WPS School Committee Meeting February 10th, 2026

001Good evening everyone. With the time being 6 o'clock p.m. on Tuesday, February 10th, 2026, I will call this meeting of the Webster School Committee to order and ask that we stand for the pledge of allegiance. >> I pledge to the flag of the United States of America and to the stands, one nation, indivisible with liberty and justice for all. full house this evening. It's great. Uh so the first item first actually before we begin I would just like to make a reminder that this meeting is being recorded both audio and video and will be posted on the district website. And with that being said the first item on the agenda is the discussion and approval of the minutes from the January 27th 2026 meeting. Is there any discussion around those minute those uh minutes hearing?

002None. I'll entertain a motion to approve them. >> Second. >> There's a motion and a second. Desire, would you please pull the committee? >> Member. >> Yes. >> Miller. >> Yes. Tracy. >> Yes. Motion passes. And the next item on the agenda is a superintendent report. Good evening, Mrs. Pangeli. >> Good evening. Thank you. I will start out this evening with a personnel update. I have a very actually brief report because I know we have the budget presentation later and we have a couple other presentations. So I kept my um information small tonight. Um so no personnel updates for you this evening. I'll move right into instructional update. Um as you know the district had a half a day of professional development and planning on Friday, February 6th. in your packets um for your information

003is a copy of the professional development um grids that our staff use. Uh the middle school received uh the first of two reports from the CDSP visit that happened in January. As you know, we talked about that and we said when the reports come in, we would send them out for your review. So, um I wanted to get them to you early so you had a chance to read through them. Uh Mrs. Peterson will be here at the next school committee meeting and we'll be reviewing those reports. Right now, she's unpacking that with the team and we're still waiting for the second report. So, we'll discuss that at the next meeting. Uh recently, Miss and I participated in a training with Desi on the upcoming TFM process for special education. As you know, we completed

004one TFM report. Uh just finishing that up and we are starting a new one. Uh we are on the train for reports for next year. We have a few things that have come up. We have a title one uh program review. We should have we have an L um districtwide audit that'll be happening next year. And then we also have the TFM. So the list is coming. We'll be prepared for them and we will get them um going. Um and this is the first part of that process is just going through the training and understanding what's ahead of us. Uh in your packet is the second quarter uh report from Southern Worester County Educa uh Educational Collaborative. Um I attended their monthly meeting on Thursday, February 5th. Uh the p the report is just for

005your review. Um being part of the collaborative, we have to give the reports out to the school committee so they are informed of what is happening in the collaborative. Um currently the enrollment is down at the collaborative. I believe we budgeted 125 and it is running at 109. It's been steady at that all year. So, it's something that um they are keeping an eye on. Uh they do have referrals in process. So, um they are hopeful that their enrollment will continue to go up. Um but if not in the next coming months, we'll have to take a look at what that might mean for the collaborative. Um they have put a little bit of a freeze on right now uh just in case enrollment doesn't climb. Um, so we'll see how that goes, but typically

006they've been um very strong financially. So this is I think what the rest of the state is seeing is the enrollment dip. And because of the enrollment dip in the difficult finances, districts are less likely to send students out. They're trying to do more to house in in in schools rather than send out. So we're keeping an eye on that and I'll keep you up to date. Um we're we're we are in the process of looking at the budget for FY27 as a part of the collaborative 2 and we plan on voting uh that at our next meeting. So I'll bring more information on that. And next I'm going to turn it over to our director of student um services to report on the happenings in our special ed department. Miss her. >> Thank you

007superintendent. Tonight I have a special guest with me who is Katherine Hoo. She is the a licensed clinical social worker and Brite director of district and school support. So I'm going to give my report first and then she has a presentation about the the Bright program. Um, in your packet you'll see an academic check-in and that's related to one student's particular growth and I'm bringing that to your attention because it was a collaboration with our Bright academic coordinator Melissa Gagnon with Taton Public Schools who also has a Bright program and it indicates for an example a student that entered Brightite for eight weeks and when he started I'm just going to give one of the data points his grade um for algebra was 6% and at the 8week mark it was at 75%. So this

008student in particular is super academically inclined and his increase was reflective of completing all the work. not like certain um assignments that were chosen to to demonstrate competency, but he wanted to be able to complete all his work and with support from the academic coordinator in collaboration with the GenEd teacher and also with identified um accommodations through our district accommodation plan. He found a lot of of success and it was across all content areas. I've also included for Brightite a testimonial from one student that's actively participating and two parents. So I think that we want to know about the parent experience and it was very touching. If you have a chance to to read, I think you would agree. One um data point that's not required for school districts to share with the Department of

009Education is how many students are hospitalized in a given year. So so far this fiscal year we've had and I think this is kind of may be very surprising. Um, 15 students over at Webster Middle School were either hospitalized, so that means they're at a behavioral health or a hospital for medical reasons or out on home hospital tutoring. So, 15 of those um students, one actually returned for a second hospitalization and two returned for three hospitalizations. So, they went three more times in addition to the first one. We also have of the 15 currently um five students this year participated in Brightite. That's not the total for this year. Katherine when she presents is going to share that the total number, but it was great for those students that really struggle to have a softer

010softer landing. Um, for the high school, we had eight students that wereos hospital eight students um are actively participating in Brightite right now and four um I'm sorry, eight were hospitalized and four of those students are actively um part participating in Brightite. Out of the eight, one has returned for um a couple of additional hospitalizations. And just so there's like some context to what a full year would look like for hospitalizations, I wanted to share that um Webster Middle School had 24 hospitalizations last year or including students out on home hospital tutoring and um the the high school had 14. Does anybody have any questions before I shift over to having Katherine do a presentation? Our um presentation is going to include information about Bright in general and how it how it relates to what's

011going on in both the Webster Middle School and Bartlett High School. Here's Catherine. >> Thank you, Sherry. Can you all hear me? Okay. Yes. Thank you for being here. [laughter] >> No speak. Okay. >> Okay. Okay. So hopefully that helps. So thank you Sherry and um again my name is Katherine HooL. I'm the Bright Director of District and school support. Um I've been with Brightite for about 20 years. U for six years I was a clinician at Brookline High and their Bright intervention and the last 14 years supporting schools um in planning, implementing and um continuously improving their own Brightite interventions. So, um I'm very grateful to be with you all uh to talk about Brightite more broadly as well as um more specifically about the very good work that's happening here in Webster. So,

012thank you all for having me. Um so, just to give you a sense um of the context, so Brite was created about 21 years ago as a collaboration between the Brooklyn um community mental health center and Brooklyn High School. And it was really in response to, you know, students were experiencing significant disruptions to their learning. Um, and as a result of significant mental health challenges and folks recognized there had to be a better way to create a more supported and gradual and ultimately more successful um return to to school and to learning. So, u I'm not going to go through all these numbers, but you can see them. And just to say um you know we continue to see a significant and worrying increase um in student mental health concerns and thinking about kind of

013um how best to meet some of those needs. So when we look at this next slide um you'll see that Brightite is a critical part of a school's um comprehensive mental uh sorry multi-tered system of support. So, Brightite is a tier three um general education support for students with and without disabilities. Um it's meant to be shortterm. It's in addition to not instead of all of the good work that's already happening for a student and it's during this more intensive period of need. So, you'll hear us talk about this, but I will say I'll note this later, the Webster staff has done a particularly great job of creating and fostering that culture of transition. So when you look at the model, so you'll see that um what the components that really make up a successful

014Bright model are having a space. So really creating a place for students that serves as a home base, a soft landing during this gradual return to learning. Um there's also a set of people you've heard about some of the you've got some great folks here doing the work. Um so people who are dedicated to um navigating and supporting this transition not only for the students but um for the families as well and being a point person for the school staff and um you'll see there's the piece around student selection. So each school um that we work with and Webster spent a lot of time really thinking about this thinks about kind of that student selection piece really coming up with a and articulating a clear criteria and more often than not it's students who have

015um had a significant mental health challenge and they're out of school so they're experiencing that significant disruption. Some are in school but really not able to access learning. So they may be in someone's office right in a in the principal's office in a counselor's office. So um but not really able to access learning. Okay. So here's just um a sense of a support plan. And so you'll see here there are four key components. And when a student is participating in a Bright intervention, um there's a robust and really individualized plan for students. And so it involves care coordination. So that opportunity for Bright to be the hub of communication during their time um of of being in Bright. There's the academic support which we oftentimes call academic case management because it's really a shared goal

016for students get to get back to their classes with their teachers but again in the most supported way possible. And then the clinical support component that oftentimes there's the opportunity for very regular support and connection and that steadily decreases over the time of participation. and very critically um the family support component recognizing the opportunity to really tap into the family's expertise about their own child and really think about kind of how best to support the family, engage the family um and all of those good things. So I want to talk a little bit about um outcomes um and so you'll see some of the them here. So what we have have found is that Bright makes a significant difference in terms of helping kids turn corners and reintegrate back to learning. Um that they're back

017on CLA on track with their peers. They're on track for graduation which is no small thing. Um we also recognize that there's a decrease in psychiatric hospitalizations. Um that it creates an additional tool in the toolbox um in addition to special education and other supports. It creates another tool um in the toolbox. We have noted that it's uh decreases out of district placements in significant ways, that it decreases home and hospital tutoring costs, and that it is um lifechanging and sometimes life-saving for participants in Bright interventions. So, in this next slide, you'll see we're celebrating over 20 years of growth. Now we Brightite is in about 250 schools in seven different states. Um we are really proud to say that 2thirds of Massachusetts high school students are in a school with a Bright intervention. So

018a have access to a Bright um support and we can kind of skip over this next slide but because you all have these but just gives you a sense of where Bright is across the Commonwealth. So let's get to talking about um Brite and Webster. So, um I have to say in uh January 2024, I got an email from Sher Hair and um with the opportunity to start talking about Brightite and and putting our heads together about the what folks were seeing here in Webster in terms of need and think about possibilities. It was also around this time when we had learned um that uh we had the opportunity to seed fund some interventions with some DMH funds. And so we have had the opportunity to seed fund the work at um the middle school

019and that does um sunset soon. Okay. So when we think about um we're going to talk through kind of the um the the Webster bright story. So when we look at the student population on this next slide, this gives you a sense. Um so 29 students um were served in the pilot year. So 24 in the year 2024 25 that's across the middle school and the high school. Um 14 students have been served so far this year. As you can imagine we do tend to see an increase in referrals in the second half of the year. Um and just want to really make a note that the number um the capacity for a bride intervention is very intentionally smaller than other places in the building. So it's um very intentionally a smaller case load of

020students so um that there can be the um there can be the tier three kind of intensive delivery of um intensity of support and service. again that really helps kids to turn corners and not need Brightite forever. So when we look at this next slide, um what brings students to um Brightite in Webster? And so you'll see that um there are 60% enrolled that are have been following a mental health hospitalization. We're also seeing a high rate of chronically absenteeism and you'll see the range of diagnoses on this slide. And what we have found is that without a bright um intervention, a student I feels like they either need to be able to be back in school and back in all their classes or they're just going to stay home. So we have found that

021Brightite creates that bridge to have that um more gradual and supported return to learning. We've also found that without Bright and without the Bright homebased space that a student may try to take on too much too quickly and it leads to needing to go home. And as you all know, once a student is back home, it's that much harder to get them back in the building. So, this really creates that flexibility um and warm landing for them to come back. So, when we look at um the Webster Bright outcomes, so we do have a data portal. Um the staff has been really great about using um the data portal to collect some powerful data and so you'll see that there has been an an positive impact on attendance. Um two of the 34 students that

022have completed right have um transferred to alter an alternative school. So just two out of the 344 that have um completed. You'll also see here that is it is not a feeder to special education. That oftentimes this tier three intensive support is what that student needs at that given time and they're able to return to their regular um course load and schedule. You'll also see, as I mentioned earlier, your fantastic Webster staff has really created that a very successful culture of transition. The average length of participation is about um 10 10 and a half weeks and um so it's really a place of transition not containment. So students really are you know through the support um navigating through the intervention. So um as Sherry mentioned you all have access to some testimonials. I just want

023to share a few words. So most importantly, we want to hear from students and parents about the impact that the intervention is having for them. As you can see with the student testimonial, they noted that it's an important support system for them, that it's creating a safe and understanding environment. The parent on the next slide describes Brightite as a lifeline for them. That um they made an overwhelming situation feel manageable. That there's incredible comfort in knowing that their child has a safe environment and is genuinely cared for. Um that their child caught up academically and that child felt um understood and valued at school. again. So, I'll wrap up there because I don't want to take too much of your time, but I just want to say we've greatly appreciated the collaboration and partnership with

024Webster Public Schools and we are really excited and look forward to seeing how it continues to unfold here in Webster. So, thank you for your time. There any questions? >> Thank you very much for your presentation. Any questions or comments from the committee? Well, hearing none, I would like to first of all thank you for coming out this evening to share um more information about this wonderful program. I know it's made a really big difference for many of our students to create that soft landing as you put it um and help kids get back into the groove after really challenging situations. So, we're thankful for your partnership. >> Thank you very much. Thank you. Okay, thank you. That was a great presentation. It's always good to >> learn more about our programs and to understand

025the impact that they have on our students. >> Thank you for that, Sherry. >> Thank you, Miss Hair. >> Um, and then under other date other updates, I don't have any. So, that concludes the superintendent's report. >> Thank you. Any questions or comments from the committee? hearing. None. The next item on the agenda is the business manager report. Good evening, Mrs. Ktos. >> Evening everyone. We're going to get started with the Bartlett High School renovation project and give you an update. Um, tonight I do have a slide deck that we're going to leverage. Um, so the the first um points up here, we've actually talked about this. This is the new overall timeline for the project and we did discuss that at the last meeting. What I want to touch on is what are the

026key milestone dates that are coming up as we approach the completion of phase two. Um scheduled to be completed as of last week, which I can confirm it was because I was in that section of the building today. All the flooring on the second floor is completed. Um so that was completed last week. And what's coming up is some key dates for us. So it's the HVAC equipment startup scheduled for 220. Um getting to the punch list. Actually, that's really the starting of the punch list on 223, and they're planning to get all of those punch list items tackled within a 20-day period. Um, you may recall with phase one, we were tackling a lot of those punch list items after um, and I think we still have 15 open right now. So, the good

027news is is we're getting ahead of those punch list items before we take occupancy of that section of the building. The first floor flooring is scheduled to be completing at the end of February and we're also looking at critical signoff on plumbing and electrical at the end of this month. We will then move into the final cleaning stage in early March. Um and so they'll get the cleaners to come in, do some deep cleaning, and then they'll also start all of the commissioning which will be coming in to verify that everything is working as we expect it. Um then they'll do some what they call back punching. then kind of swing back through the punch list, get that cleaned off, um get it cleaned up and then get final signoffs and then we get final

028or substantial completion by April 15th and start the move in during April break the week of 420. So really exciting walking through there today. You can see it taking shape, taking more form. Um, and uh, this section, I think I said this before, I have a harder time envisioning what it used to look like um, than I did with section C. At least section C, I could still somewhat remember what the old section looked like. This is a completely different overhaul. Um, and we have some pictures. So, let's advance to some of the pictures. So, um, what you have on the left hand side is the media center, um, aka what we used to call a library at some point in time, but now called the media center. Um, you can see at the point

029in time that they were actually taking this picture, they were preparing to do the wood ceilings and installing those. On the right hand side is the new entrance for the main office. So, what you see with that paneling on the lefthand side is the window. So as parents enter in, there'll be a window where you can get greeted and then you can come into the building. On the left hand side, this is actually the connection from C-section to B section. So um on that left-hand picture, if you can see that little black section right there, that's actually the back side of the stairs that go down into the cafeteria. So if you're up on the second floor and you go downstairs, that's the back side of the staircase. And right to the right hand side

030is where that's going to open up. So that will be the entryway into section B. And a little further down on that wall actually will be an opening and an overhang where you can actually look down into the entryway. So that's the the connection. Right hand side is really just the beginning of a bathroom. Um and what we're seeing is all the tiling and the fixtures getting ready to be installed in one of the bathrooms. Um, this is just an example of one of the second floor main hallways where they were actually working on painting and installing the ceilings. On the right hand side, this is the much more skinned down connector from section B to section C. So, when you're outside where um the overhang used to be um above the cafeteria to get

031from B section to C section, this is the new connector. I'm sure the kids see this as they're walking through. And that's one of the other connections. And actually, B to A. Did I say B to C? >> Yeah. >> Sorry. >> I think one way and I say another cafeteria. >> That's not the cafeteria. So, this side is actually going into um where the lift is. So, if you know where the lift is upstairs or where um the science rooms begin, that's where that connector goes out to. So, um it's really looking good and we're very excited um that it's all taking shape. Let me pause and see if there's any questions. Actually, we have a couple more. Um you can actually see this is actually in the maker space. Um you can see

032a lot of the cabinet or the mill work that's in there. Um not all of that cabinet space is saying precisely right there. It was in there for storage at the time that that picture was taken. Um but that area is really what we kind of call our creativity or innovation center right where many classrooms can take advantage of this space. It can be used either by our business programs, by our art program, um by our project lead the way program. There's a specific area where we can put the robotics. So, it's going to be a really exciting area that classrooms can take advantage of to really advance that curriculum and really spark creativity um with the students. And then you can see some of the changes in the courtyards on the exterior with the

033new cladding that we have. As you know, as we're doing this remodeling, not all of it is being replaced with brick. Um so, that's some of the finished area that we have on the exterior side. And that is the end of the pictures. Sorry about that. Any questions through the chair? >> Members Garglia. >> So Barley, so the second floor they had two really big open like areas like one above like where the cafeteria was. You can look over to the old cafeteria. So that's where the hallway is or the other open. >> So the skinnier one that I showed you is the one closer to the cafeteria that's upstairs from where the cafeteria used to be. So that open space is not >> it's not that large open space that you once recall in

034there. It's just that straight connector from B to A. >> that's right here on the right hand side. >> Just a straight skinny down hallway. Not as wide as you remember where you could look out the window and look into the cafeteria or you could look out the front entrance coming into the cafeteria entrance. >> Right. Because that's where we had the winter thing last year. All the games were. So that's not there anymore. >> Right. that no longer exists. And then if we go back to some of the first pictures, um that left hand side there, that is kind of the larger new space that connects C to B, right? So it's a little bit different. It's not in the same shape, but you actually have what we see in the front there with

035the windows. That's looking out to the exterior. You can see the modular classrooms. From that side to the back of this picture is another set of windows. So it's very bright in this area that overlooks a outdoor classroom because on the other side of that outdoor classroom is a connector from the auditorium into the band room, right? Because so when we're putting on productions, they can actually get quickly back into those areas, right? Because we don't have a backstage like we used to. >> So there's another connector on the other side. So that area is very light and bright. >> Thank you. That's clear. Good. Any other questions? Okay, with no other questions, I'm going to move on to some maintenance updates for everyone. Um, at Park A, the elevator continues to be problematic this

036year. In fact, it stopped functioning last week as a result of two boards that failed. Um, the boards that failed um are actually what they kind of call your dispatch boards. It's the boards that basically when you push the button to the elevator and say, "Hey, I'm on the first floor. I need you to bring the elevator down here." It controls all that dispatch to the elevator. So, um, we did have to have that replaced. So, we were without the, um, elevator for a couple days. That required some, um, change of logistics, especially on how we get breakfast into the classroom, as well as some other accommodations that we needed to be made. But very happy that it's back and functional. We also have a couple broken windows um, on the back side of the

037building by the playground. Fortunately, we actually had some replacement windows in attic stock from when the building was originally built. So, we are looking to get those windows replaced and hopefully we'll be able to do it over February break or at least that's what we're shooting for if possible. We also with the new bleachers that we installed, one of the four sets of the bleachers actually is not retracting in all the way anymore. It's actually sticking out a couple couple inches and we're having to manually um push that in. We had the manufacturer come out, take a look at it. It's still under warranty. Um they are sending a technician back to get that resolved for us. So those are the maintenance updates at Park A at Webster Middle School. Um we this is not

038uncommon um as this building is aging, but we have had Univvents motors that failed in a few classrooms. And so these motors are what controls the fan or the blower in the classroom that supplies and recirculates the air in there. We always keep a few motors on stock. So, we are scheduling the replacement of that so that we're getting the appropriate circulation in those classrooms. The other interesting thing that came up as buildings age and um software becomes obsolete, unfortunately, the lighting software that controls our lighting in the building has now hit end of life and we are no longer able to control the holiday schedule. So, we have to manually override all that. So, we are beginning to explore options for, you know, what is out there for potential replacement to control our lighting

039system at um Webster Middle School. And then lastly, at Bartlett High School, I was hoping to go without any kind of maintenance updates at Bartlett High School um for this entire school year, but unfortunately in section A, um our roof is just not quite holding up as much as we hoped. And we had some leaks after the big heavy snowstorm that we had. Those leaks started before the frigid temperatures even rose up. It was still pretty frigid out. So, we immediately um moved forward with getting the snow removed off the roof because once that did start to melt um we would have had some some significant issues, but I think by getting that root that snow off the roof, we're hopefully um being proactive. We're being preventative from having any further leaks than what we

040currently have. So, let me pause there and see if there's any questions on the maintenance items. Okay. In other updates, I'm going to move on and talk about um I attended last week the um by monthly business managers meeting. I think there were about a hundred business managers in attendance that was held in Milford and there were a number of topics that were discussed, but tonight I want to focus on two that are really related to the governor's budget because I think it's pertinent to the discussions that we're having. So, they had Robert O'Donnell from DESIE who was there. um he's the director of finance and they had Doug Howgate who is the president of the Mass Taxpayers Foundation. So in your packet, I'm not going to show these presentations. Um this is the one

041that was presented by Desi. I'm not going to go deep into the chapter 70 components because we'll get to that when we do our own budget presentation. But I do want to cover um some interesting points about circuit breaker to make you aware of um with respect to the budget that has been submitted. So, um, House 2 version of this has the program, um, funded at, um, 652.7 million, which is an increase of 167.8 million over last year. So, there's increased funding for circuit breaker. The other thing the governor did was that they submitted what they're calling a supplemental request to add 150 million more to circuit breaker. That is coming out of the fair share funding or the millionaire's tax. Um, this is actually for fiscal year 26. So, it's included in the fiscal

042year 27 budget, but it's actually fiscical year 26 supplemental money that what Rob said is that we should expect to be able to use it in fiscal year 26 and potentially into 27 depending upon how they apply that. Um, the other good news is that the funding level is projected to reimburse at 100% of the entitlements that they typically do that. So that means, you know, up to the 75% reimbursement over the established threshold. We talked about that, I think, in early January. And they're saying right now that the reimbursement for out of district transportation is going to be fully funded at the statutory maximum. That hasn't happened um in a little bit. Yeah. So that's good news and I wanted to share that. And so we're just still waiting for what does that mean?

043um when will they communicate how we can take advantage of it and what the parameters will be around that. Shifting to in your packet it looks like this. This is called the new fiscal reality. This is um there's a lot of information in here. I'm not going to cover it all, but it also gives you a little 101 on government funding and budgeting. Um but keyynotes for everyone to understand. I'm going to focus on the operating side of the budget. There is another capital side of it. I'm not going to go deep into that part, but it's funded at $61 billion. At least that's what the budget says. Of that, 48% is going towards health care, followed by education at 20%. And K through 12 education um and chapter 70 are the key drivers of

044the education spending. Other keyyn notes just so you know this as we talk about funding and revenue sources. Tax revenue makes up 60% of how we fund this budget with income tax being 35% sales tax is 14 corporate tax is 7% and then finally other taxes which essentially um represents 4% the millionaire sir tax itself is about 3% of that. So that's our revenue source sources at the highest level. the fair share funding or the millionaire's tax was always earmarked to go towards education and transportation. When they originally um proposed this, they had intended that a portion of it would go to the operating budget and another portion of it would go to the capital budget, but what they've seen in reality is they've been putting all of that into the operating budget. So what

045we're seeing right now is it was we started collecting it in 2023 for fiscal year 26 and 27. The operating as I said has been equaling the projection. So we've been spending it there and so far 59% has been spent on education and 41% on transportation. So far there's three primary threats that the max taxpayers foundation is highlighting. Um, when we look at this, there's a big concern about the continuing decline in state tax revenues also being exacerbated by the the downturn in our economic climate. The other one, there's new and um existing pressures on the budget. You know, we're we're feeling it, right? We know this. We've been talking about that. Um, and um the other piece is just continuing to rely on funding sources that are volatile, right? So, there's some concern about

046that, right? So, can you continue to count on that money? Things like the certex or one-time revenue sources. So, those are areas that the the foundation is looking at and um monitoring. So, these are all external factors that play into it. Um but the concern is that they don't want to see that the legislature and the governor actually don't effectively um or or jeopardize the state's ability to respond to any type of um fiscal risk. Right. So, we got to continue watching that. They're also estimating right now in terms of them balancing the budget that there's a $3 billion gap that they need to address. So, we'll see how that plays out and what that means. They do come up with what they call a consensus revenue growth. And so, the factor in the consensus

047that they came to is 2.4% is what they're looking at in terms of growth for revenue. And kind of lastly, um, what I'll share is again the the key spending drivers for this year are really made up of 10 programs, but the 85% of that makes up 85% of the budget. The highest ones are healthcare, so that's mass health and the group insurance commission, followed by education, chapter 70, special education circuit breaker, and child care financial assistance. Then lastly, support services and human services in transportation. So that's kind of a highle overview as we continue to navigate through this budget cycle. Just wanted to give you that background as we continue to watch the budget unfold. And that's all I have for this evening. >> Any questions? >> Thank you, Mrs. Condos. Any questions from

048the committee? >> I just have a couple clarifying questions. When you say things like the transportation being fully funded there, the state is, if I understand correctly, fully funding it at a certain percentage, but it's not funding 100% of the costs that we have for transportation, or is that not accurate? >> Go ahead. >> You can go in, then I'll do it. Go ahead. >> Because it sounds exciting if it's fully funded, but I don't know that it's all paid for >> with what I was going to say. Go ahead. [laughter] >> The transportation in transport. So, we do not as a town. >> Are you is your mic on? >> It is. Now, thank you. >> Thank you. >> Uh the as I was saying, the transportation um that Miss Ktos was talking about

049is for circuit breakers. So, for specialized kids that are going out, we get reimbursed a portion of transportation. It is not for our regular buses or normal transportation that we have across uh regional districts are the only districts that get reimbursed for transportation for buses. >> Right. Okay. Sorry, that was similar to what I was going to say. So, I won't >> Does do I understand that to mean that our special education transportation will be fully funded? >> A portion of it. A portion. >> Right. That's what I'm getting at. Yes, >> it'll be a portion. >> Right. >> Y >> and it only applies for those students who qualify for special education who receive transportation. >> Correct. >> So, we submit our circuit breaker claims. We put in what it costs to educate the

050child, what services they're getting. We put in a cost for transportation as to what we're spending. And then we will get usually they fund circuit breaker upfront, the tuition, all of that. And then whatever is remaining of the funds is how they funded the transportation. So that and I don't think I'm speaking out of turn. I don't think that's ever been fully funded since I've been here. >> Yeah. >> Right. There tends to be a gap there. It's fully funded, but we still wind up >> and fully funded is 75% of Yeah. Right. the cost. >> Okay. Y >> thanks for clarifying that. >> Any other questions or comments from the committee? >> All right. Well, thank you for your updates. Exciting progress on the building, too. >> The next item on our agenda is

051a principal report and joining us this evening from Parkav Elementary School is Miss Pulafico. Good evening. >> Good evening. All right. So I want to start with just a PBIS update um for the building as you know that is a district-wide initiative that we are working through. So um PAE has a pretty strong PBIS team um they work diligently to both evaluate and improve our PBI system PBIS systems um and structures. So, some of the structures that we currently have in place, we have uh consistent schoolwide expectations. I'm sure possibly heard be safe, be responsible, be respectful. Um we also have systems in place for both all three schoolwide, classroomwide, and individual recognition of students um for positive behaviors. Um today we actually had a PBIS event that recognized students from each grade level who

052um demonstrated teamwork. So we were lucky to have our uh some high school kids come over and support that that event with our kids. They got to come out, answer some PBIS questions and then have some football game with some of our football players from the high school. So it was great to have that uh cross building work there. We have a strong team that represents three grades as well as our um we have instructional assistants on the team. Our coach and our behavior coach, uh counseling and admin are all represented on the team. So we have some really strong structures in place right now. We do also have some identified areas for work. um they have changed the monitoring system for PBIS. So um we have a tier one focus monitoring system that they

053have recently updated. When we took it in previous years did that monitoring system, we were really ready to move to our tier 2. So start developing um deeper interventions for some of our students. They have updated that system that is a bit more detailed and um a bit more comprehensive which has been has helped us identify some some new areas for focus. Um things like some of our areas are strengthening our tier one structures especially in some of our other locations like the bus for example things that are um a little less out of our control. So, um, we've definitely identified some structures to strengthen before moving on and we will also be looking on building our tier 2, uh, supports. Any questions on our current PBIS structures? No. All right. Uh, some of our

054events. I always like to talk about our events because we always have so many. Um, as you know, in December, we had our Wizard of Oz play, which was very well attended, a pretty much full house in both the afternoon and evening. I always know it's a good event when I have to drag out more chairs from back of the stage. Um, and then we also welcomed the middle school and high school choruses to perform for our students. It's always nice. In January, we held our winter literacy event, which takes place with a hot cocoa and a mystery reader. It's a family and student event. They then go on to rotate through four different stations of math and literacy activities and crafts. Um, so that's always a fun evening. Um, we recently, our PTO winter

055carnival unfortunately had to uh be cancelled, possibly postponed. Um, but no new date [clears throat] yet due to the weather this past weekend. Uh we also had uh the Glattis E. Kelly Library came and uh did some readalouds for our students which has been great. It's been a good partnership with them this year. They have really been reaching out and um bringing activities for our students. This round they came and did a readaloud of Penelopey Rex which um was a is authored by Ryan Higgins. So staff from the library came and read that and then we also had a visit for our students from Penelopey Rex uh which was really exciting. So that was for our um K1 and two grades. We also are looking to partner with them later in the year. They will

056have the whale mobile which I guess um replicates the inside of a whale that um our students can go in and um have some little lessons in. So, that should be interesting. We're we're setting that up for kindergarten. Uh, and this week we have partnered with the Blackstone Valley Education Foundation to provide virtual reality headset vacation before vacation for our teachers. So, it is in our teachers lounge. Uh, they can put on the headsets and experience various spots around around the world that they want to relax in uh throughout the day. Uh earlier in the year, our esteemed teacher, Miss Tero, and our dean, Mr. Aronian, attended a training on using the headsets uh with the Blackstone Valley Education Foundation, which means we can borrow them whenever we want. So, they come and drop off

057um the set. And earlier in the year, Miss Tero did borrow them and do them with students as well through the Steam program. Um, and then in the spirit of uh Valentine's Day, which is coming, uh something I do in my newsletter uh each week is I offer families an opportunity to shout out our staff, to share something positive about our staff. Um to date this year, we've had 44 uh entries for staff. I then print them off and give them to them in their mailboxes so they can see what our families are saying. And I just wanted to read some of them. this uh this month's theme is we love our teachers for Valentine's Day. So, I just wanted to read some and shout out some of our staff and the work they do.

058We have a second grade teacher, Miss Paplowski. Miss Paplowski has been an incredible teacher for our daughter. She loves going to school and is so proud of her work. [snorts] Miss Paplowski goes above and beyond to support her students and we are so grateful for so grateful our daughter is in her class. We have a kindergarten teacher, Miss Cole. Mrs. Cole shows a passion in helping her students in the way she treats them and advocates for them. My child loves being one of her students. Uh, Miss Adrienne Sharon is uh an ABA therapist in our building. An amazing She also is a bus monitor, an amazing monitor and staff member who goes above and beyond for her kids. She makes sure our little guy made it into the school building every day. even though it

059was not part of her job. Our custodian, Marcel Vleos, thank you for keeping our kids environment clean and safe for them. You are so very much appreciated. Miss Jordan, kindergarten teacher. The transition to kindergarten has not been an easy one. I'm so very thankful for the reassurance, support, and encouragement that Miss Jordan not only gives to me, but more importantly to my son all day long. My mind is at ease knowing he is in such good hands. Thank you for being the best, Miss Jordan. Kindergarten special education teacher, Mrs. Cabrera. She has been instrumental in getting my child settled into kindergarten. Her knowledge and concern for each child is the best I've seen. And Mrs. Williams, third grade teacher, amazing third grade teacher, always willing to help and show support in any way she can.

060Well, I just wanted to share some positive things that our community is saying about our staff. >> Thank you. That's a great way to end your report. And we do love our teachers. It's nice to know all of our parents are having such great experiences and having the chance to put that into the newsletter or they're getting a link right in the newsletter to submit. >> Fill out a a Google form and then I can print that and give it to the teachers. >> That's nice. >> Yeah. Yeah. >> Thanks for your updates. Thank you. >> Any questions or comments from the committee? >> All right. Thank you. >> Have to take a ride over and check out one of those VRs. I'm in need of a vacation. So, [laughter] >> even if it's for

06110, >> come by. Come by and take a little break. >> That's very neat. >> All right. Well, the next item on our agenda is an update from our student representative. And joining us this evening is Eric Pavachic. Good evening, Eric. >> Good evening. >> He is real. He is here tonight. We've been waiting the last couple weeks. We know track has been a commitment that you've needed to do. >> Been a struggle, [snorts] but we we got through it. >> Welcome. >> I understand you did pretty well, too, but I'll let you get to your updates. >> So, a couple positives is well, one positive, uh, February break is near. [laughter] >> Uh, challenges so far there is none, thankfully. Uh, some student engagement and events. We just had Barllet uh join with American

062Heart Association encouraging everyone to wear run on Friday and we also congratulated all the members of Barlet High School's Big Brother Big Sister community. And Barla High School's chapter was the receipt of the cornerstones in your in your corner award of 2026. And now for the month of February, we are highlighting kindness. Uh we have spirit days for each and ongoing activities throughout the week. We have initial CPM assessment testing for all semester 2 math classes. And we also have initial study sync benchmark one assessments for semester 2 English classes. For family events, we have the community bingo night on Thursday, February 12th from 6:00 to 8:00 p.m. We also have community egg hunt and breakfast on Saturday, March 28th from 8:00 to 10:00 a.m. For sports, uh, I'd like to congratulate the members of

063the Barlay indoor track team for their efforts for the week five CAMAC performance with a lot of personal bests and finishes with 50 me with the 50-yard dash with Cameron Foresight and Annabelle Reed with their personal best. Britney Jubin with her personal best in the 300 meter run. and Al Alexis Bonito posting another personal best in the 600 meters. Top f uh top 10 finishes in the 50 meters by Hunter Clayool, Deborah Lampy, and Britney Jubin in the 300 I myself, Eric Pvarchic, and Deborah Lampy secured top 10. Ben Hin finished in the top 10 in the mile and Cameron Foresight placed top 10 in the shop hookup. And of course, one of my events I finished in top five. And for Polar Park uh represents or presents regional high school baseball with major triple

064header, which is scheduled for April 13, 2026. um some senior class updates for more scholarships and we are also we also joined with Papaginos for a fundraiser coming soon on February 26th. Uh 20% of the sales whenever you order will be going to the class of 2026. And from student council, we just had the crispy cream fundraiser, which we got, I think, over 150 dozen donuts, which is a lot of sugar. >> A lot of sugar. Yes. Thank you for that. [laughter] >> And I think that is it. >> Thank you. Good job. >> Thanks for your updates, Eric. Any questions or comments from the committee for Eric? >> To the chair. >> Member Scaria. Um, I just wanted to, um, thank you for joining us. It's nice to see you. Um, it's going to

065go quick these last few months before graduation. Um, and just to add to your update, um, we had a, um, senior basketball player scores thousands point on Friday night after your update. So, just wanted to shout out Kenny um, for a great season and, um, great little accolade for your senior class. >> Thank you. That was going to be mine. >> Oh, >> I was a little disappointed he didn't do it at the game I went to, but >> yes, >> I think a lot of the student section was pretty disappointed. I know he was definitely disappointed in it because he was very emotional during it, but happy at least that he got it finally. So, >> and it was nice that they recognized him the other night at the game, senior night. So, they

066gave him a little special recognition. It's always it's always nice to do it on your home court, but that's a huge accomplishment. So something that he should be very proud of. The family's very proud and it's nice to see um his personality come out come out. So and congratulations to you because what you did was a great accomplishment also. Um nice work. You finished it said in the high jump. How high? Uh, I think that time I think it was 54 because after a couple running events it's not the best to like just go and jump but >> happy of it. >> Congratulations. >> Thank you. >> Great. Yeah, congratulations on all of your accomplishments with track. We're we're glad that um you're able to join us and really appreciate getting your perspective. >> All

067right. Thank you. So, at this point in the meeting, you are very welcome to stay if you have homework and things that you need to do. Do not feel bad about packing it up. We're not going to kick you out, but we understand that you're very busy. So, um, thank you again. [cough] [clears throat] And let's see here. The next item on our agenda under old business is a monthly fundraising update. As a reminder, it is the role of the school committee to review fundraising activities, but we don't approve them. Those get approved at the building level. And I did see some in here. Um, one of the updates that um, Eric shared about the Papagino's fundraiser is in here. Um, good old butter braids. Um, gotta love those. U, lots of activities in here

068for fundraising, which is amazing. not only the students doing the selling, but the staff that are doing the advising and all the support. I know Mr. Wiki had those 150 plus boxes of donuts in the back of her car yesterday. Um, any questions or comments from the committee with regard to all of these fundraising activities? >> They're doing a good job getting the word out, that's for sure. You can walk around here and see Papagino posters everywhere. and we certainly got our crispy creams and um and I seen them reach out to the middle school. So, it's it's great. They're doing a nice job with their fundraising. >> Yep. Great. Good deal. All right. Well, the next item on our agenda is the FY27 budget update. Okay, let's get started. So the uh governor released

069the budget on at the end of January on January 28th and with the re release of the bud budget this is the sixth and final year of the student opportunity act. Chapter 70 is being funded at $7.6 billion across the state. That's a 3.3% increase over last year. the governor is continuing with for districts who are receiving minimum aid, they are getting $75 per student um over their prior year funding. So that is continuing as the set value for districts not receiving an increase in chapter 70. What I want to start with because we've talked a lot about this before we jump into the actual numbers are what are the key factors that derive your foundation budget and your local contribution projection amount. The items with the asterisks are those things that vary by district

070or municipality. And then the two without them are those factors that apply to all districts and municipalities. So, we've talked a lot about this and our enrollment for the foundation budget. Again, these aren't bodies in seats. This is how they calculate those actual body into seats into your foundational budget is at 1966. That's up 50 over last year. We've talked about this. Enrollment matters when it comes to funding. And so, this increase in enrollment is particularly helpful for us in the district. The wage adjustment factor is at 8.29%. 29%. Last year it was 6.13%. So that's you know a little over 2% increase there. Um which certainly helps. That is really geared towards when they look at the wage adjustment factor that's looking at like the cost of uh for employees they look at the

071cost of health insurance and what that does to municipalities and the cost overall and they factor that in there. And then the inflation factor which we have talked about already that was set back in December that's at 2.76. That's a 83% increase over last year. So that's what establishes your foundation budget. On the local contribution side, they look at our community um as a whole and they look at property value income. So what is the income of the residents within Webster and then what is our municipal growth look like? So when we look at um that overall in comparison to last year we've had minor growth in both areas but overall our municipal growth is down by 20 right overall as we look at it. So the local contribution side of the equation is looking

072at what can we expect the local community to contribute towards uh the required contribution for education spending. So these are real critical factors for us we can advance on. So what does that mean? This is really hard to see. So, I hope you can see this. I actually am going to have to look at my paper because if I have my readers on, I can't see far. So, I want to draw your attention to the upper right hand corner because that's what's showing our comparison to last year. So, the combination of those factors has translated into good news for our district. We have a third a little over a 13% increase. In the last year, it was like 6.39% that we got. So this is a big increase as a result of um our enrollment

073increase and then the increase in those other factors has translated um into you know 2.8 million in chapter 78 aid. If we were in a situation where perhaps we lost enrollment or those factors were different what we would have seen is on the left hand column where you see minimum aid we would have only got $147,000 extra. Right? So that's the impact of like that would have been your $75 per pupil more that you would have gotten. Fortunately for our district, we are getting additional chapter 78 aid and we're not at the minimum aid level. So overall that's a promising note for us in terms of what we've been talking about in terms of the economic climate and the challenges that we're having and every community is having. We're not alone. Um so let's dive

074a little bit more into um how this works. I tried to highlight key areas in here. So when you look across at this spreadsheet, what they do is they take your enrollment, they for the foundation or the base foundation that is distributed across seven categories, preschool, half day, full day, kindergarten, elementary, uh middle school, high school, and vocational. And then incremental over your base are special education, English learner, low income. And those are considered incremental costs above your base foundational um uh funding. Can't read this in the lower lefthand corner, but we are in the second to the last group for lowincome groups. We're in group 11, which and I can't even read it with my glasses on. I think it's 78% or maybe it's saying 79%. >> 76. >> Thank you. I do need

075new contacts. Um um and on our English learners, is it two or 3.4? 2.4. Thank you. And 33 point Oh, I can't see it either way. So, sorry. Thank you. Thank you. Too small. So, these are the the key areas and um I'm not going to go into a deep dive on the the the formula itself, but these are the real drivers and factors. So, at a high level summary standpoint, again, we're looking at um a required district contribution of 14.9 million. We have our required net school spending at a little over 39 million, but we are receiving um an increase over last year of 13.56% over last year. Um and then there is an increased expectation of our contribution here in the district of a little over 4%. So, um, as I said, this

076is good news for us. Um, we still have some areas that we still need to work on, right? Because it does not eliminate all of the mitigation that we had been talking about, but it addresses a good portion of it. So, uh, that's good news. Let's just jump on to the next one because I want to give you just a little overview. This one is also very challenging to read. This gives us some historical numbers. What it gives is um last column is the fiscal year 27 at the top section is the chapter 70 funding that we just talked about. The next section of numbers is what we um what what's called schedule 19 and what we report on our end of year report and these are costs from the town for a v variety

077of items whether it's from the town or from our cherry sheet for tuitions for charter school. These are the overall costs that factor into how we formulate um our foundation budget. Um so we take from the top section we make take our minimum town contribution. Then we take the total from our schedule 19 and we bring that down and that gets us to our required town contribution. And I should have the numbers memorized. I think that's $5.9 million. Good. Um Dr. Zach will be happy. Um um and then we go down and we have our chapter 70 and our contribution. What's not factored into this that I just want to highlight that's also part of our shared costs with the town is our transportation, right? Because that's not something that we report on schedule 19

078and the end of year report, but it is part of the town's contribution towards the school spending um with our transportation cost. So the numbers that we have here under fiscal year 27 are preliminary schedule 19 numbers. Those aren't the actuals. Those are the estimates that we got at the end of the last fiscal year. So those are certainly subject to change as we move into the next fiscal year. So with that said, with this information becoming available, the team has been working on a number of versions of the budget. We did talk about that at the last meeting. And what we want to talk to you about is what we did from draft two into draft three for this evening. So we were in the process of looking at our curriculum and software costs

079and trying to work to annualize those costs. Um so one of the things we did was looking at flattening our costs in those areas. So we were able to do that and bring the cost down. I believe it was like at um we were close to 500,000 up in the upper fours and now we're in the 300,000s looking at what we can annualize year after year. So that was a positive um that we were able to see some savings. Uh we also did a reduction in our legal services um costs. Um we have seen our costs come down. It's not a negotiation year. Last year was a negotiation. So when we look at things, our costs were a little higher. So I think we're safe and reducing those costs a bit. Um we uh moved

080our lunch monitors um that we had in our um budget at Park Avenue. Those have been absorbed into the food service. As you know, we've had excess funds in those accounts. Um we've got confirmation that is a justifiable expense. So, we've moved that out and put that in, which will be good because it also helps our food service. Um so, that's a great thing. Um we took a look at our circuit breaker again and um utilized a little more of that circuit breaker funds to help offset some of our budget. Um we talked a little bit about how we've like to carry over a year but that is not realistic any longer and happening. Um we were trying to carry over half of that. Um but again we think we needed to apply a little

081bit more to the budget for FY27. So uh we used another I think it was 300,000. So we're looking at carrying over um 800,000 into FY um 27. This is something that um is tenative at this point. Um we made budget adjustments looking at all our retirements um for next year that we know of. Uh we've made step and budget adjustments for that. Um bringing those steps down. A few of the retirements that we have are staff who have been here for a long period of time. um we were conservative in moving them down just because that the positions that um the staff that are retiring are diffic difficult positions to fill. Um so it's very hard to fill on a you know on uh an M1 or an M2. They typically come in with

082a little more experience. Um but we did adjust those budget numbers. Instead of keeping an M14 or an M3014, we went between an M8 and an M10. Hope hopefully we'll be competitive with that when we go out to look for new hires. And then we had two positions um that are currently um not filled uh or one that will be what is that is filled that'll be vacant. Uh we had a staff member move into a position um a different position at the elementary school and we have a retirement um that those two positions have been funded by um title one. So we're reallocating some of the title one funds to two other staff and we won't um backfill those positions. Um and so we've worked as a team to try and get our cost

083because we came in at a 9.81 81 I think it was our first budget. Um so trying to look at it with fresh eyes to say what can we do to work the percentage down um as we prepare to send a budget down to the town. As you know, um this is an ongoing process, but by charter, we have to send a budget down um by February 28th to the town. So, um right now our budget stands at a 6.62%. Uh next steps, um we need to regroup with the town administrator and town accountant on revenue expenses. We did meet right after the numbers came out, but it was fresh for everyone and we were trying to dig in. What does that look like? What does that mean for the overall community? Uh we were

084thrilled with the number that came in in local aid. Uh it was very positive. A lot of our surrounding communities weren't as fortunate as we were, but we were also expecting and still seeing a gap and what does that look like? Um so that's something that we'll continue to work on. Um I have called a meeting of our school um committee budget subgroup. So um we will go into this in a little more detail with them tomorrow um to talk about the budget. So, we will do that. Um, and then we will present um on February 24th after we receive some feedback um an updated budget as to how we want to proceed um and what that'll look like uh when we send it downtown. As you know, the budget you're approving um at the

085end of February um is something that we will continue to work on with the town as we move forward. But this budget should reflect the needs of the school department. We, you know, um, you know, we, you know, had conversations about the town. We received, um, a nice increase in chapter 70. Uh, I don't feel that, you know, we should be looking at cuts or reductions. Um, but overall we have to take a look at the entire community as a whole and look at the revenue and see what that looks like. So we should have more clarity as we move through the month of March as to what that's going to look like uh for both all departments in the community. Um, Miss Kontos is finishing up her transportation uh projection and we will submit

086that down to the town accountant prior to our February 25th meeting because that impacts the overall ask and then um we we will make sure that we send our budget down by the end of the month. And then I was going to just say in the appendix just for your reference, not for us to have talking points tonight, is just the past two budgets that we presented just so you can see what was presented previously and then just a recap on um you know what we've gotten for chapter 70 aid over time just so you have that for your reference. I do want to thank the team for all of their contributions. Words out of my mouth. I'm sorry. No. Um, perfect. >> The um the work that was done um by um Deborah Rivera

087on calling all of the curriculum vendors, right, and talking through what the options were to spread that cost out and what was there. Also did John O'Neal to help out on some of the software side as well. Um, we've been working very closely with the special education department to make sure that we have the most precise and accurate projection we can have for transportation at this moment in time. Um, so we've been working closely on validating that. But then beyond that, I think having the whole group together as thought partners um contributing ideas and um you know thinking of ways in which we can either um look for different ways of doing things um and really getting creative and working together as a team to do what's in the best interest of our entire community.

088So thank you everyone. >> Yeah, I echo those thoughts and you know this is this is not easy work. um we continue to meet as a team. Um we know we have to come up with different versions. We have to what if this happens? What does that look like for us? And those conversations are not easy conversations. And um they're very difficult. And you know, I appreciate that it's not just about my building or my spot. It's about the district as a whole and looking at the bigger picture. That's hard to do. that's hard to do when it feels like it's it's impacting you, you know, and the work that you're trying to do. So, um, everybody has a voice at the table. We, you know, these this is hard work and it's not always

089easy. Um, so I appreciate the efforts on everybody on for everybody's work and Miss Ktos for all the effort that she um has keeping on top of these numbers and um you know we look forward to working with this subgroup and we look forward to continue our work with the town administrator and the town accountant on having a budget that we can all live with. >> Great work. Thanks for the updates on this. It it sounds like there's been a lot of thought put into how we can, you know, cut costs in a way that doesn't impact programming, students, staff, that kind of thing. So, that's not an easy undertaking for sure. Um, one question I have is related to circuit breaker. What percentage do you think we'll be carrying over into next year if

090we're at that 800k? That would be about I'm doing this out off the top of my head. So don't it's >> I would say it's we were anticipating 2.2 I think million. So 800 would be less than half. So um because half would have been I think 1.1 or 1.2. So we're down to about what 35%. I know that it's hard work and we're trying to ensure that we maintain programming and staffing. I I do worry a little bit about whether or not we're borrowing against next year. >> Yep. And it's the unknowns. I mean, circuit breaker is an area that when things come up during the year, right? um that's an area that we can count on to go to and if we're utilizing a lot of it or utilizing I mean we've seen

091this year we've already you know expended about $900,000 I want $800,000 extra in circuit breaker from some of the big tuitions that we're projected to use um that we weren't anticipating. Um, so you know, if we use it all, you know, it's concerning because our only option at that point is if we don't have the funds, you know, and we can't, we can't always say we're going to do a spending freeze, we pay have to pay our staff, we have to pay everything. The only option that we have would be to request a town meeting to go back to ask for additional funds if we can't meet our expenses. And that's not something you know we want to do. Um because where are they going to get it from? >> So >> through the chair

092>> members Coria >> just so I understand a little bit about like what changed with the transportation what's you know allotted to us now. So with the circuit breaker it with the new budget is that's not factored in yet that transportation piece that's separate. >> You're talking about the reimbursement. Yeah. Yes. >> So that is factored into the transportation that isn't factored to the reimbursement from circuit breaker I should say. So when we're estimating our circuit breaker we estimate a portion. So we're looking at all our tuition and say how much and then we add a little bit more consistent to what we've received in the past. >> So once we look at the reimbursement for the transportation like I'm trying to understand. So it's already factored in the amount that we have projected. It's

093that's already factored in. >> So it's not like we're going to have like an extra. >> No, I mean because we never know the percentage that it's going to have that you know they say they want to reimburse it at 75%. >> Um but it's been typically in the 30s and 40s%. So we haven't received that full. So you don't want to budget 75% knowing. So we look at what we've been consistently receiving in that which is about anywhere I want to say between 1 and 200,000 um I think for circuit breaker transportation. So that so we add that on to the tuition. Um but that's only again the portion that are for students who are eligible for circuit breaker. >> So we transport many other kids in in special ed that are not eligible.

094um you know, take all of uh all of the you know, little yellow buses that we have in town, all of the runs that we do, the preschool runs that we do, the individual trips sometimes that are locally, you know, students may not meet the threshold to qualify, >> right? Or students that are placed in care outside of Webster, right? >> We're driving them to school and and home every day, >> right? And so that, you know, there's different pockets of it. So there's, you know, reimbursement for homeless and foster, there's reimbursement for circuit breaker. So um it it's in different little buckets, but that reimbursement for um homeless >> that goes straight to the town. >> It goes straight to the town. We don't see that. >> So I'm just going to raise a

095a concern about the circuit breaker piece. And um as much as I appreciate all of the work and I don't want to understate that by any means, I worry about um I know that there were two things. There were many years where our goal was to keep one year of circuit breaker in our reserve. That was considered you know healthy and you know manageable. There are many districts across the state that are laying off a lot of people and cutting programming significantly. So, we are very blessed to be in a situation where we're not talking about people losing their jobs. Um, and clearly we've made a lot of progress on, you know, cutting costs where we can while still maintaining programming. I'm really worried about the circuit breaker number though. >> Yeah. And right now,

096we're in the position where we're not talking about cutting jobs. But again overall when we were looking at the status of funding through the town we were we had a signific significant deficit coming into this. >> Correct. So although our funding was healthy, very healthy, what we received in chapter 70 this year, um that doesn't fix everything from the town perspective. >> So we need to look at that and um you know, I believe uh that even with this, we're still looking at a deficit overall. So what does that deficit look like, you know, and how much? And so that's really what we need to dig in with the town. they weren't prepared to give us that information at the time. Um, they're still working on their budget themselves. So, um, we are in much

097better situation than we thought we were going to be in, but that doesn't mean we're out of the woods. Um, so that's why we've continued to do our work. Um, but you know, I think I I just think there's a little bit we still have more work to do with the town on the time town side of things. >> Um, and what does that look like? I know we're talking about another tri board meeting um coming up um, you know, so we can all be on the same page. Um, but there's definitely going to be um, I think a little give and take as we work with the town. >> Okay. >> Yep. >> Any other questions or comments from the committee? >> Is there anything you would like us to take back or focus

098on for the next meeting as we come back to you? I mean I would love to see at least 50% of our circuit breaker funds preserved. How that happens I don't know how that would you know where else you can work magic here you know >> we are at the point that what you see is um we already have uh attrition for two staff. So if we continue to move forward we're looking at reductions. Okay. >> Should I do that? >> You're the chair, >> member Scaria. But I think you made a a great point like this is we're focused on the school, you know, and what we need to maintain our programs and our staffing and I understand the circuit breaker piece, but like to show like to put this towards or whatever you

099approve toward we approve towards the town like sending that message that you know school's important too and our staff are important in order to facilitate the programs that we have for our students and meet the needs of our students. So, it's like but I understand that and I brought this up I think well last time we talked about the budget how I'm not responsible for my home finances because if it's money I'll spend it but I understand having that cushion and you know uh chair Sadiki makes a good point of having a different view of what it would look like if we did have didn't take as much from the circuit breaker to kind of see the two um budgets and what that look like for reductions, >> right? And I think that when when

100the reality comes to if we if we preserve circuit breaker at a minimum of 50%, we're looking at reductions and then we start talking about that that creates panic, >> right, >> for people because we're not talking about reductions in books. We're talking about people's lives that have, you know, I know this isn't lost on you as an educator, right? like families and obligations and it creates a situation where um it's it's worry worry paid on something that may or may not ever come to fruition, >> right? >> Um so I trust that those conversations are being had and possibilities of um you know savings in any way possible with the hope of preserving all jobs as as much as we possibly can. Um, but you know, >> the chair, just to kind of piggy

101back on that, I just I think we have to look at the circuit breaker number. >> Mhm. >> Because we're going to be in a situation where kind of like what the town did last year where we found one source of income that was able to maybe bridge us for a year. That source of income may not be here when we do fiscal year 28 after um especially if we are digging into that number during the year. Um as you did allude to if we have to go back to the town for some reason saying that we can't satisfy our commitments. Um not sure how we're going to get that across with everything else that we have coming on at this point. So think we have to look at it from numerous angles. Um maybe

102we look at more than one budget proposal at the 24th to vote on to send down to the town. That's possible to put together. >> It certainly is. >> I understand that's a lot of work. So I apologize, but we can >> two different ones. >> We've we've had many conversations um about priority. um we would have to come together again just to solidify some of those but you know I you know we put a number in understanding that we wanted the committee's feedback on that number and we wanted to go through some scenarios with the budget subcommittee so there is a clear understanding of that impact Any other questions or comments from the committee? Anything else on budget? >> Um, anybody have anything they'd like to share? We're all here. No. >> All right.

103No. Thank you. >> Thank you. We understand that this is hard. Um I just you know I think the concern is just making sure that we are not in a position where we need to go back to the town that I I hear I see you know in other towns where people say things like I have a certain amount of money in my household that I have to manage and if I spend too much of it I don't have anyone that I can ask for money and I think we're setting ourselves up for that feedback later on if we don't have sufficient money in our reserves you know and it will and it it has the potential to send a message that we haven't we haven't budgeted properly. And I know that that I don't

104mean that the way it sounds, but um I think we're better off to try to preserve as much as we can in in that um circuit breaker account knowing that we've spent what 900,000 to date this fiscal year. >> In addition, we had to add because our tuitions went up. So we were very fortunate last year with the surpluses that we had that we didn't have to spend that we you utilize this year that we didn't have to go back. So, um, yeah, we were very fortunate that we were able to carry over those additional funds last year >> and we spent close to maybe something. I don't have the exact amount, but I can tell you what we are. >> Um, >> I'd have to find the circuit breaker sheet. It was in our

105last projection, I believe. See, >> the [snorts] circuit breaker >> uh fiscal 27 our circuit breaker. >> Yep. >> You can leave that off. Go up. >> Go to draft three. Okay, we can work with this. >> And I can speak to this. Okay, here we go. So, this is what you um we presented. It was in your packet at the last meeting. So, if you look at what was budgeted in the first column, budgeted FY26, that's what we projected. That's what we budgeted coming into this school year. We were planning um we carried over 1.09 um in FY25 and then in circuit breaker that's what we were estimating carrying over and then in FY26 um we had that we were going to receive 1.6. So if you look at our actuals this is where

106we are today. Our tuitions went up from 4.4 to 5.1 million. We are actually a little higher than that right now. um because they've gone up, we have additional tuition. So, at this point in time, that's where we were at. We're already higher than that. Um we had budgeted our LEA, that's what we had in our LEA costs. We were able to carry over 1.9. So, we carried over an additional 900, but you can see our tuitions, we are already up 700. So, we already had to make up that difference, right? And then we know we're already up a couple, we are already up more than that. Um, so we had to add some of that. So our actual circuit breaker came in instead of the 1.6 at 1.8. So now we are down to

107carrying over 953,000 um into FY20 we were expecting to carry over 700. So you think you you would think that we were able to save that 900,000 coming over, right? um that we would have $900,000 more to carry over. That in in perfect world that's what would happen, right? But we've already tapped into that. Out of that 900, we've already spent 700 because we're only carrying over 953. Does that make sense? So, um so we've already eaten that additional money that we've had >> and we're a little over halfway through the school year. We're at like day >> Yeah, we'reund You said we we're at day 100. the elementary school principal will know exactly how close we are to day 100. >> I know mentioned it the other day, too. She's like, we're at day

108whatever. >> Um, right. So, you know, anticipating next year. Now, this is was the initial presentation that we had. We right now with the changes in tuition for next year, some students leaving. We're at 5.1. Um, we haven't adjusted that number yet based on anything coming in. We're not sure um where we're at, but we've increased our LEA to 2.4. >> We're saying here we're going to carry over 963, I think that is >> 53. Um we're anticipating more circuit breaker because we have those bigger tuitions this year, right? So, our initial projections are higher for circuit breaker. So, we bumped that up. I bumped it up 400,000. Um so, then we have our revenue. Um, and in this scenario, we were only carrying over um 500,000 in this scenario. Now, if we adjust our

109LEA number up or down, that impacts >> that 500,000 to 28. >> Yes. So, so we said that we wanted to carry over um less if we wanted to carry over more circuit breaker. That's going to increase our LEA budget >> budget propos that down to 300. >> I'm sorry. >> Budget that you showed today has that down to 300,000 >> I believe. So, yeah. No, it has. Uh we've increased it. I believe the budget increased. That's why you're at the 6% because we're using less circuit breaker I believe. >> That's That's what we That's >> No, we were just carrying There's no We added an extra 300,000 back. So, we'll carry over 800,000. That makes sense. >> And that 2.25 >> is that we're sure that that's what we're getting this year. >> No,

110it's a it's a projection. I mean, what I've done is I've taken all of our tuitions that we know we have for next year. Um, because we don't budget anything that we don't know we have. So we budget certainties. We're not padding anything. So I take our tuitions. >> What I do from the tuitions is I take off the foundation which is the 54,000. Let's just round I'll round. So the 54 is the base circuit breaker. The school district has to pay the first 54,000 at 100% and then anything over that um you get reimbursed at 75%. And then we get a total and then we look to add on some money for transportation. >> Chair member Adamopoulos. >> Is that a large that's a pretty substantial in now from 26 to budgeted 27? >>

111Yes, it is. But you're looking at the right hand column where Miss Ktos is right now >> to the 2.2. >> Yeah. But we've also have some major tuition increases this year, which is why you've seen it go up so much from last year to this year. So our circuit breaker should go up for next year because we're fiscally responsible for them. So um we have, you know, two to three major tuitions this year that we've taken on. So our circuit breaker will increase. >> Is that like a Sorry. Is that a conservative increase that we're expecting? Because I mean obviously if that's substantially higher. >> So this is our this was our FY26 number that when we came in >> 1.8 >> the 1.8 right >> and since then so that's that's what is

112actual that's what came out in a circuit breaker file. So since that was approved we have additional tuitions that have come in. >> Okay. So, if I'm looking at this year's tuitions where we're at and the additional tuitions that we've taken in with some transportation, you know, >> the 1.8 number is already low compared to what? >> Okay. So, the $400,000 number is actually much smaller, isn't it? You already have some built in, >> right? >> Yep. and through the chair. Member ClariS >> when you budget withition the tuition you have do you have do you budget any >> yes >> sorry do you budget increases and what is the percentage of increase that you've budgeted for this time >> the OSD number came out it was 367 maybe >> 367 I think 369 something

113like that for private tuition >> and that so that's private tuition that's the private tuition increase And then we work with the collaboratives. The collaboratives um right now are around the same close to the same um depending on the collaborative. >> Okay. >> But OSD sets those tuition rate >> for the private. We're able to apply that. >> Okay. >> So that's that's an accurate increase in the tuition amount because it's a set rate by the state. >> Okay. So, what we do when we're looking at the tuition is um Miss Hair actually goes through every student and says, "Okay, this student's aging out or this student will age out in January. We're only responsible for this much tuition." That's what we budget. We budget a reduced amount. And we actually go through every student

114by student and out of district. Um and then we know um who we have who is pending. Um, so if there are any students that are pending outgoing that we know they're definitely that's what we put in because we're on the cusp of sending them out. We are they're getting evaluated. We know they're going to be moving. Um, and and then we work off of those numbers. >> One final question about this. >> Ask away. Does this show that the tuition's increased by a little over 14% and the circuit breaker is increasing by 33%. >> Um yeah, that number should be from um over FY26 I believe. I can't see the formula from here. I'm sorry. >> It's it's >> it's the budgeted. >> Yeah. So it's looking at the first column, the 4.4 for

115right because that's what we had budgeted not the actual the actual to date was when we were working on this in January that's where we were at >> right but if would the tuitions and the circuit breaker go up kind of in a is that increase related to each other >> the circuit breaker increase >> it goes along with the increase in tuition or no? >> It it generally does, but it really depends upon the factor and what the composition of our tuitions are. >> Right. Because you have to hit that threshold first. >> Right. If it's below that, you're not getting any reimbursement for that. I see. >> So depending on what the composition is of where they're placed in the amount of that tuition, it generally goes up with it, but it may

116or may not. We we kind of talked about two big tuitions that we have that we didn't have before. You know that's just two tuitions added on to it and they are over the threshold. So we will get the 75% reimbursement on it. So it in any given year it all depends to say will it go up with it. I mean in general if the students are staying the same you would think it would but when we have placements like that that can change it. >> It looks like it's projected to go up more than double the >> we've increased it because of the larger tuition. So if you take a 500,000 tuition and the base is 54 and then you do 75% over the base >> Mhm. >> your your increase is more >>

117the chair >> member Adam. >> What's our average year-over-year tuition increase? >> I mean that's from what we have actually now to what's being budgeted. It's only a $10,000 increase. Well, that's looking I think that increase there is looking at actually the the 55.1. It's not looking at the 4.5 >> compared to our actual >> It's looking at the budget. >> Yeah. The actual right now, correct? >> Yeah. >> To what we're budgeting is only a $10,000 increase, but there's been a from what we budgeted for 26 to what's actually here is a $500,000 increase. Correct. >> From 26. Correct. Yes. So, are we budgeting too low? >> We're bud we're budgeting actuals is what we're budgeting. We're not we're budgeting like we say for October butts and seats, students and programs. So, that's what

118we budget. We look at what we have actual to date students and programs. We look at costs. We're not budgeting additional. So we look at right now we know we have 42 students I believe that are um this reflects the budgeted number in FY26 that was based on 52 students >> but if the tuition for our budgeted number of 5.1 for 27 we had a similar increase as this year right >> I want that >> of $500,000 wouldn't that eat up our entire available >> No because we have 13 kids leaving us >> oh so you're building in that Sorry. >> Yes. Okay. >> So, we have students leading and students coming because Miss Hair is looking at how many kids are aging out. Now, the students that are aging out depending on their program,

119>> filling in some of those open spots, >> right? I I mean, the budget number in FY27 uh reflects 42 students right now. If you look at FY26, that was 51 52 I think it was at the time when we did it. So we're we're decreasing in the number of students but our tuition has went way up because the need the level of need from our students has increased incredibly. Um some of the placements that we have um are extreme cases. So, and we're also, you know, when we talk when we talk about circuit breaker, you know, a lot of times we equate that to it's mostly applies to out of district students, right? Because that's where your big money is being spent in out of districts, but it can also apply to our indist.

120But when we have programs in district where we have students with high needs, um you know, we have students right now that are receiving services that have significant medical needs where they have private nurses or their own nurses and those students may also qualify for circuit breaker. So we have to go through um a process. We fill out a form um and all of these um added services come with costs. we put all those costs to measure if we're meeting that threshold and then we get over the threshold. So, it's not necessarily um just out of district. It also applies to in district, but it depends on the level of need because we've also seen um you know, we've come to you and hired you know what, two additional nurses, three additional nurses because we're

121also seeing that level of need increase on within our district, not just being sent out internally. Would it be fair to say that we typically have a a good number of students move in during the year that need um either tuition or other type of special ed that's going to impact the budget? >> It's fluid. I I can't give you a number off the top of my head of moveins that we had this year um >> for out of district. I don't believe we've had any moveins from the district, but what we've seen is an increase of other districts dispute who is fiscally responsible for students. So, we have some cost shares that we didn't anticipate because the one parent lives in our our town, another parent parent lives in their town. So, I think

122that what we're going to see is a move for districts um contesting it through the LEA clarification process that could lead to maybe some cost sharing or fiscal responsibility not our end. But until we get those notices, we're just not aware a aware. But there's been two or three cases like that. >> That's something that we could also do, right? If we if we >> we are doing that. Okay. Yes. Yes, we are doing that. We had um a couple of cases where we were found to to not be fiscally responsible. And we when we do get a case like this, we do our due diligence and we we um verify whether or not the parent does indeed live in our town and we do make sure that we follow through on the processes through

123the means that we have to ensure that they are truly our case. And in some cases it's gone back two or three times with the state and sometimes we um are found not to be responsible and sometimes we it's a shared responsibility. But then we know if a parent leaves our town or if maybe another parent in another town gets full full custody and they're they're not resting their head in our town then we kind of monitor those situations as well. So, we may tap into things like the bus company is not having the student that they're saying is our responsibility be driven home to Webster. They're going to Worcester. And in one case, the students parent lived on Worcester, but part of their property was in Auburn. So, there's so many things that we're

124trying to to address and we definitely follow through. We actively um look at all of those cases and um Missard does a great job in staying on top of that. Any other questions or comments from the committee? Anything else anyone else wants to share? Okay. Thanks for the updates and for the conversation. I know we had a lot of questions this evening. Thank you. >> Uh the next item on the agenda, we're going to go slightly out of order and we're going to take uh an item under new business, the discussion and approval of an overnight field trip Bartlett High School Distributive Education Clubs of America, DECA, the state competition that's being held in Boston, Massachusetts. >> Yep. Thank you. Uh Mr. Janess was going to be here tonight, but unfortunately he is sick, so

125he couldn't join us. Um, this is a request that comes before you every year that DECA is going to Boston in March for an overnight field trip um for their competition. Um, this is a typical request. Um, I think questions have come up in the past. What if there's only male chaperones? Who, you know, and who supports the female? If there's a female in the room, they share responsibilities. There are always female chaperones from other schools on the floor, so students are monitored. Um, is there anything else that you'd like? >> He's already started those discussions with the female adviserss from other schools. >> Great. How many students are going? >> Um, I don't know off the top of my head. >> Okay. Yeah, >> that's what I Yeah, three. >> Okay, great. Any questions

126or comments from the committee about this overnight field trip? Hearing none, I'll entertain a motion to approve the overnight field trip for DECA to visit the Boston for the state competition. >> So move >> second. >> There's a motion and a second. Desire, would you please pull the committee? >> Yes. Motion passes. >> Thank you. >> All right. Next on our agenda, we'll be moving into executive session in accordance with Mass General Law Chapter 3A section 21A um to discuss strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigating position of the public body. And the chair so declares we will reconvene in open session. All right. So, we have returned from executive session and before we move on, as a result of

127our executive session, uh part of what we talked about in there was a side letter of agreement between the Webster Educators Association and Webster Public Schools to alter the um a portion of the contract having to do with the beginning of the school year for this coming year only. So, um, as a result of that, I will entertain a motion to approve a memorandum of agreement between the Webster School Committee and the Webster Educators Association to start the school year on August 26th, which is more than one week preceding Labor Day. >> So, move second. >> There's a motion and a second. Desire, would you please pull the committee? >> Yes. Members, >> Yes. Motion passes. All right. So, the next item on our agenda under new business is the review and approval of the

128uh school calendar. Yep. Because of the approval of the WA, uh we are now recommending that school start on August 26 for staff. So, the first three days would be professional development and then the students would start their first day of school on August 31st. Um there are not um any other changes from the last calendar that I presented last week. >> Any further discussion about that? >> Hearing none, I'll entertain a motion to approve the 2627 school year calendar as presented. >> So move. >> Second. >> There's a motion and a second. Desire, would you please pull the committee? >> Yes. Motion passes. It's a relief to know that we'll be ending our school year sort of in line with how we typically end it, even though we need to start a little earlier

129with Labor Day falling the way it does. >> Absolutely. It's a comforting feeling to know that we have at least a couple of days that um before Junth for snow day. So, that that's comforting >> in case we have another winter like this one. >> I hope not. >> All right. And the next item on the agenda is the first reading of policy CBD, superintendent contract. >> Okay. Um, so this is the first reading. As you can see, I've just been going through updates. Um, it talks about the hiring of the superintendent. The first one came of the election of a candidate. This is the appointment of a candidate will enter into a written contract. So it's just update of language there. >> Mhm. >> Um do you want me to continue on >> please?

130Yeah. >> Uh the next one is policy ECAF. This is actually new for our school. We um we have not um had this policy in the past. So this is new. Um this has been vetted by our um IT manager John O'Neal. Um but we've had security cameras for some time. So I think a policy in place is a good thing for them. And then we have policy E uh G. It is actually GBGB. Um the old policy is on top and it has been updated um per the recommendations of MASC. This was an old policy that hasn't been touched since uh 2003. So, some of the language is a little different, but it more um is in line to what the work that we do. And then the last policy is policy JL um

131student welfare. As you can see, um the main language that changed was the language in the back. Um after file drills and reporting, it was updated with the laws that we need to report um when there's any incidents. So that did not exist in our current um policy. >> Thank you. Any questions or comments from the committee about this first reading of these policies? >> All right. So at our next meeting, we'll have our second and final reading. So any feedback that the committee has with regard to these policies should be dealt with prior to that next meeting. >> Yep. That would be wonderful. And the next item on the agenda is the acceptance of a donation of another 47 pairs of sneakers from the uh 365 Foundation. We we had a donation from them

132at our last meeting, didn't we? >> We did. They gave us a wonderful donation at Christmas time and they uh once again our family liaison had some more requests after Christmas um for students um looking for shoes in need of shoes reached out and they immediately turned it around to us to support our families and we don't have to wait for a list. This is one pair of shoes at a time. So if we have a student in need, we can call up um they will certainly work with us to get us those pair of shoes. So, I just um want to give a huge thank you for the difference that they're making in our community and supporting our families. So, >> agreed. Yes. So, I'll entertain a motion to accept that donation of 47

133pairs of sneakers from the 365 Foundation. >> So, move. >> Second. >> There's a motion and a second. Desire, would you please pull the committee? >> Yes. Once again, [clears throat] thank you to the uh 365 Foundation for their continuing support of our students. And the next item on the agenda is a review, transfer, signing of warren bills, payroll, and vouchers. I'll entertain a motion to adjurnn. >> So move. >> Second. >> There's a motion and a second. Desire, would you please pull the committee? >> Yes. Meeting adjourned. Good night, everyone.