to continue to see these positions be um opening every single year. Um I'm very concerned about it and I I hope you'll consider that within your proposals. >> Thank you. Russ Tony V. Uh, good evening. Uh, my name is Tony V. I am uh, let's see, a licensed clinical social worker and I work for the Augustus School Department. I do not reside in Augustus. So, I appreciate you uh, hearing uh, hearing my statements here. I reside in the city of Gardener. uh as it happens. Uh I do want to extend my appreciation uh to the board and the superintendent for putting forward uh this budget um with the

035idea that uh the impacts are noted uh in there and I think that's an important piece to kind of recognize and I really appreciate that that work has been done uh in pulling this together as you have to make uh these uh these challenging decisions. Um I do want to speak um actually I could probably speak about any one of the groups and colleagues uh positions that have been talked about here today and I um really believe in all the people but all the positions that are there to connect with these students. We want to give uh students every opportunity uh to find those connections and find the areas that they that really speak to them, right? Um, and I'm concerned about loss of student voice and connection in each one of these cuts. Um,

036and again, I could go on uh with that. Um, I'm here to speak um uh at least more specifically about uh cuts to the the social worker and clinician positions. Um my uh concerns there are Excuse me. Yeah. Um um uh a little um a little more than I think the numbers uh sort of uh indicate. Um specifically like the idea about where social and mental health support uh lands for students. And really the components of that that uh speak to me are really um get to where uh the safety of students are. Um because day in and day out I know the social workers and clinicians in the elementary schools and I know here at Coney in the middle school and high school we respond to students that are uh having um um profound

037challenges at times. Um and I'm I'm being mindful because there's only uh so much I can describe. I don't want to describe any specific in uh incidents or people situations that kind of thing. I am restricted by both HIPPA and FERPA. Um uh at the same time I want to recognize that we have um uh something I mentioned at the the city council meeting. We have uh something we call a uh a crisis intervention protocol. I brought um well one copy and we distribute those to teachers across the district and training this every year. We update this every year. Um and specifically so some of the things we would look for to be able to be ready to respond to were self- injurious behavior, suicidal ideiation or statements, uh suspected abuse or neglect and threat

038to others. Sorry, I should have prefaced that right. I'm going to dive into some maybe challenging content for people, but just so that you know that these aren't things that happen once in a while or once in a year. Um, I'm going to respond to these um uh throughout. Um, I know that teachers do that too. Teachers are all mandated with orders and we support teachers with making those contacts with child protective services uh as needed. So, I just wanted to share again the appreciation for putting the impact down there. I dove in a little bit more on what what I see as a social worker. Um, and I suspect that's true at every level of impact. Thank you so much for your time. >> Thank you, Tony. >> Nathan Saunders. >> Hello. I thought

039I'd come and talk to you about the importance of music from an older person's perspective. Um, I started playing second violin the symphony 18 years ago at the age of 47. So you can do the math. I'm amateur musician. I'm a trained violin maker. I had the fortune of going to school for a couple years and in the last 10 years have been composing for the symphony. And although I've had a different profession, music has definitely been the most fun for me through my entire life. Um, I have a favorite Facebook page. You may have seen it. It's a picture of a big symphony on the top. It's a professional symphony. Everybody's dressed up, 50 players. On the bottom there's an elementary school with about 20, 30 kids and all the instruments are bigger than

040the kids. And it says in order to have this, you first have to have this. And it's really true because music is an education that happens throughout your whole life. And if you cut out the middle school aspect of it, a lot of kids don't come back. They just don't. Um, I want to mention I was a composer. I had the great fortune of writing a piece and the Augusta Symphony played it last year and we had a great time all of us. And the point I want to make though is I didn't start writing until I was 55. And the reason I was able to do that is because of the education I had in elementary school, middle school, and high school. To go back to that and pick it up so many years

041later was really great fun. I know this is all about money. So, it's about cutting this or cutting that. So, I just wanted to ask if there's a way to bring in funds that the school district hasn't thought about maybe as much. Um, there's a program called Donor's Choose, and I know that a couple of these schools are already listed there, but I'm just wondering, that's a situation. My son was in a school in Louisiana and whenever they needed pencils, pens, supplies, things like that, they put it out on this website and corporations would fund those uh charges and they they do this. I don't know how active Maine is with this and I don't know if Donor's choose is the only one. I'm just wondering if there's a way to get uh some corporate

042involvement to offset and bring in some of the money where you have to cut. >> Thank you. Did anybody want to sign up that didn't get a chance? >> Did anyone else give me your name to speak? >> Is it time? >> Yep. >> I'd like to make a motion to extend public comment for another 10 minutes. 10 minutes for three more. How many more speakers do we have? >> Okay. I'd like to make a motion to extend public comment for an additional 30 minutes. >> Motion moved and seconded. Discussion hearing none. We will extend public comment for oh >> discussion hearing none. Please vote and a vote of 7 to zero. We will extend public comment for another 30 minutes. Jessica Ramirez. I apologize if I speak too loud or if my voice goes

043softer as I'm having hearing aidation issues this evening. Um but um as I have always told my students when you're emotional about something to write down your thoughts so that you don't come across too harsh and so that is what I have done this evening. Um so I am coming to you only not only as a parent of a con student but also as a special educator. Um I have one child who is currently um a Coney music program uh uh student um and I have seen firsthand how powerful music education matters so much to her. Matter of fact, to both of my children have been impacted by music in ways that go way far beyond just learning of notes or playing an instrument. Music gave them confidence. It helped them find their place in

044school and it kept them um connected to the school in ways that um just general education is not able to do for a lot of our students. It gave them something to look forward to, something to feel proud of. As a parent, there's nothing more meaningful than seeing your child find where they belong. And my children have found it in the music program. As a special educator, I see this from a whole different perspective. Um, every day in my teaching, I work with students in my whole entire career who have had learning disabilities and strong learning needs. And I can tell you that the music room and the art room is often where they shine the most. Students who struggle to sit or stay focused in other classes are able um and energetic in the

045music and art rooms. Students who have difficulty expressing themselves find voice there. Music provides structure, repetition, and creativity in a way that supports all kinds of learners, not just our general education students. I also want to speak about the music room itself because it's more than just a classroom. It's a safe and welcoming space. It's a place where students go um not only during class, but before school, after school, and during their free time. The music teacher is often there as well, giving their own time to support their students, help them practice, or simply be someone who listens to their kids. For many kids, that room is the safe place and the only safe place that they feel in school, especially for our middle schoolers. Um, I also want to make it clear that I

046as a community member and as a teacher do not think the solution can be to have our high school music teacher or elementary music teachers take on additional responsibilities. We're already overt taxing them as it is. Being a teacher nowadays is a stressful job. Um, and we're doing it with a full heart to make sure that our students get what they need. um they already have a full schedule and a demanding schedule and expecting one teacher to cover programs um would take away from the quality of the other programs. It would um ultimately short change all of our students involved. When you remove a music teacher, you are not just cutting a program, you're cutting a support system and the opportunities for all of our students. And a lot of those students are the ones

047that need it the most. I understand that your decisions are not easy, but I ask you truly to consider this impact that you're having on a large part of our community. Music is not an extra. >> Yep. I'm Yep. It plays a critical role in helping our students succeed and especially those who struggle in areas. Um, and I really know that you have a lot of hard things in front of you and a lot of really bad cuts that I'm seeing as a community member and as a teacher. Um, Godspeed that you guys get through this. Um, but I just do not see any of these as viable options. Thank you, Abby Folsome. Hello, I am Abby Folsam. I am a school nurse at Lincoln as well as the district nurse coordinator for Vesta. Um,

048thank you guys so much for for hearing us today as a community. I really value that you you like to hear our voice. Um, and I just wanted to come out here to say um that I I really would like to support um the social workers and school clinicians um especially in my role es especially at elementary level. Um, a lot of these kids don't know how to label their emotions and they're seeing they're seeing the nurse um or like sematic complaints such as belly aches or headaches, things like that where there's nothing really physically wrong with them. They're just feeling their emotions in their body um and they're not able to label those. So, I do a lot of referrals to um our our social workers and our clinicians. So, I just wanted to

049kind of put it out there that um decreasing the mental health aspect of of support in elementary um could really really cause a huge hole in in the whole um care of our students because um if if they aren't able to be cared for in that way, we're kind of like uh Maslo's like they're not if their mental health isn't isn't cared for, they're not going to be able to learn. Um, and I'm really concerned about just to reiterate kind of what Tony has said about, you know, the crisis situation. Um, I know we have school counselors, but um, if we're thinking about like the best person for the job, it would definitely be, you know, our social workers and and school clinicians. Um, in dealing with like really acute um, emergency crisis situations. Um,

050in terms of mental health, I also wanted to put it out there, uh, that again, this is not the only avenue. I know that you guys are not in charge of how much of a budget cut. Um, you're just kind of able to choose where we put put the money. Um, so I wanted to encourage also everybody who's here that has an opinion to also reach out to city council um and to reach out to your city council members as they are able to uh advocate as well for how much of a budget the school gets. Um, and I I wanted to put it out there too that in the clinical setting as a nurse, I've seen how it's decreased staffing has affected uh a nursing crisis. A lot of people leave nursing and um

051it's becomes hard to staff a uh very stressed department. Um, and then you have to start bringing in, you know, contracted people, which is way more expensive. But I just wanted to put those couple of things out there and thank you again very much for hearing me. >> Thank you, Abby. Gabrielle Bar Pierce Ruby Pierce. I have the old pronunciation. >> Barbe if you ask my father. I'm Gabby Barby Pierce. I am a parent of two kids in the Augusta public schools and this proposal will directly and negatively impact my kids and a lot of the kids here today. Um I'm before you today just as I was before the city council uh last week to say we cannot cut anything more from this budget. I know you have a deeply difficult job to do

052due to the continued inaction to provide adequate funding for the city's essential services. But I'm before you today to say that any board of education budget that includes the cuts contemplated here is a direct attack on the children whose interests you're charged with protecting. The students behind me this evening have explained more eloquently than I am able to about the importance um of the teachers who will be impacted and the extracurricular activities um that will be cut. So, I'm before you tonight to plead with you as a mother to please, please, please do not cut any of our school-based mental health, social work, and reintegr integration specialist staff. Sorry, I know I don't have to tell all of you that cutting these critical positions will have an immediate negative impact on our attendance rate and

053test scores that the city council seems really obsessed with. Um, and for some children, these staff are the necessary part of ensuring that they get to school to access their free and appropriate public education. I've listened to the concerns raised by our community and the city council, and I can guarantee that all of them that all of the cuts that are proposed here tonight will result in substantially higher costs in literally next year's budget. This kind of disinvestment in our children is incredibly shortsighted and will have immediate and irreversible impacts on the real children of this city. I strongly recommend this board refuse to make any more cuts uh to the already paired back budget you sent to the city council. We've balanced enough of the city's budget on the backs of my children. Please

054let them cut or raise funds elsewhere. Cuts on this scale are simply untenable. Thank you. >> Thank you. >> Kathy Rendy. >> My name is Kathy Reny. I'm an Augusta resident, also a retired music teacher, 39 years not in this district, but uh my son is a Coney, former Coney uh music student, and my son is also an alumni of the Coney Music program. So I have a stake in also I I play in the KPAC uh ensemble which is kindly hosted here at Bone uh directed by Russell Cly and it contains or uh is attended very well by many high school students from the area including CO and I'm telling you that could not be possible if they did not have a good feeder program in Augusta. Think back to CO. It's still pretty

055fresh in our minds. I'm sure it was devastating to music programs around here. Kids could not have the contacts with the music teachers. Zoom does not provide provide good instruction. I'm sorry. We all tried it. We were required to do so. But there are still many high school programs that are still suffering immensely because of the cuts because of the circumstances of CO. Well, that's what initially it wouldn't seem like COVID if you had to make this this cut to the music program. But in reality, that's what you're doing is messing with your your upper programs because you can't get that back. You really can't. I think I said all I have to say. Thank you. Thank you Sarah Kumar. I know I killed it. >> Oh, it's okay. I am Tara Kumar. I'm an

056Augusta resident and I'm also the mother of Riker who's a student. >> Yes, >> the school board. Um I also have an old daughter who has um now university. Um I went through this list and I can say thank you for giving me an opportunity to speak. Um, I thought, "Okay, I'm done." Because my youngest is graduating. But I'm here today because I went through this list and I cannot imagine my children being who they are right now if not for every single item on this list. Um, my young my oldest daughter is um currently in Switzerland studying um engineering abroad. She's studying in French and she wouldn't be doing it in French if not for the whole world language department. Um they all all my daughters played in so many different teams at Connie

057and um we could not have a afforded um the 700 into two into three sport three seasons of sports. So that would be out. So there we go right there. Um, but I'm really here for the middle school music teacher because um, my youngest daughter want to play the French horn, which is like the hardest instrument I think there is. Sounded like we had wild elephants in the house. But um, if not for um, the middle school music teacher, she would have given up. And here, you know, she's played that for six years and she's hoping to take that French horn to college. So, um I am very very thankful for every single educator here and for this department and even though this June my youngest will be out and I do not have a

058student, I want every other student in this department to have the opportunities my two daughters had. Um when I bought a house in Augusta 17 16 years ago, I had friends in the suburbs, but I looked and they said, "Oh, just move the suburbs." But I looked at the Coney programs and I said, "Look at the swim team we have. Look at um the bands we have and um it's amazing and we do an amazing job." And other parents in other departments and other towns have said, "Wow, we wish we had what you had." So um we should be proud of what we have and we should fight nail and to to keep what we have. So took the net sorry. Um so thank you. >> Thank you. Carrie Wigan. I'm not sure I've done

059that. Carly, I'm missing the L. Carly Wigan. I'm sorry. Carly. >> Carly Wigan. I work here in Augusta School Department. Um, you all know I spoke to you two months ago um when my position as reintegrationist first was proposed to be cut. um at that time you recognized the importance of the risk position and made the decision to add it back in um to the proposed school budget. I appreciate that and more importantly it benefited the students by putting that back in. I also understand that the city has now given you an incredibly difficult task of making additional cuts to an already tight budget. Um, I don't take that lightly and but I'm here to ask you to continue to protect the risk position. At Thursday's council meeting, I shared some words that a student

060had recently wrote to me. Um, so I'm going to share those to you tonight for some that weren't at the meeting. You are definitely one of my biggest role models. I'm very grateful to have you to have had you as a teacher. Thank you for showing me to better manage my time and showing me to care about things I do or say. Those words are powerful because they reflect uh this work what it actually does. The risk position isn't just about getting students back into the building. It's about helping them reconnect, build skills, and feel that they matter. As a board, you've identified improving attendance and reducing dropout rates as priorities. This position directly affects both. It helps students return, stay, and succeed. When we talk about cuts, it's easy to look at numbers on

061a page. But behind this position are real students, real relationships, and real outcomes. I ask that you keep the reintegration specialist position and continue to invest in the students who need us the most. Thank you. >> Thank you, Carly. Payton to ask. >> Hi everyone. Um, I don't have a formal paper or a written speech, but I was in my third period class today when I got word that we had insane budget cuts being made at this school. And I was appalled really because the teachers at this school are different than any other school that I've ever even looked at. I was going to go to Kent Hill. My dad was going to pay the tuition and I decided to stay here at Coney because Coney is unlike anything else. I mean, the teachers here

062are fantastic. whether it be Madam Bousard, Miss Moore, um, Miss Card or Cav, like they are, they were part of my family, like you know, and hearing that either Latin or the middle school departments are being cut is appalling. And I even looked at the I even looked at the other cuts that we were going to be made. elementary school social workers. My little sister is in Huzzi and she relies on social workers. Um other things, the gen the gened tax, my cousin relies on them. I these are real things that are being made. These aren't just budgets. These are directly related to my life. I wake up and I want to go to school for lacrosse after school or jazz band or French club. These are things that kept me alive through my middle

063school years and these are things that I I don't even have words. These are things that would directly affect other students. I my little sister Scarlet wanted to play the piano, but without Mrs. Card's teaching, I don't even think I would be the percussionist I am today. And I don't think she would ever like want to play the piano. So, just take another look and see about it. Thank you. Thank you, Dan Gilbert. Hello everyone. My name is Dan Gilbert. I'm a resident of Augusta. I'm a graduate of Coney High School and I'm uh currently the music teacher at Morirana Cookook High School out in Reedfield. Uh for transparency, I want to say that while my shirt contains the logo of the main music education association, which I am a board member for, I am

064not here speaking on behalf of them. I'm here because I am a graduate of the school and a citizen of Augusta. Uh as an overseeing body of curriculum in this district, I'm sure I don't have to explain to you the importance of music education and providing a complete educational experience to every child as well as providing an academic and creative home for students and helping with the attendance of some of our most atrisisk students. Instead, I would like to share with you some of my experiences I had as a student in uh this district from gosh 1996 to 2008. Um I benefited greatly from the music program uh at Coney High School and uh it was at Buer Middle School and then Hodkins. I was in all of the buildings. Um I benefited greatly socially

065and uh academically from these programs. Uh I was a part of the student group that in 2004 in the summer of 2004 uh went to Japan on a music trip. Um that was only available to me because of my participation in the music program. Uh I was a member of the jazz band that earned nearly a dozen gold medals at the various state festivals and heritage festivals in Quebec in New York City. I performed with the pep band including in the parking lot over by the ba uh softball and baseball fields over there as they were breaking the ground for the new building. I spent hours learning, growing, and succeeding with the instrumental ensembles here at Coney, leading me down to the path to my career currently as a music educator. All of these opportunities

066for growth, learning success, and seeing the world were only possible through the strength of the music department in the Augusta School system. Augusta has always had a strong music program and that is due to its incredibly full staff and the commitment of the educators to push fully students to succeed and grow. By removing the middle school instrumental teacher, you will accomplish three things in a rapid succession which countless other school districts have seen happen firsthand. First, you will cause irrearable damage to the strength of the program, one that won't be easily corrected without reinstating the position. Second, you will see the high school ensembles that you enjoy listening to at concerts, chisel wizzle, pep uh events at at the uh basketball and football games. Uh these events are iconic in the community and they will

067lose strength and that's not something I really want the community to experience. Uh, and third, and probably the reason why a lot of the students and parents are here tonight, is you will lose Aaron Card. Uh, and Aaron Card is one of the most selfless educators in central Maine. She goes above and beyond, not only for the students in this district, but also for the greater music uh, education community, and it she's clearly a favorite of the community. So, I I would seriously reconsider um this uh the removal of the middle school instrumental position from the budget. I thank you for your time. Thank you. Were there any other late signups? >> Lydia. >> And then those two other names I gave you. >> The two kids. >> I did them, didn't I? My name

068Oh, >> it's a piece of paper. It's um uh Kier Gregoire and what Kira Greger and Wild Livia White. >> Okay, we'll take Livia and then the other two will get next. Hi, I'm White. I'm from Augusta. I personally I take Latin. I'm going I'm a junior this year. Going to be a senior next year going into my fifth year Latin. Every year I try and move my schedule around just so I can take her class. Miss Moore makes me feel comfortable in who I am as a person. It's I'm the youngest of four. All my siblings have taken her class. It's a family affair basically. Um she she's amazing. She the school would lose a lot if we lost her. Um I mean I try really hard to be uh good sort of in

069her class. Um and I try really hard to get into her class. I would be taking my fifth year of Latin next year and I think the school would lose a lot if we lost her. The school would lose a lot of personality, a lot of characteristics that it has with the Latin program. It's not every school has the Latin program and it's one of the core languages. You can learn a lot from Latin. It's every mostly every language comes from Lag and it's you learn a lot and you have fun in her class. She makes you feel wanted. She makes you feel like you are needed in the world. I've had a lot of uh depressive episodes and she is one of the people that have made me want to stay and she has

070wanted me to to actually be at school. She's wanted me to come to school. She's wanted me to wake up at school. And she's she's changed my life for the better. Thank you. >> Thank you. We can extend for two more. >> I'd like to make a motion to extend public comment so we can have our final two speakers. >> Moved and seconded discussion hearing. None. Please vote. And on a vote of seven to zero, we will have our last two speakers. The first being Cara Gregoire. >> Gregor, I'm sorry. He's gonna read her statement. >> I'm not Gregor. I'm Joe Velli. Principal at Coney High School. But I'm going to read a statement from Kor. >> She's at tennis. >> Mr. >> Yeah, she said tennis. >> Junior junior at Coney. So I have

071I have her senior. Dear members of the school board, my name is Kira Greger and I'm speaking today not as just a student, but as someone who's whose life was generally changed by the Coney music department and specifically Miss Aaron Card. When I first came to Coney Middle School, I was new. Everything felt unfamiliar and like a lot of students, I was trying to figure out where I belonged. Miss Card was new, too. And somehow, in the middle of all that uncertainty, she created a classroom that felt safe, welcoming, and steady for both of us. She didn't just teach me how to play music. She gave me the confidence when I didn't have much of it. She encouraged me to keep going when I felt unsure of myself. And she made me feel like I

072mattered. Not just as a student in a class, but as a person. That's what makes this decision so much bigger than the position on a spreadsheet. Miss Card is the reason students find their place. She is the reason some of us stay connected to school and education at all. And her impact doesn't stop in middle school. The confidence she builds, the skills she teaches, and the passion she inspires carry directly into the high school program. Without that foundation, everything that become that comes after is weaker. But more than that, she is a constant. She bridges the gap between middle school and high school. She's someone students trust, someone who believes in them, sometimes before they even believe in themselves. That kind of me mentorship stays with you. I've seen how much she gives staying late,

073helping students one-on-one, putting everything she has into concerts and opportunities for us. She goes far beyond what is required because she truly cares. If this position is cut, you won't just be losing a teacher. Students like me will lose someone who helped shaped who they were becoming. I'm standing here because of the confidence she helped me build. And there are so many others like me who deserve that same chance. I ask you to reconsider this decision, not just for a program, but for the students whose lives will be impacted in ways you may not immediately see, but that will last for years. This isn't just about music. It's about belonging. It's about growth. It's all about having someone who believes in you when you need it most. I hope that will remain for all of

074your stu I hope that will remain for all of our student body. Thank you for your time. >> Thank you. And last is Aana. >> Aana. I'm sorry. Aana. >> Hi. My name is Aana Ba. Um, since we're talking about budgets, let's talk about some statistics first. Coney High School serves approximately 800 students, give or take. And in our school, 55 to 65% of students participate in at least one sport. This means around 400 to 500 Coney students are directly impacted by making athletics payto-play or by eliminating them entirely. Typically another 20 to 30 student uh percentage of students participate in music and arts programs key club, French club, drama club, chose etc. And that's another 150 to 200 students. AP participation in schools like Coney is also usually 15 to 25% of students. That

075means around 120 to 180 students rely on AP coursework to prepare themselves for college readiness. Now, if these impacts are made through your budget cuts, that will affect attendance and engagement. Graduation is at risk because extracurricular participation is strongly linked to higher graduation rates and lower dropout risk. Mental health. Music and arts clubs provide structural social connection. Clubs like key club and language clubs help build identity, belonging and confidence like many others have said here today. Also, this impacts college and career readiness. AP courses reduce college costs and strengthen applications and clubs and leadership roles are critical for college admin college admissions and scholarships. And finally, now let's get to opinions. I have been in Coney since seventh grade and Miss Carb, she was my middle school band director and I don't think I would

076be the instrumentalist I am today without her. not just instrumental at this I every day I'm having a rough day and I'll go visit her and say hi to her and she'll always greet me with a smile and now whether that be Matt Buchard or Miss Moore sometimes I'm having a rough day and I have a study hall period too and I'll always go in there and I'll be like can I work in your room please I know you have a prep period but could you squeeze me in yeah sure Anna come on in just take a desk and these people have been there for me and done all of these things. They've helped me through tough situations, guided me through my academics and coursework and career readiness. And I truly feel like if these

077budget cuts are made and these positions are cut, it's not just money that's being impacted. It's the lives of many students, many teachers, many people with mental health concerns and different things like that. Thank you so much for your time. >> Thank you. I think that concludes our public comment session. So just to share with the audience our what our task we are assigned with tonight is currently Mr. Tracy you can help me with these numbers. Currently the total budget for the city including the schools stands at an increase to taxpayers of >> around 3.7 million. That's just the school side. No, what's the percentage increase to the budget? >> 16%. >> We're at You've got it down to 16%. >> 16%. So, currently combining the school and the city budget, the increase in taxes

078would be 16%. Which the city council has said is an intolerable number for the citizens of Augustine. We are now tasked with coming up with um I think they I I'm guessing when I listened to the I wasn't in town last week, but I listened today all day today to Thursday night's meeting and it sounded to me like the number we're going for is a 5% increase, meaning that it's going to take a 7% in 7% cut of both sides of the budget. 5%. We are tasked with our half of the budget with coming up with between 2.5 and 3.8% >> million to cut our budget. We have and just to be clear, no budget cuts have been made yet. We are comprising a list of budget cuts that could possibly be made. And when

079you say, why are we cutting the budget? The bottom line is we make a budget. The budget goes to the city council. The city council has the ultimate decision on the amount of money for the schools. They don't tell us what to cut. They just say, "You need to cut this much money." And the job has been sent back to us. Okay, we need to cut that much money. What are we going to cut? And we're going to try to prioritize tonight a list of those cuts in sort of in the order in the impact that those cuts would have were those were that level of cut to be implemented. And I know I heard some people say that. Oh yes, I heard people say that none of these cuts are tolerable, but actually some

080of them are. For instance, we can take we can take the cut or we can add to the budget $162,000 that the state is going to give us in addition. They redid the formula. So, we will be receiving 162 additional dollars from the state that we hadn't anticipated. So, that's a cut we don't have to make. We also um our insurance was adjusted. We had we had assumed that we would need to increase the insurance rates for all the staff at about a 13% increase. Was 13 15 and it came back at the actual was >> just under four. >> So that is a $450,000 cut we won't need to make. So we do have we also can reduce some of the transportation by 50,000. We could put off a a roof project to the

081tune of 20,000 >> 120,000. and I wrote it for one. So, there are some cuts that we don't have to make because we do have that additional revenue. However, that only came to those that I just gave you um amounted to just >> about a million dollars. >> I was going to say just over a million dollars. So, now we have to look at cutting an additional 1.5 to 2.5 million tonight and putting those in order. So that's what we're tasked with this evening. So once again, I just want to make it clear, none of these cuts have been made and they won't be made until budget is finalized with the city. Once we know once they make the resolution and that's going to happen tomorrow night, there will be another meeting at city hall.

082They're waiting for our input that we get tonight to give to them to show what those cuts look like. I think on Thursday night, this Thursday night, do they have to do the >> no >> the appropriation? >> Yes, >> it'll get the first appropriation will get wrapped up for a second approval the following Thursday and that's when it's a done deal. That's the number we have to cut and we'll take one final look at that point for those finalizations of the cuts that we will be proposing tonight. So, that's our job tonight. And with that said, we have a couple of ideas for the board members. You all should have the list and I think there's the list for the people in the audience as well. We can start looking at this list or

083what we can do is we can prioritize items from this list. And one way we thought we might be able to do that is to like items together. And starting with we would look at items that most impact academics and teaching staff. >> Does someone want to use the TV? >> We might need Kaitlyn. And one suggestion that I'd like to throw out there to the board, welcome your feedback, is if we if we don't look at the money, but we look at the position so that we're making decisions not just based on how much money something cuts, but the importance and all of the positions are important. Believe me, it's not not that none aren't, but how they most directly affect students andor academics. I don't know if that's something you want to start

084with looking at that and seeing what that list look like. And this list is not in in stone and it can get rearranged. Thoughts from the board on what would work for you? You want to say that for me? >> Yeah. I I Yeah. I just also want to thank everyone for coming out. uh at least to me as a board member, it's been really clear that there is uh community support for the schools. Um that's been clear throughout. And so given how the structure of our city processes work, as Chair Wam indicated, we're going to try This feels bad. But we are going to try to preserve as much as we can given um our mission at hand tonight. Um, it is going to feel to me, I'm just going to speak, it's going

085to feel, um, it's going to feel like we're talking about numbers and static things. And we know that we're not talking about numbers or static things. Um, my hope is that if all of you feel as strongly tonight as you, you know, um, that you reach out to your council. Um, and we will continue to do what we can to be fiscally responsible and invest in our kids. Um, so I just want to say that because you all came out tonight to speak candidly about what you care about. And I just want to again reiterate how important that is in our civic democracy. You're setting a good example for the students. The students are setting a good example for the adults. Um, and yet this is going to feel as you guys are here sitting

086watching us talk about this, it's going to uh a lot of feelings might come up and it's it's not going to be a comfortable place for any of us. And I just want to note that from my perspective, this is not comfortable. Um, and as many of you know, we did bring a budget to the city and so now we're back here because we didn't want to initially make any of these cuts. Just wanted to frame it like that if that's helpful. The difficulty is is that we didn't put anything in here that we didn't need and we sent it to the city and the city has come back and told us to cut. So, we're going to have to make some tough decisions. But, I wanted to compliment everyone for coming and letting your

087voices be heard and give a shout out to the language arts department of the high school and probably middle school in elementary schools as well. You presented yourself really well. the students who spoke tonight. If we're allowed to clap, I would just to let you know. But yes, good job. >> So, I guess I'm asking for board members that Rita's got to can put up a list and we can start to prioritize things and the easiest things to put at the top of that list would be the top one, two, three, four, the top five items on your list. >> Yeah. and highlighting what are kind of the cuts that we're already anticipating to make. We can talk about the one Oops. I'm going to guess nobody has a problem with um additional 162 162,000

088in increased revenue adding an increase to the fund balance up to was that an additional 250,000 or so that fund balance is up to what now Mike >> um >> for a total of >> 700,000 700,000 on the school side, 618 416 on the CAPC side. So the for those of you who are in the audience, fund balance is the money that carries over from monies that might not have been used in the previous year. We like I call it like an insurance >> like a savings account. However, we have used a considerable amount of our fund balance in the past. And when you use the fund balance, that's money that the taxpayers don't have to raise to cover the budget. So, we used a consider considerable amount of that in the past. And we

089don't have as much fund balance there as we would like to. However, given the circumstances in this budget, Mr. Tracy has suggested that we even take we were only going to do uh 450 to begin with and now it's up to 700,000 to offset what would we would require from the taxpayers. Those two numbers total 4 about 413,000. We also adjusted as we mentioned before an adjustment to the insurance to the tune of 450,000. We're going to re reduce we can reduce some of the transportation monies for out of district placement another 50,000 and reduce and postpone the Coney roof project which would have been 120,000. Those cuts that I just shared those one two three four five cuts don't have student impact. So we feel pretty good about I'm gonna I'm gonna I've saved

090board members >> board member parks. Yes. About the reduction in out of district transportation budget is that it says no student impact. That means that this money has been set aside for out of district transportation but is not required for the 20 FY 27. Superintendent Tracy. >> Um thank you Parks. Um if you recall one of the four key cost drivers for this budget is the special education transportation. So, we added uh almost 600,000 to that line. Um, business manager Ross believed that we had a little room that she was comfortable reducing that by 50,000. So, I allowed that reduction to be put there. >> Thank you. >> You're welcome. >> Those those cuts total about a million, >> correct? >> Of our required that we're trying to get to tonight of our between a

0912.5 and a 3.8 8 where we're aiming. So, there's a million we can check on. These next ones aren't going to be as easy to talk about. And I just want Mr. Tracy to share with the board on what his day looked like today and what these as we talk about positions, how how what's been going on here. >> Well, thank you, Madam Chair. Um, I want to also, um, it's a, um, it's heartening to see the public come out and state how I already feel. Um, the superintendent already created a budget. Uh, I I want this city and the folks with my board and the city council understand that when I bring a budget forward, that's what I believe we need to uh, service the students and educate the children in Augusta. uh that

092budget was presented already which uh did have those following reductions in it and we'll talk about those in a second. But with that said, I want to also remind everyone before we even get to tonight, we've already reduced a first grade teacher at Lincoln, the career uh ed tech at the high school, a science teacher at the high school, three special education edexs, one study hall monitor, the first grade laptops, portion of the purchase technology, some special education services. Um, I had the construction account, but we had to put that back in for the Fington budget and some of um, capital improvements, Mr. Stonia's budget. So, that's already been produced. U, then since >> that was before the budget even went to the city >> before that was how I presented the superintendent's budget to

093the board. It also had three general ed techs in it from the elementary school, which is what's on this list. We have uh worked with the city on the technology assistant. That's a vacant position. So I would recommend that that's also an easy cut for you because there's nobody in that position currently and the reintegration specialist which we've heard a lot about and and need there. Um I think the administration felt not the person the other thing that's difficult to discuss is when we discuss these positions um it's it is personal because I met with a dozen people today to tell them they may not have a job or their job will likely change for next year. Um I know the high school staff spent the day uh talking with almost another half a dozen

094dozen people in the same regard. So that our day has been sort of giving people professional courtesy to say that their position is either being eliminated or if they'll be changing to a different position. And so respectfully don't this is we don't want I don't want to hurt feelings. So when we talk about these positions we talk about the position not the person. Okay. So um we felt when we looked at the reintegration specialist position that some of the other uh supports that we have whether that's administration or external supports we would look to to try to help us with that there will be a loss in that losing that position which you've all heard. So those cuts as well as the ones I presented were the were the superintendent's budget presented to you a

095few weeks back that got us to where the city's already the city's already taken this amount of money already. They're we're already at 16%. In fact, I'll just I'll just tell you that the city manager has already built a resolve with a $2.5 million reduction in it. So, our starting place tonight really is trying to find $2.5 million. That's the beginning of our work. >> Can I can I just go back for a minute on this list? So, I didn't I didn't I purposely didn't talk about the GED positions. the Denned we and remember the board wanted some of those POS wanted especially the reintegration put back in and it was right >> correct >> right so that's still in the budget at this point >> yes that was put back in and an edtech

096at Huzzi and an edtech at Harington and Gilbert were put back in by the board >> so the the regen ed were put back in >> correct >> however we can add to the list that we currently have up there the technology assistant because that position is currently unfilled >> correct and we won't fill that position. Correct. >> So that leaves I don't know what the board wants to do about those other two positions on this list. Do you want it? Do you want those? You can move them to a parking lot and we can come back to them and see what you can put in the on the list instead. or at the superintendent's recommendation that those be added to the list. We can do that now. >> Madam Chair, you're talking about the

097four gened. >> I'm talking about the three gen ed and the one integration specialist that's on that was on the original list. >> Okay. >> Hello. >> Question about the gened texts. uh some of these impacts have number of students. Um are you able to provide that superintendent Tracy around these genetics or if these are unfilled or filled? >> Um we've got an unfilled position at Fairington. >> Unfilled at Huzzi. Um >> kindergarten at Gilbert. kindergarten with edtech is still in staff that you >> was the career ed tech at the high school was one of these was >> no I told you wrong before meeting so I'm sorry >> um it it's the three elementary ed >> and they're currently unfilled >> two are unfilled one is currently fil >> we can overall parking

098lot but given the situation this year and what's going on I would more comfortable than I was in the past, which I'm really not comfortable with any of this. Um would be um the two unfilled positions. And then to go back to consider because kindergarten, they say that kindergarten teachers, if their value was statistically accurate to their pay given how much they do, they would be all making upwards of $150,000 a year. Um, so I'm not as for a filled position in kindergarten, I'm not as quick to say let's cut, but perhaps the two unfilled position we should consider. >> I'll second that. I'd like to keep the one we currently have, hold a freeze on the other two that are proposed. >> Are you with me on that? Are you understanding what they're asking?

099>> Yes. Yeah, I am. >> Member Parks I am strongly opposed to the dissolution of the high school reintegration. >> We're not We're not there. We're still not there yet. >> I thought you had included those. >> Not yet. We're just discussing the gened text right now to get that one in or out. So that's two of the three. >> Yeah, that'll that will be 100 400 630. >> Okay. Next is the high school reintegration specialist. Member Parks >> strongly opposed >> to >> taking that position away. Our children need it and the council themselves were hitting us over the head about our chronic absenteeism, our dropouts, our scores, etc. And this position is distinctly for chronic absenteeism, dropouts, and children who are at risk. >> Other members weigh in. Member >> Yeah. >> What

100does that mean? >> What if you said other members? >> I'll call them. >> I I I believe that this is a position based on what I understand our administrators doing on the day-to-day. I do not think this position could be well integrated um without somebody actually fully responsible for helping our students ensure that they stay engaged. Whether those that means that we look at how they do that is one thing, but to put that on administrators, I'm a little bit concerned about that. So, I do think it's one of those things where because it is in the superintendent's budget, it might be wise for us to parking lot it as a last last last resort. Again, this all feels not good. Um, but I am not in favor of cutting this position. >> Reynolds,

101>> thank you. I'd be in fair I'd be in favor of parking lot parking lot. keep it with what it would look like on um with because am I correct uh Tracy that all the way down to this first yellow dash is what you propose and that's not what it correct so when we're looking at that 16% that is you already pulling all these things correct correct yeah I should say that we are been working with assistant superintendent Tibido over the last few days and we're trying to find a way to put that position we think we and maybe retitle it or into the title, federal title money. Some of our federal title money is shipped into the middle school. Um, so with some finesse, we're going to try to keep that uh position, but

102I I didn't want to guarantee that. I I'll tell you, we're working on it um to try to keep that position. It may not look exactly like it is now, but um that's something we're trying to do the title of, but Yeah, I I would be in favor of parking lot and I do think it's very uh important definitely because I am concerned about constant absenteeism into all of these things. I know that we've already taken uh quite a few steps to try to mitigate these things like changing the schedule. I don't know if a lot of the community is uh fully aware of what our current schedule our pre well still current school schedule was and how that impacts uh attendance grades under things like that and um hopefully integration specialist and some of

103the new things that we're going to be implementing we did the health >> okay what I've done Mr. four. >> Yeah, I I agree. I I as I said the last meeting when I had said that I was okay with the 8.3 and potentially keeping the integration specialist. >> This is something that we have had this conversation at Nauseium uh about that we need to do these things in and it seems like that position is the position that is doing the most work. And I'm not trying to offend any other teacher that's out here. please. Um, but that position is the one that is doing the the the dogs work on making sure that these kids that otherwise might not be getting into school and going to school getting back into school. >> So, but

104I also had a question. Sure. Done with that. >> Okay. Sure. >> If you want to go ahead. >> Do you want to wait for this discussion for the >> We're parking loting it for now. So, we didn't make a decision decision on that one. >> Okay. >> So, what I did Oh, got go ahead with your question. >> So, so I've I've got a question. This is uh this is off of our budget meeting that we had back in February. And so, there was positions that we were looking to add. So, I'd like to ask the superintendent. It says positions added. Uh we have the preliminary reductions and then we have positions added off of February. And there's uh one, two, three, four positions. Uh there's an ESOL, one ESOL edtech, uh two part-times,

105another full-time teacher, and a technology edte. Have those positions already been filled or they >> So, thank you, Mr. Did you two? >> Okay. Um, three and a half positions. Just to just to be clear, it's a one Esau at tech at Gilbert. >> Yep. >> We've added that. That is in your budget. That's in the proposed budget. That's stated. Um, the half position at Huzzy, half position at Lincoln, and the one ESOL teacher, which it will be a districtwide, those have been added to the position and are still have added to the budget and are still in the budget. the technology advant that has is on your list here where it says technology assistant that's been moved to a cut. So we've added three ESOL positions to to your point >> to the budget

106but they have not been hired. >> No, it's next year's budget. >> Correct. Correct. Okay. So if we if we just get away with don't even bother to add them in the budget and get away with that. Uh the number that's here is $247,597. That would take a chunk out of all the some of these line items cuz we budget for them. There is nobody in these positions. So just if we don't use them, that's $247,000 that we don't have to budget. So, um, to your point, you're partially right, except the one Esau teacher is a current a district employee now who's our actually our liaison almost, excuse me, our ESOL family liaison who works across the district. You've seen her at um curriculum and ed meetings. >> Okay. >> And she's moving from grant

107funding to the budget. >> Okay. With all due respect, Mr. Superintendent, I'm just looking at positions. I don't want to know persons as we were talked about. >> Yeah. So, it's we we have one position out of here that will be a real person that we would have to um let go if we don't add that one position. But before we get in that discussion, can we go through this list first because some of them may already be on this list and if then you would like to have that conversation Mr. or on additional positions, we can do it then. So what we were looking at doing next is taking a a a group and this is the group that I call if you look at Maslov's hierarchy of needs these would be like the

108um oh I lost the word social emotional positions such as social workers and if we look at this list that that the list that's on here let's talk about that list for a minute so that starts on that first page where you have four mentary social workers, you have a social worker other, do you have two school clinicians? And I included the principal to the assistant principal because I didn't know where else to put it. And on the back side, another position that would be in that same group would be security. These are more or less non-eing positions but certainly contribute to social emotional needs of students which obviously we know that students need that support in order to access their academics. So, in contemplating these as possible cuts, let's talk about what's on this

109bud this list that you could I guess I'll use the word tolerate as a cut or put on the list for cuts because something's got to go on this list. So, I saw me park's hand first. >> Well, I had a question. I don't understand the item principal to assistant principal huzzy. I don't even know what that means. >> Perfect. Mr. Tracy will explain. Do we do we want it that's later down the list. Do you want to go do we want to go to the social workers first or do we want >> Okay. I think we're just grouping this together for discussion and then everything can get moved around. This isn't necessarily an importance. This is just to talk about different groups. >> I just didn't know if you wanted to do it in

110order. So I'll >> No, we didn't want to do it in order. >> Okay. So, one of the proposals in this um package is that um we have an opening with our elementary administrators. We have an opening at Lincoln and with the new construction project on the east side, we would be looking to restructure the Huzzy and Fington administration. and we would look to operate school with an assistant principal and not a principal. So we hire for that position and move the current principal to Lincoln. And so there's some reconfiguring with that process as well. Um and so the ultimately Mrs. Goth here will be at Fington next year and beyond and she will be working closely with that assistant principal to unite those staffs over the next few years which we you know we

111don't think is a bad idea. Um and I I should probably say that none of this is good. None of this is a good idea. None of this is um something that I I've heard the word superintendent's recommendations. None of this is is my recommendation. I probably ought to be clear on that. So up until my budget that I presented, that was my recommendation. Beyond that is me responding to the city council's uh directive to us to um bring in reductions. And so they they've conveyed and it is true in the charter they appropriate the amount of money that the school system would operate under. and then you folks have the delicate and important job of deciding how to use that money. So that's where we're at now. So to Mrs. Park's question, we would

112be looking to operate as a school with an assistant principal, reducing that position administratively from principal to assistant principal. >> Thank you. So instead of talking I I changed my mind a little bit. So instead of talking just about those right now, I think maybe we should like go through all the groups in case there's any additional information that board members need. >> Member Reynolds, >> uh, do you know if we currently have all four social workers in the elementary schools? Those positions are full. Those are those are real >> real then. And these groups aren't in importance. Say just how they appeared on the list, how they get grouped together. Doesn't mean that the first group is any more important than the second group. just a group. Yeah. Thank Can I may can I

113speak to that too? Thank you. Um when the business manager put this originally together, we put it together because Mr. Mills, the city manager, asked us to group it from 16% to 10% engage in taxes to 8% uh to 5% 3% to 2.5%. So we tried to follow his directive to uh come up with reductions approximately within those percentage ranges. So that's why they lay out the way they do. They are not in any particular order. So that's yeah. So, in thinking about that social emotional group, the next group that just appeared on the list would be um co-curricular athletics supplies not needed if you cut athletics. On the flip side, you would add to that same group, partial partial paytoplay, full pay to play, and to eliminate transportation. So, this is upcoming conversations. So

114on the full play pay to play and the partial pay to play, does that need an explanation for any board members? Are you good with understanding that those are two choices? >> You're all good with that. Member Pel, >> I have a general question about that. Um would is partial play one of those things where it would be like a fund to give families that cannot afford to pay for the additional sport? >> Good question. So what we what we tried to do was and I I'll was align the the partial paytoplay is when you hear pay to play in other districts it typically follows this um model which is approximately 100 bucks per sport up and then cap like for example you have kid who participates in three sports they would pay $150 for

115the third sport in the spring would We capped at that. We did some math on that and Mr. Mains came back with if we did that, we could reduce 62,000 from the budget um to to come up with a payto-play model. Again, I I agree with Mrs. Living Livingston brought up. Um you know, I'm as I'm concerned about that, too. Um, but the catastrophic paytoplay is actually cutting the athletic budget entirely and making people pay actually the cost to participate in athletic program which averages 700 bucks per student per athletic program. So I I call that the that's the that would decimate our programs. But again, I think when the administrative team met the We got to the point of, you know, again, you can only go so deep into the classrooms and then your

116social emotional supports and academic supports before we start talking about actual curricular activities. So that's why that's on the list. A question about pay to play. Is that something that the boosters could help if we said the $100 one? >> Well, is that something that they could offer scholarship? >> Yeah. Come on. >> So, do I need to sit down or No. All right. So, >> Mike, we can put them off that table. >> I'm good, right? >> So, uh, yeah, I met with boosters today and and our boosters are unbelievable and they're more than willing to help. And what we envision, what I envision with this is if it's $100 per sport, when kids sign up, there's going to be a form saying it's $100. And if you can't, if this is a burden

117to your family, check this box and then we'll deal with it accordingly. And I, you know, I know when we do this, I we have certain families that are going to say, I'm I'm going to give you $1,000 because we want to cover these kids that we know can't take care of. Our boosters are also active in the community raising money, doing other things and part of um part of our fundraising. They come into helping to cover um the pay to play and it's something that it's actually this southern Maine a lot of towns already already do this and we have fought against I know coach Rashan and John Miller it's been brought up and it's always been like that we don't want to do that. Um but these are extraordinary times and maybe it's

118a year that we have to do it. Maybe it's two years and maybe we can get back to not having to do it. Um, but it's not meant to be a burden on families. And if they can't do it, we'll also offer like opportunities to go help with the boosters. Go and work, you know, go work a couple football games or whatever else if if paying $100 is is too much. I hope that helps. Boosters will be active in trying to help. We're not going to say no to a kid because they because they can't afford the $100. I don't envision that being an issue. I think our boosters will step in and we'll try to figure out creative ways to get it there. >> Yep. >> And the last item in that same kind

119of group would be um to do something with 9 to 12 transportation. >> Yeah. I I I hate that that's even there, but um again, we we looked at the legal requirement to have to transport 9 through 12 students. There are a couple of uh I will I want to a little pro at the city council meeting. I said the word many. There are many uh school departments in southern Maine that do this. It's a couple uh Portland, Noble, there are a couple of school departments that don't trans uh their high school students. I think it's a terrible idea. if we need to look at I think the high school kids would love this a later start time and transporting kids all at the same time that likely will save us money down the road.

120Um, I'm not sure we can pull that off for the fall, but certainly if we get to that level of cuts, we might have to look at one bus run in the morning, one in the afternoon, and >> and and bringing everybody in at the same time. >> And then the last group was direct instruction, things that affected direct instruction. That includes on your front page a high school world language position. It includes a fifth grade teacher, a high school ESOL edtech, a high school halftime social studies halftime English. Are those two different positions, Mike, or is that one position? >> Um, that's one position. >> And a grade one teacher, an instrumental music teacher at the middle school. And I think we wanted to clarify what that was, right? at the middle school with

121that >> the instrumental music teacher would be a reduction of that position. We would, as Mr. Cly said, we would look to try to use staff in a way that allows for the programming to be continued. >> And that also was another gen ed tech at Lincoln, right? >> I'd say West Side. >> And that wasn't in that list on the front. That was an additional >> correct the last the last portion on the second page on the back from the HR position down the administrative team met this morning when we finalized that group. So that's slightly different than what I sent you guys Friday. It's new information. This isn't those of you looking at me like that. Uh I've been having to do this like in real time, right? So last Tuesday I get

122a directive. Thursday, I got a new directive. I mean, every day I've had to come up with some new scenario. So, um I just want you to be aware of that. Doing the best we can to get some information from you. So, the administrative team were able to meet today. Um and we were able to come up with that sort of that final list on the end of second page starting with the HR position. And to give you some more information, when you're looking at that fifth grade teacher, just before the meeting, I asked Mike, what that what sizes would what sizes would those fifth grade classes be if you were to eliminate a fifth grade teacher? And that would mean some kids would might have to move schools, but the average size of fifth

123grade teacher fifth grades would be 21 students. Likewise, if you look at the grade one, again, eliminating a grade one teacher might need need might mean you need to displace some students to get class sizes equal and you would be looking at a first grade class of about 15. >> I may I respond um with the fifth grade, I would say that you could because we have four different schools, you could have a class with 25 fifth graders in it. You could and with first grade that should instead of 25 that should read 22. Their policy is so you could have a um a first grade class you could in a particular school with 22 students even though the average would be 16 >> but you could balance classrooms. >> You could be we'd be

124back to moving >> moving kids around which we don't want to do. Correct. Right. Okay, >> member Baker. >> Thank you, Madam Chair. Um, can I ask what the current average class size is for our fifth grade students, fifth grade classes? >> They're large. Most of them are in the 20s. >> I'll pull up the I know. I think most of them are the current fifth grade is 21 schools one classroom has 22 the other one has 18. >> Okay. 22 to 18 at an example. >> Thank you. >> I heard some that I I don't know if anybody's got some they want to put on the list right now. ideas. >> Member Reynolds, >> thank you. Um I I I'm >> This is adding to the >> adding for cuts. >> Well, I was

125going to do a proposal that we should just start from the top and all vote as we go. So that way we're getting a solid number every time. I'd like to be able to reach the number that he was asked, finding a way to make that feasible. >> Thoughts on that, member or? >> Yep. I guess I'll bring you back up again. So, we have um these positions that come up to $247,000 597. You said with that um one of them is moving from a grant to a general fund. Uh if if that person was retained, what is the um what does that do to that 247 597? because as I'm understanding all these positions that we just talked about cutting that apparently nobody wants a music teacher to get cut and so I'm assuming

126that all these positions are filled positions minus the teacher position that you said this move from grant to general fund has been budgeted in has not been hired so no person exists in this position don't hire a person don't fund the position and that will take a chunk of people that we might be able to keep a music teacher and a couple other folks >> member Park >> I don't have that form with me uh this evening is that the ESOL positions Mr. or >> it's from our February. >> That's the TS positions >> proposed budget meeting. >> Yeah, those are um I had my hand up a while ago, but we hadn't reached this yet. Um those are actually um required positions. >> The DS is a title title six position. >> Yeah. So

127the the the reason we added those positions were because we were running up against case load maximums and so the the what we've taken is one position that we desperately need with liaison. Um and then we added the edtech support where we have been rubbing up against case. um you know the board you know I think if you first of all the the part-time technology ed tech that 46,000 out of the 247 has already been has been um reabsorbed. So you got a couple hundred,000 left. So, if you left the teacher in there, um you might you might have $100,000 if you did not bring those to it to in. So, um I'm not advocating for that. It would mean running one more year as we are right now. I think if assistant superintendent Tibido

128were here, she would say that the ESOL folks would be significantly opposed to that. >> And we do have we do have one high school ESOL ed tech on this current list to discuss cutting. >> True. >> One and again, Madam Chair, I'm talking about positions that we have budgeted. There's nobody in the seat. Would would you like to make that motion >> that the what you're talking about I'm assuming is there is a person in that seat the is it a half ton >> three of those tech positions are filled >> well we're using title money this year for half >> shift the one full is the one we added to Gilbert and that has been filled >> so we have we do have a person in the ESOL ed tech position at Gilbert

129so really you're saving on two halftime uh positions at >> I added it as a potential >> member Reynolds. >> Thank you so much. Yeah. Can we please go line to line and all vote and see what it looks like and we're done. Right. We're going to get to the bottom whatever the collective votes are for automatically getting taken out. Right. I guarantee there'll be some left over and I also want to propose a freeze on non essential uh things that aren't filled out and just I'll do that later once we get a number and we'll add that to that see where we are that's the best way to do there get council where they need to be. >> Okay, we'll go down through the list. >> Thank you, Madam Chair. I guess um my

130com comment on the process would be though I would be worried about um prioritization falling through. And so I'm just wondering how we're going to factor that in. You know, these are not in any specific order other than to get to those certain percentage deductions that the city council requested superintendent put together. Um but it's not necessarily in priority order what we would want to have from the budget. So that's that's my only concern with that process. >> Yes, I agree. So when I'm in my head when I'm doing this, I'm not looking at it like that. I'm looking at what I think is a priority, then we'll get the number. I mean, I don't know how other people are going to vote when it gets to that line, but I'm going to vote with

131that with what I think is a priority without that number being an instant factor. You get what I mean? That's when we'll see the number. then be like, "Oh, that priority might have needed to change, right?" So that's I don't know unless somebody else wants to do it different. I agree, though. I definitely see that. >> I think it helps for us to do it that way for the first round of cuts to see if there's a majority. That's simple and then >> we go to what then ends up uh falling into that middle where we need to do further cuts. But it will be I think it's may be helpful if there's a majority that are willing to cut some of these things based on what we heard and based on what we understand

132to have those be reduction >> numbers all together collected. >> So are you saying let's go through and look for possible cuts the first time? >> Yeah. I want to go look straight from where it says 16% motion of that. >> Well just so we'll put a motion on the floor and we'll have the discussion. Make a motion. >> I don't I don't want just two people to decide it for me. Would you like to put a motion on the floor? Member Reynolds. >> I would like to put a motion to go line by line starting from where it says superintendent's budget total. Go down each of us collectively speak and then at the end we'll vote depending on where that falls. We'll get a solid number >> at the bottom all the way down.

133>> Do I have a second? >> I think I understood what you're saying. A second. >> Now let's have discussion on that. My question is, are we voting just to cut or just to keep or are some going to be cuts and some going to be keep because I think you got to decide whether you're going to vote to say keep it or cut it. Correct. Or you're not going to know what's happening. >> Yes. So like it'll be starting with this immediately. How people feel like this cut it or keep it. We'll vote whether where that falls stay. And this isn't a final just to see what a number we would come up with. >> So let's go. Let's make a determination that it's going to be a cut. We vote to cut this

134one. >> We vote to cut that one. >> Yeah. Yeah. Cut. So then if it's a cut or a non-cut. Correct. Thank you. Change your mind. >> So it's just to cut this first round. >> Cut. And the next time there's going to be more added to that because we got to keep going through this list and then we can priorit. Let's just try and see what happens. Okay. >> I want a motion. >> There is a motion. >> Okay. >> This is over. >> No, this is member Baker. >> Thank you, Madam Chair. Um, as part of the discussion, can I ask um with these four elementary social workers, are those the only social workers that we have in our elementary schools? >> Yes, we have we have guides, counselors, and social workers. >>

135KBH in our that comes. Yeah, we we have we have KBH ex external um supports that again assistant superintendent Tibido is working on increasing that in the event we have to make these reductions. >> Okay, we're going to vote on this procedure. We've had discussion, further discussion, please vote. This is what the motion on the floor is. We're going to go down through this list and if there's a majority that wants it cut, it's going to go on the cut list. It doesn't mean that that's the final priority of the cut list, but it will be definitely on the cut list. Okay, that's the motion on the floor. And then we're going to have to keep doing this until we get a list that comes up with the totals that we need and we'll prioritize

136and tweak that list so that the priorities are in the priority that we need to have them in. Okay. All in favor of the motion on the floor? >> 61. Uh, and all opposed. 61 vote. We'll go with the motion on the floor. The first one on the list for elementary social workers. I don't think we need a motion for every vote. We can just vote. All those in favor of cutting, raise your hand. Okay, those stay. And if those stay, the next one stays because I assume that the teaching supplies go >> correct >> with and those opposed. You want to cut, Mr. Or? >> Yeah, I would like to digress. >> Okay. >> I would like to um cut to the social workers. >> You'd like to cut two of the social workers?

137>> Yep. Cut two of the social workers. >> I think you already voted to keep four. >> I didn't vote to keep any. You kind of moved it along. You looked on that side of the table and you moved the wall. Madam Chair, >> all those in favor of cutting elementary social workers, four elementary social workers, raise your hands, please >> you would like to cut four. >> No, I want would like to look at see how much it would cost to cut two. >> All right. Right now there's four. Mr. Orur would like to cut two. How many of you How many agree with cutting two social workers? >> One of >> Sure. Madam Chair, can we find out how much it would cost the if what that cost savings would be for cutting

138two social workers would be since we only have a total amount of four >> the numbers made on the list >> approximately 190,00 so I also actually agree with uh or's inquiry. My point of this was to go down and see what's an automatic cut. >> That's what I'm trying to do. >> Get to the end and then at the end we can that's stuff and then we can get to it. >> Okay. These are just automatic cuts. Correct. >> Yes. >> Because the next one we're not even going to talk about because if you keep four, you got to keep the stuff they need. >> Correct. >> Next is a school clinician. Would you like to speak to what that is, Mr. Tracy? >> That would be a fifth social worker. Really? We just

139call them clinicians at the high school. So it would be a middle and high school social worker reduction. Why? >> Those in favor of cutting the high school clinician, please raise your hand. >> Can I ask a question before? >> Absolutely. >> This is a position that actually exists right now. >> Correct. >> And it's the only one. >> No, there are two. There are two. You're cutting one out of two. >> There are two positions. >> The one remaining one would have to do a lot more. >> Did you see the note? Make sure you guys check and read the impact beside the things and there's a price tag on this list as well. >> Yeah. So I wonder why is this more middle schools and high school? So like is that like what

140the collectively mean for both? >> Well, we're we're saying that they have multiple case loads of at least 30 regulars and then they see many many numbers specific. >> It stays for now. The next is reducing the principal position at HUZY to an assistant principal. Those that would like to do that, please raise your hand. opposed. That's a one, two, three, five. What did you voted? No. >> No, I didn't vote. >> Okay. Five. >> That one. That one's a reduction. >> That's a reduction. The next one is we're going to look at co-curricular and athletics. All those in favor of removing the co-curricular clubs for one year for a cost saving of $77,000, please raise your hand if you are in favor of removing co-curricular clubs. At this point, that one does not pass.

141Those in favorites, >> can you explain some segments on this one? >> I had to work with Mr. Mr. Mains on this again. Um, this is a this would be the elimination of the hockey program. Now, we're working he's working on a collaborative with our regional partnerships and with boosters so that any kid that would like to play hockey still could, but we would be eliminating Cony's hockey team. We we are the we're the fiscal agent for the collaborative that exists now. We would we would cease doing that and we would work to find another way for our perfect six. We have six. We have six kids playing hockey. >> So that was >> those in favor of adding this to the cut list. >> Six. Mr. Or, are you opposed? >> I'm on not

142voting. 6. >> What is the supplies? What do the supplies go with Mr. Tracy? The 22 >> list them list them. The $22,650. >> Um that would be a proportional by department. We've done this before where we've had to cut. Um we would ask each department proportionally to what they ordered. Um, and so there would be an impact on supply type things, books, things that we think we can figure out how to work around. Okay, any other questions? Those in favor of adding $22,000 in supplies to the cut list. opposed. Sam 61 on a list. It goes on the list. The next, nope, that's not another three. The next is a discussion on partial paytoplay or full pay to play. I think we can do this one quick. >> High school. >> No, that's that's

143teaching. That's that's a different category. >> I think I think the madam chair is going through a category. >> Oh, I'm sorry, Jonathan. I forgot the rule. We're going line by line. I forgot. I had it in my head. you know, status quo, >> world language. Those in favor of adding um some foreign language, we don't know which ones. Is that because the signups aren't complete yet or would we know which language would we cut? Um at this time, the recommendation is that um we would cut Latin. Um and our signups are at this time um Spanish has 128, German has 68, French has 48, and Latin has 42. That's not counting the middle school, okay? Because they would have about equal numbers if you add in the middle school. Um and um of course,

144I'm just going to echo the sentiments earlier that there's no good cut that we have on this list. Um we were trying to figure out can we um provide education um in a way that would allow students to have the opportunity to have world language. Um and we thought that three languages would be reasonable. Um even though as I said it's it's a difficult decision for any of this. That's where that number is. >> We can come back to the actual thing but I so it says uh HS language and then the number that I'm seeing right here doesn't look like just one card. So I just wanted to know like what we can get to that later just how we've been doing it. >> It's salary and benefits. >> Is that why I say

145that? Okay. Those in favor of cutting a world language position. Oops. Mr. Baker, question. >> Thank you, Madam Chair. Can I ask are there four separate positions that then teach each of those languages? So like there is one German teacher, one French teacher, one Spanish teacher, one teacher. >> Two Spanish teachers, one Latin, one French, one German. >> Thank you. >> Yep. >> Salary benefits. So associated. >> Can I program? >> Is it possible to reduce it to a halftime position? >> I just don't know if we'd be able to find somebody with a halftime, but um I worry about that. It's hard to to get any of these positions to be honest with you. >> Those in favor of adding a world language to the cut list at this point, please raise your hand.

146It stays on the list. No, it stays on the good on the good fifth grade position. Those in favor of cutting a fifth grade position, please raise your hand. That would mean an average of 21 students per fifth grade class. >> Is this Those who want to keep the position raise your let's see if you want to cut the position raise your hand. >> I had a quick question. This happened exist already or is this >> Mr. Tracy? Is this the current position? >> Yes. >> Those in favor of cutting the fifth grade position, please raise your hand. >> It stays on the list. Those in favor of cutting a high school ESOL edtech position. >> This this is a position that we've had a recent resignation. So, this should be an easy elimination for

147you. >> Those in favor of adding this to the cut list. You have a question. Oh, Mr. Ver has a question. I'm sorry. Um, thank you, Madam Chair. If we So, then if this position is cut, are there any remaining? ESL edex at the high school. >> Yes. >> How many? >> So we have three ed techs that are at the middle school high school. One's predominantly in the middle school, two at the high school. Um those ed tech positions help support um the ESOL teachers in the classroom but also go into um regular classes. Um, and so we would maintain two positions and we would split to the greatest need at the time. >> Thank you. >> Any other questions? >> Those in favor of cutting the high school ESOL ed tech position, please

148raise your hand. If and it's the cut passes five in favor security reducing a security position. What would this mean Mr. Tracy? >> We have currently have two um non non Augusta police um security here at Coney Middle School. Um we've had those two positions I believe since the school opened. Um, and we do also have two SRO's provide actual deputy u law enforcement officers in our schools. One at the elementary level for enforce schools and one here at Coney High School. Um, so we we thought that again back into a corner at with academics were fortunate enough to have the SRO's. So, one of those positions has made this desk roll up there. >> Discussion or questions on this position, member parks, >> would it be possible to for this out of line now

149because of how um you want to do this? But could it just be reduced to one one security position instead of two? >> Yes, that's what this is. This is this is this is cut. one position. I see. >> Other questions? If you're in favor of adding this position to the cut list, please raise your hand. 70. It's added to the list. Next is the position to be cut is a high school halftime social studies, halftime English. And that's one position. Yes, that's one. Correct. Currently there's a person in that position. Thank you. Questions from the board regarding this position. Mr. Baker. >> Thank you, Madam Chair. Um can I ask for something says in some content areas? Can you just get a couple examples of what? >> Um so what this cut is um

150I want to say like seven years ago we were looking at um high numbers of students in classes. So we added a.5 teacher position in social studies, science, um, English and math. So we had 0.5. So um this position is the 0.5 in social studies and.5 in English. So what would happen is um that a regular teacher teaches six classes. So um this would take out three classes from English and three classes from social studies. Um, and what would happen is we would redistribute students on where they're going to be. Um, and the person would potentially go into social studies. So, the person may not depending on seniority like whether there's someone that's loses a position. Um, again, I'm just going to like I just have to say this a hundred times. I'm going to

151keep saying when we made a cut, we met as an administrative team as um as an entire um Coney administrative team and did exactly what you're doing where we went through positives and negatives of every single position. Then we did the same thing as a administrative team in the for the entire district. So everything on this list is supported by the administrative team. Okay? both for the Coney ones, the Coney administrative team and the um district. I'm telling you, there's nothing that you're going to say. What what I I get fears about is if not this, then what? Because you're going to have to cut from my understanding. Maybe I'm wrong, but that it was $2.8 million. So, I don't understand what's going to happen when you get to the bottom and you've said no

152to all these cuts that we're recommending to you. We don't want to cut them. I'm just being honest. We we think they're invaluable to our school system, but when we're having to make a decision based on what we believe we could still offer in different ways, we believe like in this case that we can still offer the English and math classes that we need. Are they going to increase the class size? Yes. Um that will that impact students? Yes. But we've been asked to cut $2.8 million. >> So, can I may I continue the editorial? It's good. Thank you, Mrs. Whistler. Well said, by the way. Um, when we went through our first round of cuts, we don't we don't willy-nilly make the decision. We look at class sizes. You heard the enrollment pieces and

153why, for example, if we had to pick a foreign language, why we selected Latin because it's the least enrolled. When we look at courses at the high school, when we when we made the science cut that we eliminated already, we've already improved that last month. That was done because we looked at class sizes. We exhaustively Mrs. Listman and myself and Civido go through the spreadsheets of the teacher's name next to every class they teach next to how many kids are in those classes. We look at that and then we just looked at it again and and I've looked at it three or four times since then. We do the same thing with elementary. We don't want to cut fifth grade or first grade because we think it's going to be bad for kids. But we're

154in the next round. We already did a first round >> and we went with to the we tried to rightsize the district to what we thought we could sustain. Now we're getting deeper into well if we're like if we have to cut if we're being asked to cut 2.5 or more this would be next. This is next and and again I'll echo what Mrs. Lam said if we don't go with these then then what you then what are you gonna pass? I just think it's helpful for the board, >> Superintendent Tracy, to hear the backup to it because you guys got to have the conversation and this is the first time we're hearing the conversation. We have to do that. >> So, I'm sorry if you know we're asking for redundancy, but I think it's

155important for us to hear it. >> It's not offensive. We just I'm glad it was said so people could understand what we trust. >> Yep. No, we're not. Question member Baker. >> Thank you, Madam Chair. And I think to follow up a little bit on that on those points from principal and superintendent Tracy, I mean how much does it factor into then like I understand looking at what the current numbers are and what current enrollment but you know how are we balancing that with cutting off future opportunities then when student interest changes I mean what happens when three years down the road there's a lot more students that want to take Latin >> for example I mean I just can you speak at all to how much that factors into presenting these additional cuts to

156us. >> So, every year we ask students to sign up for classes at the high school level. Middle school is just assigned. Um uh and so what happens is we put the program of studies together. Students review it. There's certain things that they have to take to be able to graduate. If there's a class, let's say for example, marine science, okay, that's one that people would some kids would sign up for. If there's 30 kids interested in marine science, we're likely going to run marine science where we might have five kids signed up for drones. It doesn't make sense to run drones. So, every year we do this naturally. We naturally decide which classes we're going to run based on student input by them signing up for it. Um the challenge is is that um

157if we if you all decide to cut Latin, likely that wouldn't be an option, right? because you decided to cut Latin. So, that's a little bit different. It wouldn't be in the program of studies, but anything that's in the program of studies is fair game for students to sign up for and we'll adapt to what they need and the numbers because sometimes there's 58 kids interested, sometimes 24, sometimes five. So, it fluxes for every department. So, I work with the department head to kind of work through that with the um guidance um director and we determine how many sections are needed um and what subjects are the most um interested by the students. Does that help answer? >> Thank you. >> Any other questions on this item? Well, I would just like to say that

158I see a difference between cutting Latin and reducing social studies in English because because Latin has gone forever and Tony's famous for having Latin and um but in English we'll continue on and maybe some can add some back in if we if we have a lot of interest. So, I'm going to vote to put this on. >> Further discussion. Those in favor of adding this position to the cut list, please raise your hand. >> It's added to the cut list. The next item on the cut list is the cutting the dean position and making the dean position instead an assistant principal position. Discussion. Did you hear more? That was the Huzzi one >> was Isn't it? Am I right? >> We got another question. But >> I'll let Mr. Tracy explain this again. What? >>

159So part of the uh challenge here was to look at the new administration at at the new Hington the new the new the new Carington project. Um it's likely that new school will have a principal and assistant principal on V. That would be how I would envision uh the makeup of that of that administrative team. So what we would be looking to do is have Mrs. Gothier at Fington an assistant principal at Huzzy. We will reconfigure Huzzy. Uh for example, Huzzi is going to have one we'll have one kindergarten class instead of two. Um it's likely we'll move students with higher needs to Fington. So, so that the the Huzzy U clientele will be a little more manageable for an assistant principal for example and um rel again reluctantly I don't love the idea of

160not having a dean there but again we we may have to look at sharing sharing our deans amongst the elementary schools. So, um, at one time, people hate it when I bring these history up, but at one time we had one dean on each side of the river and they shared, uh, between schools. And so, it's that sort of a model. Again, um, that that's how we think we would try to get through this. This not a recommendation. >> Further questions or discussions on this item? Those in favor of putting this position on the cut list, please raise your hand. And it's put on the cut list. The next is removing a part-time HR position from the central office. Discussion. Member Reynolds. Is that a discussion question? Anybody want discussion on this item? Those in

161favor of adding this position to the cut list, raise your hand. And the item is added to the list. >> Mr. Tracy, are you keeping the money total? >> Yeah. >> Thank you. >> Yes, ma'am. Thank you. >> The next one is a grade one teacher on the west side of the river. This is where Currently the average grade the a the average grade one s grade one classroom size would be 15. However, depending on the school it could be as high as 22 which is our policy limit. Those in discussion on this position, those in favor of removing this putting this putting this item on the cut list, please raise your hand. It is not on the list. The next is an instrumental music teacher at the middle school. Discussion on this item. And

162can I ask a question? This is a full-time position, correct? >> Correct. >> And this full-time position would be eliminated. >> Yes. >> And how would middle school kids then be covered for music? So again, just going to say right at the beginning, it's very difficult to make a decision to put anything on this list. Um, and so what we were configuring is could we think of a way to be able to provide that with the current staffing. And so um, what we would look at is the high school um, looking and the elementary position to fill in the middle school position. would not cut band, but there would be an impact like students. Um, and it might be in things that we might need to look at delivering differently. Um, and so right now

163the position does a little bit of Fington and all of the middle school and the person is amazing, but all of our staff are amazing. I just want to say that. Um, so whatever position we put on here, you're going to hear students say they're amazing. >> But there there'll be an impact and it could be an impact. high school students or elementary students to be able to backfill middle school. So, >> got it. >> Any discussion or questions? Read memb. >> Yeah, I mean I feel strongly about all of these. This is hard, but I'm especially not in favor of cutting the instrumental music teacher at the middle school. Not only from testimony today, but from my own understanding of lifelong learners engaging students that may not be our athletes. um who Matt, my

164nephew who plays piano, his like math skills I think are partially incredible because of his uh early music uh career um if you can call it that in general just how it ex you know the the anecdotal tonight that we heard and statistically for children learning and being engaged in school I would very much not be in favor and I would do anything even if it meant going to city tomorrow and saying why we're not maybe at 5% but at 5.6 or 5.8% because of some of these incredibly difficult decisions and positions that we had to maintain. So, while I understand the rough numbers um and that that's part of what we're doing in this exercise, we also do I think it's good to remember how we're enriching our students and the the like the

165price tag on that. Um and that's priceless. So, I will not be voting in favor for this one. And I just felt like that one needed a specific um for me at least for my part needed needed some explanation >> and and I don't very often get a chance to vote. I can only vote if there's a tie and since there's seven members I don't get a chance to vote at all. But anyway, as a former middle school principal sometimes the middle school is the forgotten kids. You know, they're in the middle and and it's well the middle school can do this or the middle school can do that. And I just think this is something that in my past life as a middle school principal, I would have pleaded really, really hard to keep

166this position. So, I'm just putting even though I don't get a vote, I'm putting it out there. Any further discussion hearing? None. Those in favor of putting this on the cut list, please raise your hand. It stays for now. The next one is a general ed tech on the west side which I believe is Lincoln >> or is it >> Yeah. And I I should mention you put one earlier from Gilbert in the parking lot from the first superintendent recommendation list. The Jen Ed text at the very top of page one. Remember you cut the two vacant you kept them in. So, I think if you're going to talk about this one, you should you should include both of those. >> And this is currently filled. >> These are both currently filled. >> I'm going

167to I'm going to accept I'm going to make a different motion for you on this one. Those in favor of putting this position in the parking lot at this time, raise your hand. If you're in favor of putting it in the parking lot as is the other one. Okay, this one goes to the parking lot. Now we're at pay to play or partial pay to play. So if you vote to keep to put partial if you want to put partial paytoplay on the list it would be pay to play. It's not going to cut pay to play. It's putting it. Does that make sense? All right. How do you want to do this one? You got two things on here. >> You got full pay to play and partial pay to play. You have an

168idea on how to word this, Mr. Reynolds? >> Yeah. So, as as it currently exists, we pay for the kids and then they play. So, the motion on the table would be uh to add a partial pay to play, we build on that, and then full pay to play, then vote on that. member parts. >> Well, it seemed to me if we if partial pay to play gets voted in, then there would be no need to vote for full pay to play. So unlike the other ones which were a cut, this is something new. So you're actually voting to not put this on the list of cuts. This is what you would enact. This is what you're going to put on. It's not a you can't add I guess you can how we I don't

169even know how to word this. >> Well, if you vote affirmative, you're going to say we agree to the partial added to the cut. You vote affirmative and add it to the list. >> Okay. If you vote yes, it goes on the cut list, but this is what we implement. >> So, rate questions on this. >> I have a question. Is the Mr. 100 is that what the standard thing or? Uh yeah, the from the calling around the state it varies. Some some districts it's $200 per sport and they'll cap it at 400. Some it's a hundred. I didn't hear anybody under $100. But our thought would be $100 per sport and then either cap it at two sports. So 200 or three sport athlete wouldn't pay for the third one. And again when they're

170signing up an option of is this a financial burden for my family? We don't want it to be a barrier to that, but it's a way maybe to ease the burden um with some of that money >> because I'm wondering if >> Wait a minute. Are you still on this one? >> I was going to say that if we made it 150, we'd get a little bit more money to maybe help with some other stuff. I don't know. >> I think we should stay with what they recommended, Mr. X, at this point. >> Yeah, >> Mr. or And where is this at? Is this primarily down in southern Maine that they anticipated? >> Yeah, it's it's mostly southern Maine communities that have enacted it. There are some uh more rural communities that have enacted it.

171Um you know, our free and reduced lunch population tells me we're going to have less than 50% of our kids that'll be able to afford to do it. And as I said before, when we read the boosters, I'm going to try to figure out ways to be creative to help in that matter. And maybe this is a one-year thing. Like it would be great if we back here next year and say, "Let's remove this." All right. But with the situation that we're in and you have to get to certain numbers, this may be one way for us to help. >> Thank you. I just I have no intentions of following the lead of anything that's going on in Southern M. They have their own budget problems. >> Those in favor of applying partial paytoplay next

172year, please vote yes. Partial paytoplay is added to the list, which means we won't consider full pay to play because you did partial pay to play. Transportation questions on the transportation. I will tell you and I'm really old. When I went to Coney High School, we didn't have transportation. >> No, you stand at the end. I told you you stand at the end of the driveway till a state worker went by to give you a ride. >> Yeah, we don't do that anymore. >> Coming home and coming home, he took the toas bus. about the double security though, but that's when you had to call the school and I guess they spend the year. >> Um, so I think it's a big chunk of money. It's so attractive with how big it is. However, there

173is no public transportation in Augusta. I don't think I could tell you guys that. Um I am I would love to consider later start times for the high school and making one bus run if it can't be for this year next year because all science says that they start too early for their brains and I think we can if it comes down to it being in budget talks or that's what initiates all of this that might be the fervor. I don't know that helps us tonight um because kids have to get to school. I was walking my dog in the afternoon at 2ish and I think 12 students got out at Winrop and South Chestnut. Um and I thought, oh, who what parent is not working? You know, I take my walk because I get

174to work from home. Um all parents are working at 2 o'clock. I'm the only one on the street. Are these kids just not going to go to school? Are they going to sit around? Are they not going to be able to get to their jobs? Are they not going to be able to take care of their siblings? I mean, I don't know. I don't feel like there's even a remote chance that that's even possible. So, um I think we need our buses. >> Member Parks. >> Well, once again to um bring in the city council. Uh they were talking about chronic absenteeism, truency, dropouts, etc. And I believe that this would affect uh attendance at school for some of these 9th to 12th graders, maybe many of them. One caveat, the well, so I will

175vote in favor of keeping this um as an expenditure of the school district. Um because we we want the kids to be at school if we if we have to get them there. We have kids in rural areas of the city etc. We need to we need to provide transportation. >> Further discussion >> Mr. Tracy may just comment really quickly that I I love I love that's where you're landing. Um I don't like this being on the list whatsoever. When we were looking at reductions in the millions that begin with a three, we were looking at all kinds of crazy things, which is the whole pay to play and eliminating high school transportation because we're trying to protect the classroom. I will tell you just I I give you a running total because you're at

176the end. You've made it to 1.7 million. >> We done it one. Can we vote on this one just to be clean? >> You can. Those in favor of adding transportation to the cut list, please raise your hand. >> All right. >> And now there you go. Can we take a break first or you going to give us the bad news first? >> Well, you're at 1.7. You're at 1.7 million. What you've done so far? >> So we And the minimum you've got to get to is is 1.2. >> Okay. >> At least got to get to So >> another 1.2. >> No, no, you've got to you've got to get another 800 800,000 >> um to get to where Mr. Mills >> because you added us you added you added in the first part

177of it, right? >> I added everything you've done so far. >> The first part >> and it only adds up to 1.7. >> Correct. >> But your part alone was one. >> We had to go beyond what he had suggested. You you added, just to be clear, you added the assistant principal, change the hockey change, supplies, uh you added the fifth grade teacher, the ESOL and tech security, half high school and social studies, English, the dean, the HR position, and partial pay. And I brought >> So, we need 1.2 million more. You need >> I'm curious about what our percentage of budget increase stands right now >> with these cuts because and I appreciate the I really appreciate the council's responsibility in this in the sense that they have to do a lot of uh

178difficult cuts on their side as as well. Given how the how transparent this process has been and in large quantities still impacting student learning, uh, administration, safety, um, classroom support. I'm wondering if, and I have a couple ideas for potentially some other things with the gened text and the fifth grade teacher. Um, however, I'm wondering how close we are to five because, and I'm not in your position, Superintendent Tracy, but if we've done this process with full full transparency, full thoughtfulness, full public comment, what is the possibility that we can come in with a percentage that's a little higher than they than some of the counselors would really like in order to plead our case? Yeah, I I think you can do you can do any I and the board collectively can do whatever you'd

179like to do, but at some point um they're going to ask they're going to give us a number and we're going to be back here next week reducing the rest of the list. >> Um if they, you know, the minimum trying to articulate clearly, Mr. Mills says we're starting at 2.5, Mr. Chris, and so I'd like you to be prepared for 2.8 3.8. So when you said those words of 3.8 that's why you have the crazy stuff at the end of the list on there. So um so yes I think I think the board collectively should plead their case. What I'm saying is you've got to you got to find 777,000 to get to 2.5 million. >> So just to get to 2.5 we need another >> thousand. And I think if you did that

180>> if you did if you did that amount that might be at least you could go in and say we we were able to reduce to 2.5 and that's as far as we can we can >> and maybe you're not going to get there. I mean >> let's see what we can do to get to 2.5 and see where we're at with 2.5. Let's take a break. >> We want to take a break. >> Let's take a break for a minute. Everybody take a let's take let's take a 10-minute break. >> Let's make a motion. >> We don't even need 10 minutes. 10 10 minute break. Okay. >> If anyone knows anyone on the Welcome back to the CPU board special meeting again. It's April 27th. We're in part two conducting our second round of

181cuts to get to the required or the requested amount for the city council. We've made one swipe through the list that we have and we're going to need to make another swipe through with a goal of getting another million dollars on the table or off the table or something, but we need another million dollars. Um, I don't know what's the easiest way to do this. >> You want to start back at the top. Or I was going to say I was wondering about just looking at the parking lot things taking the things in the parking lot >> that those could be the next considerations. We have three items in the parking lot. Uh two of them that's the same thing. It's the gen ed tech um text at Gilbert Huzzy and Lincoln. Madam >> chair

182I bring your elementary principles up to be able to talk about maybe some more directly. >> Perfect. I think Gilbert, Lincoln, and >> Haz. I think this is going to >> So we're just just curious if you could explain a little bit to us about what a general education edtech would do, the advantages of having one, what will happen if you don't have one would be helpful for us to understand. >> So at Lincoln, we're looking at the primary attack. Um so right now I currently have three. Um, a few years ago, we had got put in for two extras with the larger second grade classrooms because we had three first grade classrooms that would smush into two second grade classrooms. So, that was the reason why we had the request for the two additional

183uh primary and texts at my building. um with the enrollment over time those positions will likely not be there um or needed because eventually our class sizes in second grade will decrease. I have one more year where I'll have two large uh second grade classes of 22 for next year. So it would reducing is not ideal to reduce one of the primary texts. um two second grade classrooms would still have the support with the other two um primary ed techs in place. >> So each of your second grade classes next year would still each have an edtech. >> Correct. >> And the other school >> um at Huzzy they work K6. So even though they're primary, they work K6. They support the intervention block. Um there are still two other edtes who would support the

184intervention block. So they have three. Um so instead it would only be two. Um it's doable. It's it's not ideal but it's doable. So I have two general ed edte. Um the one that is on the table right now is the primary the K2 and she currently functions in the kindergarten pod I will call it. um she floats between each of those classrooms and um is in my one-year experience at Gilbert integral to the training of the herd of cats that 5-year-olds tend to be particularly at the start of the year. Um she functions in that team setting on a daily basis and has been for a number of years as I understand it in that particular role. My other um interventionist edtech gened um works with the other grade levels, but I also have

185some title one edte that also cover the other grade levels. So super not ideal for me to lose one of my two general education edex. >> So you currently has three has no title one ed tax. So we had three general ed tax. And Gilbert has >> two oh two general ed ed techs and three title one ed techs >> and Lincoln >> I have three primary ed tax one ed one jed ed intervention which is an edtech three and then we have three ed techs that are paid with title funds >> and fairington >> I have the primary edtech and then I have a general ed interventionist that we've actually mostly has does math but some reading Um and then I have title one and text. >> Why doesn't Huzzy have title? >> It's

186the rank and dist the way rank and distribution falls. Um he has a a reading specialist that um is where most of the title funds go. Does this move more toward equity? I think that's a tough question. Yeah, same schools are different. I think it's >> I didn't say equality, but equity. >> I think what it is is it's a tough decision, but I think when we look at trying to get to that number, um I think we we as a team felt like this was a doable cut. um and really support it. You know, I none of us want to cut anything, but this it has an impact, but when you in the grand scheme of things, the impact is something that we can absorb and, you know, continue to our schools to continue

187to function. I think the other thing is that this was the first cut we put up a while ago. So this this I don't I no cuts are easy but this was our our first round of cut. So um cuts since then this other round are are very big. So, and I just want to mention as far as we're really kind of looking at Heather and I have been here since before CO and so we're really looking at returning to the gains that we made at CO which were the positions smaller class size K to2 we had certain priorities and use the money towards those. That's what we're we're really cranking back to. Some of that can be upset that smaller class sizes are happening. I usually have 48 in kindergarten and I have 39,

188you know, so you keep losing 68 kids here and there. That's why we looked at it like a first grade. Like we tried to look overall and say what is the class size going to be or fifth grade. So again they are painful cuts but they are cuts that we've looked together at what we have tried to average out and say when we're facing 2.8 8 million. What can we do for the least questions on this cut on the parking lot? Now that we've been through one round, those of you in favor of >> and I believe it's three gen ed techs in this list, Mr. Tracy, as well as the one on the back. >> Correct. >> So, a total of four. >> Two are vacant. to have folks in them right now. >>

189So, a total of four positions to cut in the parking lot that we're now putting on the table. >> That's that's like uh 105,000 >> for four edex. >> Nope, I'm sorry. It's 200 200 over >> 205 for four edex. >> Correct. >> Gen ed text. Okay. Those >> Mr. O. >> Okay. approve it. >> Those in favor of adding these four gen ed texts to the cut list, please raise your hand. >> Okay. Upgrade my screen. The next one on the list to go back through is the high school reintegration specialist discussion. >> I thought we were in the parking lot. That wasn't even on the parking lot. >> I have parking lot. >> The parking lot is not the parking lot. I have is the idea of not filling the ESOL ed texts

190and cutting half of the social workers based on previous recommendations. Um that's what I put in the parking lot for for future discussion. We initially we initially kept the reintegration specialist. I don't think we had a lot of >> What's your next one in the parking lot there? >> So my next one in the parking lot is not filling the ESOL ed tax according to the superintendent's budget. >> Where were those? Those were what board member our had mentioned where we wouldn't add positions that are not filled. My recommendation would not be to remove the ESOL teacher but there are unfilled positions based on what member or brought up that was put in the parking lot. I don't know the fervor of that but that's why I have there. They are filled. >> They are

191filled. Yeah. So, you want to restate your your motion on what you wanted to put back in member or member or? >> Yeah. Well, initially we were told that they were not filled and then all of a sudden we're being told that they were these were these were budgeted for for the 27 budget. This is not the 27 budget. And so we've already gone through and we've filled positions using title money that's outside of our 26 budget. >> So Lincoln and Huzzy had half time edex that were half time in the general fund for this year, half in a in a grant. So that was the how we got our our ed tax for the the multilingual learners. So half of it was in the general fund already, half of it wasn't. Um and what

192was proposed was that it become because that grant is going away and the need for those positions, they would be fully funded in the general fund. That was the right And the full-time position that was added was approved by the board in I believe it was January. Um, Superintendent Tracy came forward to add the position at Gilbert because we had the increase in our multilingual population and needed additional support because of case load. >> So, Mr. Tracy, can you give us a recap on what's current and what would be the addition? I'm sorry if I was unclear. Um, all of these to Mr. Orus's point are new positions from fiscal year to fiscal year. So in FY26, which we're currently in, none of these positions on budget performance, right? And based on need, as we've

193described, like why we put them in, we set case loads and there's multiple reasons we've had to add those to the budget. In the meantime, I went to you two or three months ago and said our case loads at Gilbert are bursting. We have to hire someone this year. It's not budgeted for, but we're going to have to move ahead and do that. Does anybody understand? I explained it at a meeting and I said unless there's major objection, I'm going to move forward with hiring, which we've done. I authorized Principal Gilbert to do that. We hired that position. So, it's it's a new position, Mr. or is right when it's currently an unbudgeted position that's currently filled. So if we don't add it to the budget, it would be an unfunded position or not added,

194you know, again going other not being funded. >> So that's one edtech position. One ESOL ed the ESOL ed techs at Huzy and Lincoln. If we were to keep things the same, we could um try to fund those through title money. I've mentioned that title money is shifting from the elementaryaries to which is we're going to have we're going to have a once we get through the general fund budget we get a budget in the next few weeks then we're going to have a conversation about title because as uh Miss Pell knows we are getting the same flat funding federal funds but we're having a requirement to shift those funds to the middle school that means less money at the elementary level everybody understand that so that means some of these positions uh that we've

195been funding out of title, we won't be able to find. So, it will be a cut um if you don't keep those in the budget. Again, that's >> So, tell me again the new positions in the budget. >> The new positions um would be the 2.5s at Huzzy and Lincoln, although as the principles just told you, they're filled with currently being paid with title money. And then the ESOL teacher is currently moving from Catholic Charities grant funding um to into our budget which that's a position we desperately need. I don't see us surviving in the climate we're in today without them >> believe. So I've heard you I've heard 3.5 ed tech text ed techs mentioned one ESOL edtech which is filled but not budgeted and then an additional 2.5 for Huzzi and Lincoln. Um,

196no. >> That's what you said >> total of one more because there are five and a.5. >> It's from that's one half. >> That's two. >> That's three. That's we just >> three ed >> two ed two text in the cultural leism. two a text and culture. Got it. >> For me, given that they were not presented in this potential cuts and then hearing the needs and understanding how it's actually coming out of title funds that are going to be moving to the middle school, I don't I am not currently in favor of removing the attacks for ESOL. >> So, let me clarify. Mr. or what's your motion? to cut them. I I mean I I have realized that they were, but that's something that was added on to this budget. So, >> are you

197cutting the two ESOL edex as well as >> 2.5s and the 2.5? >> No, it's it's one. So, it's one full-time ESOL edtech and then it's two halftime. So, that becomes two ESOL edte with the third being the cultural liaison, the ESOL teacher. That's what was initially added uh from other basically other funds and grants are running out and we as a school system desperately need to support our students. That's why that's an increase because it's coming out of funds that we current So we have these people. I just have to understand this. We have these people. They're paid out of federal funds. Given that our federal funds are no longer going to be able to stretch as much in the elementary school because of high needs because federal funds are all based on high

198needs. So if the high needs are happening at the middle or high school level and those funds have to be uh allocated there, then of course these positions were added to our general budget because they currently exist. They're currently supporting students in a booming ESOL population in our elementary schools that I had to clarify and understand. Um and so that's where I still I stand by sort of what I said previous, but I hope that's clear of why they're added positions but not actually. Is that your motion for the one full-time ESOL 2.5? >> If you don't want it, you guys vote against it. >> And I just want to clarify as well as the ESOL teacher. >> Well, no, because they said it was desperately needed. So, >> this is just looking at edte.

199>> Yeah, >> got it. >> The discussion on the floor will be about cutting. Do you want to cut one ESOL edtech at 2.5 >> positions? That's the motion. That's the thing on the floor, Mr. Baker. >> Thank you, Madam Chair. Um, so with some of these other positions, it looks like we have a policy on class size. Um, like for example, a couple of these are 25 students and a couple times people brought up like case load with these ESOL, edte. So, what what is a reasonable case load look like? >> I hate to put you on the spot. Can you tell me? >> Can you ask that again? We were just trying to I I will tell you I used to know all things ESOL but we split the program this year and

200so I I only have a piece of the pie now. You >> know what the typical case load is for >> um >> for edtech and a teacher I will tell you at Fington right now we might have 35 and I'm sure Shannon's going to text me tell the right number. Um, but if I have a a teacher and an edtech, um, at Gilbert >> Gilbert we have 58 and I have a teacher and two edexs. >> All right. And what happens with Lincoln and Huzzy is that they have split a teacher. Uh, although Lincoln's population is at what now? >> 27. She has a half teacher and an edtech. And you have >> I think 15. >> Yeah. And you have the other half a fur teacher and an edtech. Yes. >> Because those

201edte are left teacher list sometimes, right? So you have a teacher covering both loads. So if we look at it, it's that's why they have fulltime ed techs. Is that does that help you? >> Yeah. I I was looking for and I'm trying to peek at our loud plan, but >> I I don't want to give a number, but >> it's tricky too. I I think something that you have to consider is when you have level one students, the amount of of intensity of that need versus kids. So, Lua tests are are leveled. So, just like a reader would be, you know, beginning beginners, non-speakers up to when they would test out of the program. And so um what happens is I think Gilbert again has quite a few level one people and that's an

202intense need. Um so it would just be as you think of anything we do have a abundance of of uh beginners. Does that answer your question? Do you want me to say anything more? Well, the I think the 35 fits in my mind as >> as a teacher and a tech. >> I um I was under a hundred last year, maybe 95, and we had three teachers and three techs and they were used and we used a piece of the liaison who is now spread among all other buildings. I would would and I'm glad you kind of put that aside passionately tell you the amount of work that position does. And it alleviates everyone to be able to just focus on teaching and not the other parts. All of that communication and assistance and you

203know registration and intake and you know there's so many things that she does um constantly. >> Thank you. >> Any other discussion? Those in favor of adding the ESOL ed text to the cut list, raise your hand, they do not get added to the cut list. Parks, >> well, uh, while ago before we went into the ESL discussion, uh, member Pillow said that the RISP position at the high school was not on the parking lot. That is not correct. It was the very first item that we put in the parking lot. So, I just wanted to point that out >> and it was not voted to it was voted to be put on the parking lot, not to eliminate the position. >> So, now we're back going through the parking lot items. >> Okay. RAP

204is actually on the parking lot, >> right? That's what we're doing next. We're doing it right now. So, we had put the high school integration specialist in the parking lot. That's the next item to decide what we're going to do with it. Are you going to cut it or are you going to leave it on the list? So, those in favor of cutting the high school reintegration specialist position in favor of putting it on the cut list, please raise your hand. It remains on >> It remains off the cut list. >> I would I would ask the board for permission if we are able to in the next couple of days confirm that we can pay that out of federal funds for example. Um that that position because it's a middle school high school position.

205Plug your ears. It would be a middle school position that we would be able to uh use the funds for and if we can do that then we would be able to keep the position and also to reduce it out of it maybe it may be an extra cut if we needed it later >> but currently it's the position remains >> the position would remain either >> right now but maybe it's savings Okay. >> Are you thinking about title one? >> Uh I think Shelby said title, but she she'll have to get back involved with >> that. I can see it. I I don't know how much you guys receive from Title 4, but I can see that as a safe and healthy schools under that bucket. And you would have to apply I I

206would apply for the waiver. So you guys don't need to do three different buckets and you could all work it towards that one position. >> I think that's fine, but it's not it's you could get it done in a day, >> right? >> Yeah. >> Next on the on our list to revisit is the elementary social worker. My glasses on. Which are four elementary social workers. And I'm guessing that there's one at each elementary school. Correct, Mike? >> Yes. And that along with that would go with the staff supplies that accompany those positions. Um just to keep in mind there also be a discussion on a school clinician which is for the high school. Correct. That's one position. >> Right. So we're essentially looking at four social worker positions, one for each elementary school, one

207school clinician position for the high school. Does anybody want to separate those or treat them as one item? >> Member Reynolds. >> Thank you. Yeah. Um I was wondering if somebody could come up and explain a little bit more about the possibility of maybe filling this elementary social workers with outside uh services. Yeah, maybe we could get principles on that. Thank you. >> What what we call our buildings are slightly different. Um at my at Fington currently we have KBH support. Um I have pieces of of people um because I had a full-time person and then she's become supervisor. So she's there three days and someone goes for two days. So I I have multiple people but they're filling a a role. Um that's individual counseling for students that we recommend. Um it can be

208half hour individual an hour individual that case load. Um it's 25 30 35 right now because I have an intern you know. So we um so and the other thing that we have is that we have a school counselor. Um and so the school counselor does classroom and then they have time because they're full-time in a building. They do see some kids as well. They might do some lunches, whatever. So, you have you have both. Um, and that is a co that was definitely co monies that got us that level. >> My Yes. Thank you so much for that. I'm more or less just trying to get the explanation because you guys agreed before that that could be based on the idea that it could be filled up the other ways like you were saying

209and stuff like that. >> It's a tough cut, but it's >> it was it was >> I know We also went back and forth between social workers, guidance counselors. We really talked about what we could do. And what we really felt strongly about was that we had one full-time person in our building. So whether they be a school counselor or social worker, but we felt that the school the the school counselors also teach lessons in the classroom to to fulfill that curriculum need. So I think that was really part of our discussion. none of us wanted would want to give that up. But again, it was having that discussion and knowing that most likely we could advocate for KBH. Um Huzzi would have more KBH if we had space, but I give up my office

210two days, you know, two days a week for different reasons um for to have that need met. So I think it really, you know, there's ways to fill that need, not in the best way, but in a way that we can fill that need and again make the the tough the tough call. >> When you say KBH, they're in the budget. >> No, they're outside agency. >> They're an outside agency. It's connecting your health. >> Okay. And that's through insurance. >> Yes. Got it. Do our social workers work a lot with the families? How are they in terms of being part of the community? >> I think they they do work with a lot of our families and help our families access um needs that they have. Um again, everyone has an intrical role and

211that won't won't be something that necessarily a school counselor will have time to work with all of those families. Um but again I I think the counseling need can be met in in another way. Um, and >> yeah, I just I I all I can say is that it will not be the same level of service, but >> again, we've just this was just where we the administrative team we met. Um the principles are here tonight again explaining what we can do in this behind closed doors. They're yelling at me about how we can't do this. So I want the people in the room to understand your principles are advocates for our schools. Um, but the reason we have come collectively with the things before you tonight are because and and it's not we we

212love our social workers. They do a tremendous amount of work. They work with kids. They've all got full case loans, but we were again fearful of going deeper into the classrooms. So, the the synthesizing and balancing what you you're doing tonight, which is how how much do we dig into academics? How much do we go into after school co-curricular other? How much do we touch student supports? You're having to synthesize that and we've done that. That's why we have these folks on the list, not because we want to um but because we're fearful of going deeper into academics. And so that's that's why we're here with this. And I I don't know this list. I don't know if you're on the spot, but I think that rationale brings true for high school with reference to

213that high school and middle school social work. Uh the question on the school finishing with middle and high school that uh that is split. Is there a possibility for getting an intern to fill that role to eliminate the $90,000 price tag? Um we have um my our person that is in charge of this is um Tony B who's our um person that's kind of the department head for that. Um we had an intern um last year um and so we whenever there's a possibility to get an intern we check it out but they're not as um accessible and reliable because um we're one of the social workers is there right like Tony's there and it's can develop strong relationships with students so they do fulfill some need but not I guess are more students that

214are mostly disregulated really require require somebody who's permanently there. So, yes, we partner also with Kbec Behavioral Health, KBH. Um, we have done that for as long as I've been there. Um, and they are incredibly helpful and fulfilling. Um, and we've had like some points one or two people. Uh, we also partner with like Wayne general to come in and do some work around um, substance use and abuse. Um, we will partner with about anybody that is interested and I mean within reason. I don't mean crazy, but like working with teens, the teen center. I mean, there's all kinds of people that are available to help our students in a number of ways. >> Member Baker. >> Thank you, Madam Chair. Um, principalism, can you go into any detail about how stable that partnership is?

215I mean, can you share a little bit history of like how long Kenbeck Behavioral Health has been providing Zoom supports and like, you know, what's the prospect of that relationship continuing and for how long to the extent you can? >> Yeah. So, I've been I think I'm on year 17 and they've been here since I've been here. Um and so um they are incredibly helpful and responsive to what we're um trying to do to help support students. So they they are very reliable. The person that we have right now for Coney is moving soon uh but she's been there for a super long time. Um and so they are able to see about the same number that Teresa was saying about 30 students. Um, but honestly, I think I could have five more people and

216fill it. Um, because there's a need. You know, teenage years can be a little challenging to work through. So, I think they could we would like to partner and would find available space as much as they'd be willing to help us do that. Um the other piece is it's part of our school-based health clinic because remember schoolbased health clinic is um physical health like our nurses and um our nurse practitioners that come in and then also mental health which is kind of health. Any other questions? Those in favor of adding the four elementary social workers, the school clinician, and his the supplies included, raise your hand for a cut, >> those opposed to adding it as a cut, >> it stays on the list and not on the good list. It's not a cut. That's

217a key. The next one is a discussion on Co-curricular clubs, high school and middle school would be cancelled for one year. I know that we have some clubs at the elementary level. Does that include those as well, Mr. Tracy? >> Anything that's funded through this collective bargaining, >> they're not funded. >> They're not none of those are funded. Okay. >> None of those are funed. >> Not all clubs or organizations would be off the list. So there would be a handful of essential >> only those that have a stipen attached. >> No, there there are yearbook. Um I need to help there. National Honor Society. There would be a couple that we >> we went through and tried to figure out some of the list and you can find those in the contract. um for

218teachers is there's a list of by number or amount that they get paid. And so we went through as an administrative team and determined what things do we have to have and one of those would be like the yearbook or senior class advisors um and um you know um then we took that amount um I think the total amount on that page is 115,000 and we were proposing 77 >> and again not we would never ever be on my list anywhere but again compared to a classroom teacher and trying to maintain our instructional Focus is key club on which list? >> The key club is on the cut list. >> Yeah. >> Okay. Questions board members on this item? >> Member Parks. Um for principal is for a club such as key club would it

219be possible for that to be funded by an outside group such as the Kanis club from which that was born? >> They used to fund um the middle school position because we used to have a builder club in the middle school and the Kuanas club did um fund that. It's possible that there may be some if the Kuanas Club had funds available that it could continue with support by community organizations and that's true for any of our stipens. Thank you. >> Member Reynolds. >> Yeah. No, I was comment I'm pursuing my MSW so that hurt me to vote for the social workers and equation. That's literally my profession. I recognize those gaps can be filled with other organizations. That's why 500,000 seems so appropriate to to vote trusting that it would still get there. I

220can't vote for co-curricular because that's what I did after schools. I couldn't afford daycare, couldn't afford the after school care. So, I don't I can't be in favor of that, fearing that it would be eliminated entirely with no plan to cover it. >> Can Can Where are we at again? Thank you. Where are we at again percentage wise as well for increase? Is that something possible? >> 1.8 million. We found another 100,000 and you're somewhere around 12 13%. >> I thought we not for the city site. Can I just ask what the increase to our budget is at this time? Um, let me give it a um at about 1.8 you split your increase in half. So you cut about 1.8 million from your increase and we're at about 1.8 million increase over last year

221>> and that's how much percentage? >> Uh um about 4.6 about 4.6% 6%. >> Can I just ask for clarification, Mr. Tracy? I had 200,000 of the savings on the gened text gen. >> So, that wasn't initially in this old thing that you had brought. James was referring to a page from a while ago and then added it to be like a potential cut. So, it wasn't in this initial list and then since it didn't get added, it essentially never existed. That's 200,000 level. Speaking of when from what you did first round, we call it you're in your second round going list. In the first round, >> there were four total eds on the list. Gen eds. >> You cut two of the vacant ones and you left two more. You just cut the other

222two. >> Oh, >> which 105,000 left. >> Sorry. So, Superintendent Tracy, our increase right now stands at 4.6% from the previous year budget. >> Yes. >> Because my understanding was by the end of Thursday night after the um public comment after probably some more constituents writing it, it seemed like, this is if my memory recalls, they wanted to see us come under 5%. As an increase, >> not our budget, the tax Yeah, please. >> Um, so my recollection at that meeting was that there are needs from taxes. So on this list, the spreadsheet that you're going through has the needs from taxes. Now, city manager Mills sent me that, for example, at um 1 around 1.3 million, that's at the 16%. And so for the work that you've done tonight to get you to about

2231.8 8 8 million reduction, you're somewhere in that 12 13%. And the the task was to get as close to 5%. Um was what the city councilors generally indicated they would be supportive of. Now, one of the things they talked about at the meeting was because I think they felt the gravity of the impact of the schools was greater and so they were willing I don't want to speak for them, but my sense was there was there were a couple of counselors who threw out the notion we would split the reduction at 42% 58%. Um whether they go with that or not, I don't know, but there was some discussion of that. >> Sure. >> And so, >> which if that were to happen would put us at the 2.7 2.7 2.8 million. >> Okay.

224Well, in that case, if we're that far from our number, it sounds like we're still about $500,000 from the from the increase that we're supposed to get to. We are uh se six or six or 700,000. >> Okay. >> From from two that's from 2.5 million. You're you're you're still almost a million dollar spread from >> from what I think they'd like to see us. >> So, okay. Uh the only the only large ticket items left are full pay to play, transportation, and then the social workers. Um at this point, the rest is slicing and dicing to for my opinion. Um it's not going to get us where we want to go. So, um I know that the city council has full authority um to determine, but I wonder if that's the tiered system. If

225I was to change my vote for social workers as the next cut and then it would be those other two items, whether we could um try to preserve as much as possible of those three. Um, but I don't I don't see us unless we start cutting almost everything um in the classroom. Those are kind of the only ones outside of the classroom >> that are big enough to get us down to that bottom line number. That's what it sounds like. >> It's will be the board's prerogative to determine, as you just said, what order of things? >> Yep. Whether you put the transportation play argument on the table, the city council is likely from my clear interaction. I was I mean you were there for one of the meetings with me. Um sitting with them

226last week I felt it was clear we had some clear direction. Um so whether we put those items on they may um give us a number regardless because their feedback is they don't cut individual they don't cut individual things. That's our job your job. Um, so no matter what we put on the table, they're going to come back with, "We appreciate the work you did and here's the number, whatever that number is that they vote on." Then we're whether we we may hit that target tonight and if we don't, we're going to be back here finishing the work. So again, that's that's up that piece is up for >> member or anything. >> Member Parks. >> Oh, >> go ahead. Go ahead. I put my eye on that for a few minutes. Um so they

227all the city council also got a very clear message from the public commenters. I did not stay for the informational meeting, but I was told uh by member Pillow that they had softened by the time they got to theformational meeting because they were so I don't know if you say impressed but uh somehow moved by the public commenters. So, but I didn't hear what they said, but you're saying that there was something about 48% 52%. How do how can we find out if they will go with that? >> Well, we will stay tuned tomorrow night and and um respond to her. Um tomorrow night and Thursday night. So tomorrow night at city center at 6:30 they will have another a budget meeting on their resolves and then on Thursday I think they vote to accept

228whatever resolves they they commit to and then we'll have a second reading of that following Thursday. Um I was there I think it was almost 11:00 at night. It was a long night after that public comment and um the the softening if if you will for me from my experience Tuesday night I heard them say flat funding 0%. >> Yes. >> By Thursday night they were talking 5%. >> So the softening was to get up to 5%. Now whether I mean there's been a compelling there's been a compelling um argument both at city center and here tonight that would they go to 6% or 7% increase. I don't know. Um you know I think the you going through this work tonight is exhibiting a painful the painful reality that we're all having to go through

229to get there. Um so I I I can't predict what the city council will do. I know the target was 5%. And how that getting to the 5% needs from taxes, how that split um at 42% school, 58%ish, >> 50 because of county. >> That's right. So 50% for the city, uh 42% for us, >> splitting that splitting that decrease. That that's where that conversation came from. A couple of counselors said, "Well, the taxation, if you get a tax bill, the school portion is 42% of the bill in last year's bill and it was 50% city. So then we should split." There was a conversation that we should split this reduction at that rate. They may they may choose to do that. I don't know. >> There was also a council member missing >> on

230Thursday. I don't know if that answers the fellow where what you were asking, but um so we're at 1.8 >> number four. >> So we're at 1.8. >> 1.8. Okay. So from what I got out of the city council meeting was that the 2.7 was the bare minimum. bare bare bare bare bare minimum uh that they were willing to allow us to go down. They actually wanted us to be at the 3.3. That's when you had the percentage split between the 50 and the 42% and you threw up that's about $2.7 million what we had to cut. So I also heard that they have the votes meaning those that are in favor of this lower budget. I mean, here's the reality. The those that are in favor of lowering the budget that they have the

231votes on the city council to get that that that that lowered. So, we can either do a hard work now and figure out where we're going to get to this or we'll just be doing this again. So, now I have a question to go along with the comment. Um, Madam Chair, and if I ask superintendent What would be the cost savings to the district if we went and closed Huzzy School? >> Um I've I've heard that comment and um I don't have a figure I don't have a figure on that. Um what we've learned through the study the new construction is we don't have the capacity one at the other elementary schools or Coney to be able to disperse those students yet without the new building. And I'm fearful I'm fear I'm actually fearful of

232making these cuts because we're building a new school based on the the staff that we have now. So we we could be and it's a it's the jeopardy we're putting ourselves in and I think we're going to have to. But the when we look when we work with the Department of Education on this new bill, they're looking at how many, you know, teachers do you have here and the two buildings and we're building that new school for that that capacity in mind. So, um I So, I don't have an answer for you directly on what that would cost. I don't think that's on would be on the table as a feasibility argument at this point. um just because we've got so much riding on that new new building and we don't have the capacity to

233just simply disperse the kids as hypothetically. People have talked about that. I've heard it being thrown out before. I've heard it we can just move grade six to Coney. We've proven through a study that that won't work. I've heard people say, "Well, we could close Huzzi and simply disperse the kids in the other three elementary schools. They won't fit. They don't have the space today." So, now portables. I mean, I'm not saying there wouldn't be ways to do it, but there aren't large cost-saving ways to do that for next budget season. >> There's also a required um procedure that you have to go through in order to close the school with the state. >> Yeah. I mean, I think that there Madam Chair, yes, you're right. It would officially close. Could you could you programmatically

234move all the kids and teachers out of that school without officially closing it? the board could do that, but again, I just don't think it's a feasible feasible proper thing to do within this budget season, especially when we're three years out from using the Huzzi to get ourselves the new schools. >> I I get that this is a painful process going through this line by line. And while I understand where you're coming from, member Pell, I I get that. But I don't think I don't think there's an appetite for eliminating transportation for 9 through 12 students, nor do I think there's an appetite an appetite for the full pay to play. I I can see the temptation that would those two items would get us where we need to be, but I just don't >>

235I think if if they came back and we had to cut in the millions that begin with a three, then we're going to have to talk seriously about this. But if we can keep our cut between two and a half to 2.8 8 million in that range the idea would not be taking >> and and my notes from that night that I watch I watched that today and what they said was it should be 2.5 million each would get us to 5%. That was a comment that they said >> that's 10%. 2.5 million each >> gets us to 10%. >> I guess just adding 2.5 and 2.5 to get >> 6.6 million collectively gets us to >> 6.6 gets us to 5%. Okay, I guess we keep going. Madam Chair. >> Oh, I'm sorry. Member

236Baker. >> Thank you, Madam Chair. Um, >> Superintendent Tracy, I think very early on in our budget process, um, if I'm remembering it correctly and I understood the number that you shared with us, the 2.2 there was a $2.2 2 million increase in the school budget to maintain the level and quality of education that we are currently providing for students in our school department. >> That's correct. That's that's that's without adding the four cost drivers. Without adding it, special education, ESOL, and um some transportation >> transportation those four cost drivers we added in on top of the cost of doing business. Perfect. So, how can you help us, you know, just contextualize that a little bit then of like what's being asked of us in light of that of just I mean we the 2.2

237million is being asked to maintain, >> right? >> And then what we're what we're being asked to reduce from that >> means operating on less money than we have. totally diminishing the level of education that we're providing for our students. >> Yes. Yes. There's no there's no way that we can do this without and I think you've heard everybody say that there's no way we can do this without providing some you know creating some level of uh negative negativeity or >> Thank you. >> You want to go back and take a look at the social workers? Yeah, >> member Park. >> It's just I mean the the impact for the children, for the staff, for the community as a whole. Just we're shredding it. We're just shredding it. And it this is I wish we

238could just stop right now and see what they say tomorrow night and then come back if they're if they're still gung-ho about this. But I feel like we've cut enough. This is enough for me. It won't fly. >> It won't fly. >> I think we're in a I think I think we have an obligation. We do >> to go to as close to five as we can get. >> Member Reynolds, >> thank you so much. Yeah. Um I do actually want to make just an apology to the my colleagues that I work with that we all are elected and serve. I I feel like I was misunderstood when creating the initial budget like the actual depth of where the final thing ends, right? So when I do this I am a trusting the superintendent that

239trusts his team that when he asked them they came to them and said this is what I need right so they come back to us we review it I sent to them thinking that that is where you know uh but the council really does have the final end to say all and recognizing that I feel bad about uh putting them under pressure because I know they're stressed too they won't be comfortable unless you walk at least around 27 That's why I made the hard choice. I'm a social literally going to school with my NSW. Feel sick saying that. I'd also like to cut 200,000 out of the $600,000 transportation. Come up with an This is next year, right? Come up with an idea how to create that bus schedule we spoke about, right? Find ways

240to just pull something here. Pull something there. Not eliminate entirely because definitely not pull 600,000 from their bus. Give them 800 plus what we have. That's 2.7 2.8. They look hopefully accept it. Please accept it. And uh go see this time. >> Okay. I'm gonna ask one more time. Do you want to go back and look at the social workers one more time? If you do, raise your hand. We're going to look at the social workers. Here we go. Who's in FA? If you're in favor of adding four elementary social workers, the supplies included, and one high school clinician, please raise your hand if you would like to have those added to the cut. They're added to the cut. That doesn't give us that whole 503 Mike because we'd already added the principle to it.

241>> Yeah. 47642. You got >> Yeah, >> because we've already added the 30,000. >> Um, >> that gets us to 2.2. You have 2.27. Mike, >> let me just double check. >> Member Hicks. Member Hicks. >> I wonder if we could revisit the pay to play just for a few minutes to consider 150 instead of 100. That would 30,000 more. And I mean it's too much complicated way but >> justund that's a whole new can of worms. Let's wait on that. >> Mike, what do you >> I I you can bring us to a resolution. It's not going to be pleasant to do this. I think if you put the social workers back take take them out as you don't and you I agree we would keep the anything you know we're going to try

242to keep co-curricular clubs for kids not touch world language or middle school music. We would add the fifth grade teacher and the first grade teacher and the social workers get us to 2.5 because I do think I I told them I'm uncomfortable going any deeper and I do think that the community spoken and and I I worry I worry I think we've I've already think we've I already think we've gone too deep. >> We have >> I mean all I'm looking at shaking heads and it's painful. I think that um you know if we have to come back and go deeper than the 2.5 um we will but I I I'm uncomfortable going deeper than this. That's my that's my thought. But I'll I'll do >> So you say >> well let's see let's see

243where we are with the board on that one. Let's ask >> the so the board. So you would be adding the fifth grade teacher and the first grade teacher. >> Okay. >> So we're keeping cocurricular math and uh sorry not math but music and >> correct correct I don't know. >> Okay let's have hands please member parks. Um, I'm hearing, "Oh, we have an obligation to the city council." Well, my obligation is to the children and youth of this district and to the staff of this district. And um I just wonder what kind of cuts are being made at the other city departments. It seems like we are picked on incessantly by the council as if what we do is nothing. That is so wrong. My obligation is the children and the cuts we've made

244tonight are just breaking my heart. I will say what I need to say, ma'am. It's breaking my heart and I feel horrible at what we've done. Member Orum. Thank you, Madam Chair. I get it. It's rough. But I can also remember last year that the city council that you were just talking so nicely about uh took $2 million out of their fund balance and paid down the city side so that we could get the balance that we had um of what we got funded for last year with the understanding from this board from that superintendent that we were going to do our due diligence this here on our budget. That that is a conversation that literally happened last year. So, everybody starts complaining about all kinds of things. Complain about the roads. $2 million out

245of the city's fund balance that was going to be used to fix some our our wonderful roads. and instead they took that and they paid down their side of the budget so that we will get the full budget that we got last year. So now it's our turn to do the responsible thing that they asked that we said we were going to do and we didn't. >> Mike, can I just have a number check because I'm getting 2.4. for >> I got to add the whole thing back up. >> I'll keep it because the cop world language >> You did. I thought you did. >> I would have noticed. >> No, we get Oh, no. >> No. Let me I'm at 2.5. That's with the two That's with the two teachers on the back. >>

246I added the two teachers. >> I'll add I'll add >> Yeah, just to make sure. Member Reynolds >> like to make a motion to move forward with an adjustment for the budget cuts to align with what super superintendent Tracy said. Not because we think that's what the school deserves, but because we believe that the city council will accept it. They'll feel comfortable enough to be able to pass it. What that will look like is current cuts >> plus the two the fifth and first grade positions, >> please. Yes. Keeping cocurricular, keeping Latin and uh didn't read the brief. >> Is that a motion? >> I'll second. >> First and second. We can He's already added those in there. >> No, that's >> We'll get it on We'll get it on the floor. Give me a

247minute. It's been a motion's been made and seconded to add the first and fifth grade positions to the current total coming up. Mr. Tracy's counting it to see if it's 2.5. That's the motion on the floor and we will now have discussion on that motion. Questions, comments? Member Baker. >> Thank you, Madam Chair. Um, so is this vote concluding our discussion on >> Not necessarily, >> just on those two positions >> right now. At the moment. >> Okay. Thank you. >> At the moment, it's not the the end. We'll decide if it's the end or not, but let's we'll add those two positions and see where we're at. If that's the will of the board. Do I have any questions on that? Discussion on that hearing? None. If you would like to add the fifth

248and the first grade positions to the current cut list, please raise your hand. On a vote of six to one, that passes and we'll see what that gives us for a total. Understanding that in order with those positions are cut, we understand that it may mean moving some kids around. It may we may have to abandon our hard-fought battle to have neighborhood schools. We may have to look at adjusting numbers to get classrooms right. So that's a sacrifice that will be made in cutting those positions. Just to share while while Superintendent Tracy is doing that, there was also a conversation that you may want to know about. Um, when you go to the polls in June, there's always a question on the ballot that says, it's called the budget validation referendum. Do you agree that

249this should be the amount of the school budget? And you vote yes or no on that. And I'm not advocating that you do this. I'm just telling you as a point of interest that this is what happens. There have been some school districts where that vote has been a no. The question was, was the vote a no? because there wasn't enough money for the school budget or was the voter no because there was too much money for the school budget. So people have asked about well what if we just get the budget validation and vote no and come back and try and get more money. There's a really big risk in that. The really big risk in that is first of all unless you also have some way to take a poll and ask people

250did you vote the way you did because the budget was too high or too low. You have to gather that information somehow. The second thing is I I'm going to guess that people the valuations are probably going to be out and about along with the new mill rates. Is that going to be an impetus for people to think that the budget is too high in general? I don't I don't know. And the other thing you have happening, it is a primary, it is a primary election and there will be a lot of people coming out to vote. Is that in favor of the school? I don't know that either. So that's a risk that you're taking. if you wanted to push for a no vote on the budget for budget validation. So before anybody thinks

251that's a good way to proceed, there needs to be some careful thought given to that as an FYI. >> Anybody else add this up? >> I've got uh 2.4 2.445. >> I got 2.4. >> Anybody else got that? >> Yes. >> So thank you. Uh so we're just under 2.5. You're what again? 2.4 >> 2.445 5556 2,445, >> 556. >> Yeah, member or >> got a question for the superintendent. So on the on the sheet that you have updated on the as of the 22nd, one of the cuts that you had on here um was the uh department head stipens for $75,000. Um that's not on this updated list. Is it possible that we can still or was it what was the reasoning for taking that off of that? >> We the administrators met. So,

252I hope the last part of the list um um the list you received that had from the 2.5 million to 3.8, the one that you're referencing, >> the blue one, >> but the first version that you folks received Friday that Mr. or is referencing >> had a number of cuts that I came up with with the business manager because everybody was on vacation. I had been asked to do this from the city council and city manager and that's what I came up with. Um we met as an administrative team first thing this morning and the updated list removed that I felt that that those positions are critical to the function of our middle and high school and district programs. So that that was removed from the list. So >> okay. So if they're not been

253paid for it then they're not going to do it. Is that what basically is what you're just saying? >> Well, I uh >> because this is above and beyond their actual paychecks and benefit. Correct. >> Well, >> $75,000 because the department heads well >> above their pay and bennies. >> They are getting paid a stipen above and beyond their pay to do above and beyond their classroom level work, a number of hours per week. And so they get, you know, the the in the contract they get paid for that that duty as an environment or district coordinator. Okay. Okay. I I just I just find it sad that we want to have parents pay for kids to play sports and yet you you have some high salary people that aren't willing to take a $75,000

254cut to to get to where we need to get for a district. Yeah. So it's not is it necessarily about the education or is it about just getting paid? Can I just talk for a second? >> I feel that you're all reaching the point that we reached by noon today. Okay. So, the reason the list came to you that is with you that's a painful painful list is because we were shooting for 2.8 3.2 we were told and we went to 2.8. And that's why the the the magnitude of the cuts and I think you're demonstrating what we had to go through. The difference between us and you is that we live with these pe with all these people. There are faces on every position. See, I'll get upset. There are faces on every position.

255We know what they do for kids. But we have to do this. And so it's it it is tough. We're watching dismantling of things. We are also thinking about people that we had to look at today with Mike to say your job may be cut and then maybe it won't be maybe it will be what these are humans behind this. So I feel that you need to be decisive in what you're doing following the direction knowing that there's not one of us that are happy about this. We didn't put things up here because of we didn't think they were valuable. We've been proud of what we have in our school system. But if this is the financial situation or what we're being given for a cut, we have to demonstrate what it equals and take

256it if that's what we end up with. And that's not easy for me to say. I've been here since 1987. But this is the worst I've seen it. And I think it's serious. So we don't I No one wanted to look and talk about I can't even say music and look at these people. That was my lie. Okay. So, I think you're just reaching that point. We've all done it. I'm just I don't want to sit up here and get emotional on TV. I'm sorry, but just the same. I That's where you're at. And that's why these last couple of cuts are killing you because that's the severity of it. And we can't It's blood out of a tournament. We can't I don't I don't know what else we can put on a board for

257you. So, I'm I think I think as far as we can go wants to push deeper. >> I just have one more push but not for tonight. Can we have a conversation with transportation to ask about the possibility of one room? >> I I've already started that conversation. >> I'm concerned that we can't get it done for next year. Okay. It's going to be a drastic change in the district and if we go to one run that's going to mean streamlining our start and end times as a district. So that's going to take some studying >> and I don't think I can get it done. >> So I already began that discussion. >> But if we can take what we've done tonight with a promise to the city council that that's an avenue we're pursuing.

258It's the last thing we get to put out there. >> Is that fair? that we're not saying we're going to do it. We're going to pursue it. It may not happen, but we're going to look into it. And if we can, we will. If we can't, we'll see what we can do for the next year. >> If we get some direction tomorrow night to have to go deeper, we'll have to put a meeting on for Wednesday night. You know, emergency meeting. >> We don't Yeah, we could do an emergency meeting for Wednesday night to respond react to their meeting tomorrow night. >> I know I'm not allowed to speak because administrators here shaking their heads. No. And but you're going to say you trust them when they tell you what they want. You have to

259trust them when they tell you what they can live without. They don't want to do it. None of us want to do it. I don't even want to do it. I don't think James wants to do it. But you have guys, if you go back, it's a huge slap in the face and they're going to come at you more. Look at his head. >> With respect, this is we had our opportunity for public comment, so we're not going to continue it right now. respectfully >> tried not to muck up the works, but you guys are going to ruin this for all of us. >> So, just to let the public know, tomorrow night, this we will be taking this to the city council. It's a public meeting. People are welcome to attend. Um Mike and

260I will probably be making the presentation from the board. We will definitely share with them how difficult these cuts were, how hurtful the cuts were. And this isn't without some scarring. You know, some of the stuff you when you I mean, there's a lot of stuff I want to say that I'm not going to say, but you can't just freeze education for a year and say, "We'll catch up next year." You've got to stay in third grade. You'll be okay this year. We'll do third grade again next year to catch you up on what you missed. It doesn't work like that. So, we'll share with them the agony we went through. We've given it our best shot. I think it's it's really we've done well. We did another 1 point where's my number? Another 1.44

261million on top of the million already recommended. I think it's laudable. >> Can I say something? >> Administrators were allowed to speak. Yes. I'm I'm just going to say like what I just going to echo what a little bit of what Teresa said and just tell you that I have leveraged my relationship with my students and my staff by getting to these recommending these cuts. I worry about my relationship with them after they've heard me make a statement saying that I would cut all of their co-curricular activities. Okay? Like that's that's a huge statement for a principal to make and not something that I would ever want to make. So I guess I want to tell you we did that because we were asked to do that. And I guess I just need you to

262understand that I have repairing to do now on this because I appreciate that you don't want to cut them. I love that. Great. But I I want you to know there is some repairing that has to be done by us taking a leap of faith to say we're getting to the 2.7 because you asked us to get to the 2.7 and we as administrators look vulnerable with our staffs and I guess I feel like it's really important to say that. I mean, I um and I apologize to this crew because they're amazing people and you wouldn't want to be here, but I I think you need to realize with what happened for all of us tonight, too, is that we were went out on a limb and it's um it's challenging to go out on

263a limb when you're looking at the people that, as Teresa said, every day. Um, and so anyway, I I don't want to make you feel I know you I've been in your seat for eight years, okay? I've sat in your seat and I know it's a very difficult decision and I had to make cuts for 18 positions when I was on your position. Okay? 18 positions. It was the hardest cut I ever had to make um as a school board member. So, I know it's difficult and I'm not saying I'm advocating for any cut. I just want you to realize what's happened to all of us here and how we're going to try to repair that. So, sorry. >> Thank you, Kim. Can I just point out that a lot of the cuts that we

264made tonight were at the elementary level. There's only one position that was cut at the secondary. Everything that was cut came from the elementary. Not that I want to pit elementary versus secondary, but that's a huge loss as well for all of us. >> I have a question. Do you do you think that we can get the high school reintegration specialist covered? We don't have to look at that like a loss, right? That wasn't factored into your number. We you kept it in the budget. Folks have kept it in my you know, >> but it doesn't need to be kept in. If I can if I can pay for it federally and I find that out of course between now and Thursday and we have we have to move another 100 grand or 90 grand

265then that's that could be a spot. Um, yeah. I mean, everybody's feeling a pit in their stomach. I think that it's getting late. I don't know. I don't know if the board wants to do more work on this or take this forward as is. And know that if the city council asks us to go deeper, we're going to be back here Wednesday night. >> I do think we'll we'll take a vote at some point, Mike, to say this is what we're taking. I'm just wondering if we're ready to do that yet. >> Yeah. Yes, ma'am. um hearing from staff. >> Um I'm wondering what else we have to get to the 2.5 tonight. um the task at hand. I'm I'm wondering if it's outside the classroom that now we have to move to if it's

266more in the paytoplay cut and or the curriculars um to get us there. Maybe, you know, the city can see one 2.56 is 2.5 million cut is this with the correct clubs added or not and you know if they have a little extra room if they found more savings because we don't also know exactly where they've been. But my understanding from staff here is that we should do by earnest to cut an additional 100,000 by the end of tonight. >> Well, no. I I think we were at 2.4 for the change. >> So, we need to find 55,000. >> 55,000. >> And I I would just say again, I one of the things I was trying to avoid is cutting professional development staff three years three years in a row. >> Yeah. >> Uh but

267I could put $55,000 on the table to cut professional develop. In other words, we go into the year freezing PV again and we just like we've done the last two years and we would have people either grant funding or self-pay uh their their PV. So that that's an option that keeps it away from kids. It's not good for staff. Um but again keeps the government. >> Thank you, Madam Chair. Um I'm definitely opposed to that. um these cuts are going to have a major impact on staff. Um and I think that's asking too much. Not that we haven't already asked too much, but that's too much for me. >> If it's $55,000 that we need, then my recommendation would be to freeze PD again. Just give me a minute. >> Member superintendent Tracy um is

268the 925 for the integration. Can you put that on the shopping block or is that still >> No, that's in the budget. >> Okay. If you were able to get that fally funded, >> put the PD back in right away. >> No, I I will research it as soon as I can get that done. um you know this week if we can find out and make get a confirmation on those funds for that purpose then that would be something that's not >> I would entertain a motion if anybody was interested about cutting the reintegration specialist >> anybody's got an appetite >> the motion was if he can. >> No, it would be on the table for tomorrow night. I can't take him an iffy number >> that and maybe this. That won't work. We got

269to have a number. >> Superintendent Tracy. >> Yes. Could we find 55,000 in the fund balance >> to make up that last 2.5 so that we're in earnest with our cuts? >> I I hate to commit to something and then under us, >> right? I know. And I know we're What's the guarantee that our state subsidy will rise next year? >> It looks good, >> right? look the legislation looks good for improving state aid next year which should help us um you know that doesn't help us this year. So so tomorrow night we'll I'm not hearing anybody wants to add any more to this. Nobody's making a motion or anything to discuss. So I'm thinking we take the 2.445 and say that if they want more this is what it's going to be. It's going

270to mean the integration specialist. It's going to mean the co-curricular clubs. It's going to mean world language. It's going to mean music at the middle school. >> That's that's if you if you want more, that's what we'll have to be cutting. >> Go ahead. Uh like make a motion to pull the co-curricular under the assumption hopefully to be able to find the funding within the integration specialist role to cover. >> So you're going to put co-curricular on the block at the chance that we may save the money from the reintegration if it could be fedally funded. So then you wouldn't actually have to take it from that and then use that loan to cover the cost because that's not a fally funded number. You know what I mean? >> If you don't get the federal

271funding >> then we would have to lose my administrators told me that they felt comfortable. They did the hard work and making this choice. I don't want to do this. Correct. >> I just feel like this is the way to get us to remember that our council will agree with us >> and then just have to work hard to find it. >> Do I have a second to that motion? >> I'll second. >> The motion on the floor is that to cut the co-curricular club line to the tune of $77,350. However, if we can find out that the reintegration position can be federally funded, those savings will go towards the co-curricular club. Does that sound okay to you, Mr. Superintendent? >> Discussion on that motion. >> Yes, member like to put my teacher hat up

272for just a minute. And he said to me, "We could either cut co-curricular or we could have professional development delay for another year and use and it's not professional development wouldn't go away. You have people volunteered to do it. It would happen. Professional development still takes place. I'd like to I would vote against that. And I invite you to replace it with the professional development at 55 and then we'll go to >> but I don't want >> Yeah, I can't move. >> It's a motion's on the floor if you if you and um member Hicks had shared what he would make for new motion where this one to be voted down. Do I have any more discussion on the original motion which is to cut the co-curricular in anticipation that the reintegration specialist may be

273funded and that money would cover. >> If they vote this down then they have an opportunity to vote on Charles. >> Right. Voting this down gives you a chance to vote on what member Hicks said. Member Baker. >> Thank you, Madam Chair. Um, I definitely see great value in the reintegration specialists with some of the most atrisisk students. Um, but I'm concerned about what the impact would be then on the other students that are taking advantage of the co-curriculars and them having an opportunity to have a complete educational experience. Um, I think I'm also struggling with the idea that then we would put the co-curriculars back in because we got the funding for the reintegration specialists. Maybe we could just see if we'll get that funding for the reintegration specialist and then we have an

274additional $90,000 $92,520 that puts us over the 2.5. If that's if that's kind of part of the logic with this motion here, I would go that way and not put the co-curriculars on the top. >> Okay. So, let's vote on the any more discussion on the motion on the floor. Those in favor of cutting co-curricular in anticipation of a federally funded reintegration, vote yes. All those in favor The motion does not pass. >> We will now entertain a second motion. A new motion. >> I like you right here better. >> Yes. >> So, I'm going to withdraw my my motion >> and with I think we could put the 93 on the top. we want in hopes of course that that we can get it fedally funded but then if we can't then we're not

275putting cocurricular or um professional development in danger >> what are we putting in danger that's position that position can be federal >> so now the motion on the floor is to >> oh I think of that motion >> yeah I'll second that motion There's a motion on the floor. The motion on the floor is to cut the reintegration specialist in anticipation of a federal funding in which case we would use the money for just plain cutting it. Is that a motion? >> That would that would be it. >> Just plain cut the plain cut it and look for federal funding. >> Okay. That's it. >> Leave the other things. >> Yeah. Got it. Okay. >> Can I ask a clarifying question? >> Yes. >> Miss Pella, >> I hate to put a lot. Do you

276know that? >> Not sure. Title 4 is well-rounded, safe, and healthy. >> Yeah. >> And effective use of technology. >> I totally think we can write a project. >> Yeah. The name might need to change, >> right? We might have to change the title. >> Yes. But if if it's if it's if the goal for the title four funding is to ensure >> yeah which is what >> that the middle school or the high school folks are like clim climate is better the culture is better the safety is better that's usually title four if the other recommendation I would give off the cuff now is that that if we were to if we if you guys were to figure that out it would be another position that you could fund in your high school or

277middle school that fits more closely with well-rounded, safe and healthy and effective use and then you would have the risk position in the general budget. >> Yeah, I know that assistant superintendent is working on that. So, I just wanted I wanted to give a likelihood of being able to do what you're what you're motioning to do right now. So, if the likelihood is good, I would endorse that. the likelihood that you could find one position that would fit a title four purpose at the high school >> shifted money to the rest. >> Yes, I think it could be the yes in Yes. >> Okay. So, the motion is to remove the position from the general fund budget in li of fally funding >> in anticipation. However, if you say in anticipation, that means if you

278don't I think you just got to clean cut it. >> Yeah. You're removing it, >> right? >> You can't put conditions on dealing with federal money. >> Member Baker. >> Thank you, Madam Chair. Yeah, I I apologize. I don't think that was fully the mo I was thinking that we would leave the position in and then if it turns out that we're able to fund it with federal funding through this title application, then that puts us over to 2.5. But otherwise, I I don't want to risk losing that position. So that I apologize. I did not I think once it was restated, then I fully understood what that motion was. But I I do not want to cut this position. I'm just hoping that that can get us over the 2.5 if it turns out

279that we can get creative and get federal funding for it. >> In that case, I'll go back to my original. >> You have to retract second. >> I'll retract. Yeah, reject the second. My original idea was to um set aside professional development >> again in the hopes that it could be replaced but keep it there. >> That gets you to 2.5,556 >> with what the professional development >> removing the 55,000 professional development. >> Is there a motion on the floor for that? >> I'll second. >> Yeah. Now, there's a motion on the floor to rem to remove $55,000 from professional development. >> I second that motion. >> Move and seconded. Oh, discussion on that motion to remove $55,000 from professional development. Discussion number um that's another thing that could potentially be paid for with title

280funds is if you're not moving around all these other positions and professional development is a high need. middle school, you guys put some title dollars towards it or the schoolwide funds in the elementaryaries, then PD could be grant funded as well or grant or or PD opportunities that come up that seem integral to those and then threes can be yes and title two or in schoolwide it could be any of them. So in schoolwide if you had title one dollars that were left over 150 200 $3,000 was left over that could be used on PE as long as it meets your high needs and it's in your schoolwide plan. So there is some wiggle room with elementary and then if you guys do allocate title 4 to the middle school or high school um there

281is also some room there to think about well-rounded safe and healthy or effective use. Further discussion. >> Those in favor. >> What was he? Where are we at now? >> 2.5,556. >> Not close to 2.7. That was the minimum that they wanted to get to 5%. If we were to split it at the 42 50% we will have to find another couple hundred,000 >> 200,000. >> So that would bring us to 2,556. >> Yes. >> Those in favor do you have another question? >> Yes. >> Okay. Go ahead. >> Yeah. So to go back to the superintendent. So that 75,000 in head in uh stipens that I talked about earlier that's in the contract that's not anything that can be taken away if we vote to to not pay it or is that a breach

282of the um >> or whatever the for the contract >> the the department head stipens are in the contract but we were to remove the duty. So, if we were to say we're not going to have department heads or district coordinators, which I think the administrative team did not believe that was going to be a healthy function, good. They didn't think that was a good idea. And I'll I'll own that. I brought it up like I brought up these other things because I thought we were going to have to go to 3 something million. So, um when I met with the admin team today, we determined take that off the list. So what would happen is you would not have the d you would not ask them to do the duty and therefore you would

283not pay the site. That's how that Okay. Those in favor of the motion on the floor which is to remove $55,000 from professional development. If you're in favor of the motion for each slate, please please raise your hand. The motion passes five and opposed. 5 to two. So now we're at 2,556. >> Are we done? I think we need So I would like a vote on the budget. I'll make a motion. I make a motion that we take a budget decrease to the city council tomorrow night in the amount of 2,556. The superintendent will make a list that we can share with the city council that reflects those cuts and how we came to them. We will also make a list of the remaining things from this list. If they ask us to go deeper,

284we can share with them what that would what would then be on the list after this. Do I have a second? >> Yeah, I'll second. >> It's been moved and seconded. All those in favor of taking that to the city council tomorrow night. Six. Are you opposed, Mr. Or? >> Yes. >> Six to one. >> And we stand a journal in here, too.