Board of Education Meeting

001Um, actually, pledge allegiance is second. We'll do roll Pledge allegiance is not on there, but I'm going to Can I add it or is it not? >> Oh, no, it's a special meeting. >> Carry on. We will do roll call. It's good to see everyone. Roll call is what I said. I did not say pledge allegiance. We'll stick to the agenda. Roll call is good to see everyone. Everyone is here. We do have public comment. Oh, I'm sorry, Caroline. We're waiting on Caroline. She's a few minutes late. I apologize. She just called me, so that's why in my mind that she's >> You're good. >> If you >> Did you grab it? >> Yeah, well, no one signed up, but I Now they are. >> Well, wait. No, that Are we allowing that? >> Cuz

002we have public comment. We have public comment on it. >> I know. Are you allowing the public comment? >> Yeah, it's fine. Public comment I I want to make sure it was on here. >> I know, but I'm saying there was just a sign up book before this. We just didn't take the book, so I'm good. That's fine. >> You got it? Let me thank you. Irene, would you like to go first? Just read the blur when it comes over and all. >> Is that probably on now? >> Yeah, I think >> This is coming in. >> All right, we will do public comment. Sorry about the delay on that. The Board of Education welcomes public comment. Each speaker will have up to 3 minutes to provide input to the board. At the start of

003each regular meeting, a maximum of 20 minutes is allotted for comment on any item. At the end of each regular meeting, I'm sorry, we do not I keep forgetting to change that. Discussion of school personnel, individualized students, or of individual board members members of the board is prohibited. And with that, I will hand it off to Ms. Correa. Good evening, everyone. >> Um, I'm Irene Correa, Brick Township resident. This evening you will decide to establish the special education committee as an ad hoc or advisory committee. I urge the board to make this an advisory committee. This group should meet as often and as long as necessary to meet the needs of our unique learners. A committee with long-term consistent partnership can drive systematic improvement with within special education. We have a wealth of educators, parents,

004and professionals ready to provide feedback. This is not the time to be slowed down by administrative hesitation. While we must follow Robert's Rules and FOI to remain transparent, these logistics should support, not hinder, our progress. This is about getting the right stakeholders together to make positive changes. Brookfield Special Education Department needs improvement, and our students cannot wait any longer for meaningful change. Please, let's get to work. Thank you. >> Thank you. Mark. >> Good evening, sir. All right. Mark Moorash, 25 Misty Knoll Drive, Brookfield. Having a voice and having a say are Oh my gosh, hang on a second. Give me a moment. My stopwatch is Okay, so I can keep track of myself here. Sorry. Having a voice and having a say are two different things. Last November at this podium, I asked for

005a Special Education Subcommittee to be formed. I was excited when it was brought up, disheartened when it was voted down, pleasantly surprised when it came back, content when it was passed, and now confused as to why it's back up for debate. The main difference between an ad hoc or standing committee, which it really should be, and a SEAC is one item. That a SEAC has no right to create or vote on policy. Committees are tasked with doing the heavy lifting. They are entrusted to bring thorough and thoughtful policy to the full board. Are you saying you don't trust the parents, the stakeholders on a Special Education Subcommittee, to do the work? I think that the parents of students with special needs would be the ones who would most want to be doing the work. Some

006people here believe it's not the job of the board to write policy. I wholeheartedly disagree. So, if you don't want to do it, let those of us who do, the parents who live this day in and day out, write it. Some of us even have a lot of experience and success writing policy on a municipal and state level. A SEAC, in my opinion, is nothing more than a way to placate parents. It creates an environment without continuity. The membership will turn over as parents speak and nothing happens. Why do I see this as the case? A SEAC, as outlined by SPARK, suggests a once a year report. Thanks, bye, nothing happens. A subcommittee would have their monthly minutes on the main board agenda and would have the spotlight on special education at every meeting. Our

007students with special needs deserve this level of commitment. Having a voice and having a say are two different things. A SEAC is a voice. A subcommittee is a say. Maybe this is the problem. All the while our kids are passing through schools and learning little and leaving while we're all still fighting over whether or not we should do anything at all. Our kids don't have years to wait. So, as you debate tonight, let's not go back to the nitty-gritty of whether or not there have to be three members from the board on a committee. There is nothing in our bylaws that states that. We need community voices if the board is going to get this right. For example, has anyone on the board noticed that our special education policy is way out of date, number

0086159, that Cave has a much better and updated, yet still lacking policy? These are the types of things that parents on a special education ad hoc subcommittee could work on and bring to the board. Putting regulation and policy in place that gives us a system to make sure we're tracking what our students with special needs need, are required, are they getting their services, getting the parents involved, and making sure that information flows to the parents easily and correctly. So, I'm asking you when you vote later, please keep this as an ad hoc committee. Consider later on changing it to a standing committee when you see how good the ad hoc committee works. And one last thing, I know I'm out of time, but whatever we do, please make those meetings hybrid because if there's ever

009a time for accessibility, it's for these meetings of the special education subcommittee. Thank you. >> Thank you, sir. Lori. Hello. >> Hello, Lori Middleton, 37 Elbow Hill Road. Um I just found out about this meeting about 2 hours ago. So, I haven't prepared anything. Rather, I wanted to make a statement as a former educator and counselor in a different district for more than a decade. I appreciate very much the difficulty that the board the board takes on. This is a I I think a thankless job, um and a very high-profile job. My concern as an educator and a parent and concerned community member is the budget this upcoming budget, and it has come to my attention that the board is considering making a $500,000 reduction in the budget before it can even come to the

010table. I may be wrong in that, but my concern is about where these cuts may come from. And our teachers right now are working, as I'm sure you're very well aware, they're working a lot with less, and to ask them to work harder with less is a great concern for me. So, that was just a comment. Thank you for all you do. >> Thank you. >> All right, move right into new business. Board member resignation. Whenever you're ready, it's all good. >> I move that the board approve the resignation of Sarah Divine effective April 23rd, 2026. >> Second. >> All right. >> Second. >> Any discussion on that? All right. >> Oh, the only thing I'll say The only thing I'll say is I have, you know how we did the shared >> You know

011how we did the shared calendar for um >> Oh, yes, that's right. >> about it. Yeah. >> Oh, yeah, that we can. >> It's part of the resignation. >> Okay. >> Yes, I think so. >> I mean there was really firm parameters that I wrote to Russell this morning and I said, "Can we talk about how we're going to >> All right, that's fine. >> And they said no. >> It's fine, I'll say. >> All right, that's fine. >> He said he would advise that we accept the resignation. >> Totally fine. >> And that's all we can do. >> Okay. All right. On that note, all those in favor of accepting board member resignation, please indicate by saying I. >> I. >> Any nays? No, all right, it's unanimous. Thank you. Um All right, discussion

012of the 26-27 school calendar and possible motion. And I believe we have calendars in our packet to take a look at. You do. You do. No, go ahead. Over to you, sir. >> I You do. Thank you so much for the opportunity to bring back the calendar discussion. Um in between the last time we had met and today, last week we had an opportunity to meet with the calendar committee. Uh [snorts] and during that meeting, um we had brought back some of the conversation that occurred around this board table with questions that still remained about calendar, some things to look into. We also had an opportunity to take all nine other calendars from different districts in our area and really look at what those calendars told us more specific to the data. And so that

013would be found in your packet and that would be the data that I'd be referring to. Equally [snorts] in there you'll see some redline summary of the meeting. Just some notes that when we engage in the discussion, I would go back to the committee members and just ask so you know is this what we would say, is this what we would say and here are some of the notes around that. I want to thank Ms. Sklar who joined us for the calendar committee meeting and I would just tell you that if I were to go down this sheet I would share that when we discuss the the new staff orientation folks wanted the majority folks of the calendar committee said we should keep it the way it is on the newly proposed calendar where new

014staff would come back the week of August 17th which was also what we saw in the majority of the districts around us. As you go down to the teacher start date, the calendar committee agrees that we should keep that the week of August 24th. Again similar to a majority of the districts around us. Our start date would be Monday the August 24th and other districts around us did have some variations of that but most were were here. Student start date, they also agreed that August would be appropriate for that Thursday August 27th. So we recommend keeping it where it is. We had a good conversation about the two holidays, Yom Kippur and Good Friday. The calendar committee's recommendation is to keep both of those for next year. We engaged in decisions around a couple of

015things in areas of if we were to eliminate uh those uh for just next school year, uh the concerns would be number one equity, that if we were to remove one and not the other, that might be an inequitable decision uh in that uh you know, we would want to really put a lot of deep thought into that for that consideration if we were to remove both for maybe upcoming years, but not for next school year. Uh also financial because they would require negotiations, especially Good Friday, uh would require contractual negotiations. And the concern for both, um that many staff would be absent during those holidays. And um what would be the question kind of came out, what would be the quality of education if we would have that many subs in the district and/or

016can we find that many subs in the district on certain ones of those days potentially. So, those were just the myriad of concerns that came out. Yes? >> I I just want to clarify. Um I know it's just kind of threading the needle, but financial negotiations obligations that I don't think that's true because you can superintendent can work with the union president to do an MOA or MOU or a legal would not have to be involved. >> Correct, potentially. >> Potentially if there is uh an agreement that can be reached through that. And then if not and we really were adamant about it cuz we voted, we would need to >> Right. >> enlist legal. So, it just Right, we didn't say it would be guaranteed financial. Those were just considerations that we talked about

017uh that that could happen. Um yeah. That was That was from the committee members. >> I also have to say um another side that I didn't um consider. I mean, obviously I was um pretty firm on, you know, it's all or nothing. We can't piecemeal what holidays we're going to do. Um so, you know, that was my personal thought process going in, but I was really um listening to a fellow teacher speak about, you know, her celebrating um Yom Kippur, how she would end up having to use personal days, right? Where you know, is >> [bell] >> is it equitable amongst her um fellow teachers because she's using time for holidays for observances that her other teachers wouldn't have to use. So, um that was something that I hadn't thought about. So, um I was

018like, "Wow, you know, it makes sense." So. >> Thank you. Um so, the recommendation ultimately was to keep both of those holidays on the calendar as well. Uh the PL day before the February break, um the recommendation is to keep it as it was presented. Uh and we considered some pros and cons uh for mo- moving moving it in the future, the 27-28 school year, that early release days uh to Fridays was discussed, and I think that would be something that we would ask the board to maybe talk about um next school year while we're, you know, drafting up that following school year calendar, the 27-28 school year. So, that would be something for us to to discuss and contemplate. Uh I believe my understanding was at one point that's they were on Fridays, then

019they were moved, and and now the question is we should just have that conversation. With the current uh calendar that you'll see that's being proposed, I believe there are only two early release days this year for that purpose. So, that is a significant reduction, which is nice. Also, and so they felt like for next school year, we could leave them as they are, but it is a conversation if we want, you know, to have that they recommended we did for the 27-28 school year calendar. Um and lastly, uh April break, uh they recommended keeping April break versus removing uh keeping it as is. Um and they also recommended removing the language that we had around taking days from April break. Now, I'm just going to share with you the conversation that ensued. I don't know

020the deep history here in Brookfield, but uh the conversation was that we've never dipped into the April break. So, it's a clause that we've never really used. Does it need to be there? Um because to Mrs. Skala's point, some of the staff that were there that are our educators in the classrooms spoke to um there are limited opportunities for them to plan any type of getaway. And when they do, they always do it during non-school days. That April break is kind of the one that they really can do that because it's long enough. Uh the holidays are are tougher for many reasons. Uh the the middle of the year holidays. Um and so, they were hoping that that kind of cloud lingering over of taking away those days might just be better off removed if

021we've never used it in the whole time we've been here. Um because it can kind of impose that question mark of uh should I or not? And am I going to lose money? Or am I going to have to take personal day? You know, what am I going to have to do? Um so, that was the recommendation. So, what we brought forward to you and you can see on the next page is just a calendar that represents all of those recommendations. >> like the language that you're >> Um and we did we did add different language. We didn't you know, so I I would give you a minute to to walk or do you want me to walk you through it? What would you prefer? >> I'd rather just jump in with my question, but

022>> I was going to say the only So, there's no From what you presented at the previous meeting to now, the only change that was recommended is this language. >> That is correct. Yep, this would be have been version C from last meeting, but with the language change. >> Right, so that the two last sentences, those are the really language changes cuz the first one's the same. >> Yes, correct. >> So, if more than 7 days are required, the Board of Education will meet to determine the most effective way to fulfill instructional requirements. Like, what does that mean? >> It means we would come back like we've done quote unquote many other times and just take a vote on what we want to do. Do we want to reduce from 182 to 181 or 180

023school days? You How do we want to manage it? That would be to the board's discretion. >> taking those those two extra >> And the board might decide to do that. The board might decide to take from February if that's still available. If for some catastrophic reason it happens before February, um it it would might just choose to because June um 18th, you know, it might just say we're going to extend the year to into the week of June 21st and we're not going to do anything else because we're starting earlier now. It it really is the at the board's discretion as it kind of has been now. Um >> It's I would I interpret it as like we have 182 days, but we now in writing have the discretion to like make it 180

024go forward like kind of what we've done this year. I just hate putting that out there because it's it's it shouldn't even be an option on the table to decrease instructional days. Like, and to give everybody that, you know, give them a little a little taste, but this is really what's the only option we have really. It just isn't the most effective way. >> I I think I think >> it's going to be added on to the end of the school day end of the school year regardless of these snow days. So, the really only other option is for us to decrease the number of instructional days. So, besides that decision, what other decision can we make? >> Can I ask a question? >> was there were two options. Well, there's multiple options actually. You

025can still take time away from the school year calendar, but I think um it's after 7 days is when we would meet to talk about what next. Do we just want to continue into the school into June and not decrease the days at all. This language gives you that option. >> Right. >> Absolutely. >> Can I Yeah, I just have a clarifying question. Um besides April break, what other potential days are there on the calendar to change? Like >> want to find out what >> Yeah, the February 15th date. >> What about March 26th? What's that? >> That's Good Friday. >> Good Friday. >> Oh, sorry. Uh so my question is >> early next year. >> Okay. So, February 15th is the in in this example of a calendar >> She could say February 12th

026and we could say turn If it's a school day >> That's correct. Absolutely. Yeah. >> Yeah, I think also going into this, right? We're bringing back earlier. So, we're going back to August, which we historically did before CLES was built. Um and there's 15 days in there. So, even like we were going back like our worst year when we had that ice storm, then we had the macroburst, and we still we went to June 3rd, right? So, I think that was probably the worst year that we had. Um right? I mean but >> [cough] >> I think bringing back in August is a smarter thing that we have to do. >> Gives us >> It gives us a little bit of a buffer. Um I also think too, I mean we do have a ton

027of families that um travel on April break. I I don't think that I really thought about the impact of teachers scheduling it and then us pulling them back, right? So, um so I would I mean, I don't know. I'd like to keep it the way it is. >> Okay. >> But >> Okay. >> I don't know. >> And so, with the current configuration, the the way we would potentially deliberate doing something different is if it went past the 18th. Yeah. Okay. Just to be clear. Okay. And how many snow days do we have this year? Eight. Eight is what we had to count towards the >> So realistically that happened this year [clears throat] we'd only go to the 10th or we'd add another day, right? Something to that effect. >> It would depend on

028how many days we had over the 180. >> I believe we had two kind of unusual days that some other towns didn't have to experience because one was like an a late opening and it backed up to an early release and it just was like school would have been an hour and it wasn't we couldn't even do the buses. So >> That's why our start times are so >> Yeah. >> So there were you know some yes. Otherwise we would have been in. >> Okay. >> All right, does anybody else have anything else on the calendar? >> [clears throat] >> Can we So I can make a motion to accept? >> I move that we adopt the calendar as is. All right, did we deal? >> I'm sorry go ahead Caroline. >> Well somebody can

029second that. I want to Wait if you have a question. >> No no yeah I wanted to get to your question first. That's okay that's okay. >> Um do I need to resend the motion? >> No. >> I literally just in the commotion just forgot my question. No never mind. >> You sure? It's up to you. You can always ask I mean you know. >> Oh that was actually going to sorry interrupt. And and that a little bit I don't probably know what you meant Joy but um we are not selecting a graduation date for this calendar. Okay it felt like we did for this past year. >> in the fall. >> Okay. >> Can I ask clarification? So, I proceed knowing that because it's kind of helpful to process everything. So, some of the

030calendars we looked at that did just that, they would do similar to what we did. So, snow days will be taken away from, you know, the remaining days up to, let's say, June 18th, right? And that's how they would read. And then, it would read kind of the decision would be after that, it would go and take from April break. So, I guess my >> You still wouldn't know the last day of school. >> That Well, you But, you would have You have to have a cutoff at some point for snow days. So, I guess my question would be are you thinking that that would be the the strategy we would employ, or would it be after that we would just continue on in the calendar? >> a set number of snow days built in.

031>> Right. >> And then, after that, once you use those, then you would say where where you would chip away at the >> Right. Correct. Okay. >> It would happen at the end of the school year. >> You would just be earlier instead of later, is that >> Unless you exhaust all five of those from vacation, too. >> Well, the snow days are just a hard stop. >> What would your What would your suggestion be as far as how many? >> Like, are we talking like seven? >> [clears throat] >> Are we talking like 10? >> Yeah, I mean, we have to have some kind of cushion in there. You said seven. And then, some districts, if we don't use all seven, it's kind of like a get-back in the year with half days if

032you want. We don't get it, but some districts you get back in the >> Does that Does that at all affect the instructional curriculum? Like, if they're planning for the last day of the 18th, how like what would the last >> We We would have to build it out to be similar. You know, we'd have to look at that. But, I think we would keep the last day still a half day. >> You keep teaching no matter what. >> Yeah. You You keep teaching. >> I mean, like, does it mess up like the way the curriculum like if they they we get to the end and then they have like three days where they have nothing to do. No, right? >> No. There's always something >> It would be built around the new schedule. Um

033and one one element I think I forgot to share committee members shared that it might be a good idea as we implement whichever calendar we vote on this year to um during next school year to actually solicit feedback from staff and the community and families on the calendar and use that also as additional information for the calendar committee to turn. >> We have to say something. Like February 12th it's a PD day for staff the students are off. That's really disruptive because really vacation is that week that 14th that most districts are off that week. >> It used to be the 15th 16th Monday Tuesday. Yeah. And they changed it to Friday Monday. >> know why that 12th that PD day isn't the 16th or is the 15th vice versa you know 15th 16th being

034impacted not the 12th. I feel like that's really disruptive. >> You think it should be the 15th 16th again? >> Yeah. >> Monday Tuesday? >> So one of those PD days should be I'm surprised the staff didn't bring that up. >> Well if it were me >> They changed it. There is there's a reason why. >> Yeah I liked it too but there was a reason why I forgot. >> We had talked about it I don't know if you want to share something Mrs. Blair. >> Not everybody's any teachers are they're not all Connecticut teachers right? They teach in teachers teach in New York and New York has off that week. >> Mhm. >> Right? So a lot of people impacted not just >> Yeah I don't I don't remember discussion really around that. in

035particular. I don't know. I wasn't at the first meeting I was at the second one. >> You you or somebody told us why. >> Yeah told you >> But I mean I also agree like a Friday you're just kind of like you know I I would rather see them do PD on Tuesday and welcome the kids back on Wednesday right? I mean that's me as a parent. >> Uh all right well I I will say I appreciate the work the calendar committee did and all the hard work that you guys put into it so I thank you for that. Does anybody else have any other discussion questions on the calendar? Aaron would you like to read the motion? Well oh I'm sorry. I think she will. Yes sir. >> I would just say I I

036don't think the 12th there or the 16th I don't think that is the probably make or break everything. I I don't think it would be but um there were some other things that were really concerning to the calendar committee like the removal of the holidays things like that. So I I would say I don't think that was the one thing that we would all you know be begrudging that we weren't listening to. I think you know so if that were a shift that we have to make to move the calendar forward I think that's amenable but if everyone's fine with it on Friday too or however that goes I just want to put it out there. >> I think this can also be an ongoing discussion like just because we do it this way next

037year till like we can we can tell you know we can vote or have discussions for the following year that like we want to move it back to Monday Tuesday or whatever. >> That's true. Nothing's really written in stone that's right. So I'm sorry we do we do we vote for Wendy's motion? I apologize. >> But it hasn't been seconded. >> Okay. Oh. >> That's >> I vote I mean I move to approve the calendar as presented by the superintendent and the calendar committee. >> I'll second. Any other discussion on that? Okay all those in favor of approving the calendar as recommended by the calendar committee please indicate by saying I. >> I. >> Any nays? Okay, 6-1. 5-1, excuse me, passes. I apologize. In my head I said five, but I said six. It's

038so weird. Yeah, there's something wrong with my head. All right, thank you. Okay. Moving on to the Board of Education adopted budget and a possible motion. >> You can't set it up. >> Hm? >> Are you stepping up for >> I was going to. >> I think he did set it up. >> I thought I did. >> Oh, yeah? >> Do I just >> I think it's >> Jody, did I set it up or am I not the one that set it up? >> It was on before. >> [laughter] >> The touch screen gave me presentations. >> [laughter] >> Thank you. So, I I will share that um this part is just very similar to what I shared last time, but I did want to kind of re- focus us back to cuz the last

039time we met was a little while ago uh what I had shared last time. Uh so, that being said, I just want to remind everyone kind of where we started, right? So, I think the staff came in at 6%. Um the board had, you know, worked very hard and brought the budget down to 4.86% or 58 133 955. And then we were reduced 0.9% um by the Board of Finance uh and that is what's being recommended to go out uh for vote. So, that's kind of where we are. So, our charge is to look at the reduction of approximately a half a million dollars. Okay, so that's where we are and what we're looking at. Um I want to just remind us why we do our work and what we do and and how important

040it is for us that we prepare all students to be problem solvers, critical thinkers, creative thinkers, collaborators, and change makers. Um that's essential and really guides the work that we do every day. It's why our staff come in and what we hope to support our students to be able to achieve before they leave here at Brookfield High School. So, when we talk about reducing a budget a half a million dollars from an already reduced budget of 6% down to 4.86 and now another half million, we are talking about significant things and staff that we need to reduce to get there. Um we want to be able to have the means to be able to support our students to achieve this and I know our staff will work hard with what they get and we all

041will too at this table. Uh but we do want you to know that these reductions are impactful uh and and we will go through each of them. I have put in your packet what they look like. With these reductions, the things we want to make sure exist still is that we can really strengthen our multi-tiered systems of support. That means everything that happens both in the classroom and for students who require additional support if they are not meeting or exceeding the expectations that they have at each grade level. So, we really want to continue to bolster that process and that system and those structures so that way our students can be successful. And we really want to continue to focus on early readiness and prevention because we know the sooner that we can help students

042achieve at grade level, the less we have to worry and consider about the um interventions that they're going to need as they get older. So, the more we can really focus on intervention uh prevention instead of intervention, we hope the better our students will uh be successful when they leave us. Um so, we we try to engage in this process reducing another half million dollars with the least amount of impact to current and future programs. So, we're taking all of that into consideration. While still focusing on trying to align what the board has already focused on in their reductions previously. So, when you were looking at scenarios before I arrived and kind of right through that process when I just started taking a lot of those things into consideration as well. So, we really tried

043to take both a holistic and granular look at the budget to see where we could be able to reduce a half a million dollars with maintaining this so our students can still achieve our portrait of a learner. That all being said, I want to share with you two things that are in your packet. Additional considerations that we had and if you could just take a look at the items that we think about when we are reducing a budget. This is something that I've used successfully uh in in my previous world in life and I just want you to take a minute and read through it because I think it'll give good context to what it is that we tried to do. So, yes, these items to consider when reducing the budget. >> Are we just

044reading through it? >> Give you a second to do that, yep. >> Just this top one is the first one? Okay. And just for clarity, you said this is what you used while making the final considerations on what you're presenting. >> Yes, and I I would just reframe the the the you the me >> Not you. I mean >> working with the administration >> used, I should say. Yes, yes. Questions that were asked about each budget item. >> And I do want to thank the administrative team for working hard on on this process. >> These are great. These are really impactful on making sure each item is >> Tried to be very thoughtful. So, what you can see on the first page of the budget list that you have um is everything that um was

045considered uh by you all as reductions to get to the 4.86% that you all voted on and was approved. >> Well, let's be clear. Like, these are very specific. So, like, I didn't know about I'm just picking one. Like, senior caps and gowns. Like, I don't know anything about that because I paid for my daughter's cap and gown. So, I don't know why I That I don't understand that line item. >> Okay. >> Uh field trips reduced 50%. What does that guy that means? I pay my arm and a leg for every single field trip. I've never not paid for a field trip and I've never paid probably under $100 for a field trip. So, that I don't understand. So, I think a lot of times we were given, you know, supplies and we were

046asked like what supplies. So, this is very specific. Um I suggested NewsELA, Book Creator, things like that, but I was never told that that was a reduction. Um PSAT, what does that mean? Like, that was never brought up. Like, so we're not going to give our students the opportunity to take PSATs? >> Yeah. >> Like, I don't agree with that. That's an awful decision. >> Well, and and I think some of this stuff >> that for data. >> It's the first time we're seeing it, right? >> That's the first time I'm seeing it. >> Like, athletic banquets and AD conference. Like, are we going to allow those students to go and the parents to pay or are we just eliminating it completely? I mean, I think a lot of these will have significant impacts. So,

047what does that look like and what's the alternative? [clears throat] Right? So, if it can't be funded in the budget, can it be funded by parents? So, you know, if cap and gowns, which I mean, I have a senior. I don't even know anything about cap and gowns. I don't even know if we're paying for them. I might not have seen an email. Do you know what I mean? But, what historically does that look like? You know, and we go through graduation and, you know, we spend a lot of money to have graduation out there. You know, and our families are limited, right? They get three tickets. So, maybe it needs to go to a venue like we used to do and parents are able to purchase tickets so their families can enjoy graduation. >>

048buy the seats and stop renting them every year. >> Yeah, like buy them. You know, so I think like there's just things like we need to know. >> Great. >> Like library books. Like we're reducing 50%. Like what was on the list? Like what are we not getting? I mean, obviously there's a lot of library books, so I'm not That's not a big thing. But, PSATs, like half our kids do horrible on their SATs to begin with. We know that. We see the data. So, giving them a point at eighth grade, I think it's really important to see so we can track them and see if they're gaining. >> So, I just want to point out that the reduction for PSATs is $2,500. So, it doesn't sound like But, what I'm saying is it's not

049It doesn't sound like we're not allowing students to take PSATs. What the question should be is what exactly Like I don't think we're we should be accusing them of saying they're not going to let them take the PSAT. >> Point of order. Point of order. >> I'm asking you >> accusing No one's accusing anyone of anything. It's just WMS PSAT. So, one would assume that our eighth grade students are taking PSATs for the first year that that would be eliminated. It wasn't assumed. >> And I'd like to say you continue my conversation. My my point was as I was speaking that the amount is $2,500. So, to me the the question is could you now point of order point of order point of order >> order point of order I'm addressing the superintendent and I

050would like him to speak to his document. That's what I was referring to. I didn't >> So, I'm not allowed to have a comment because you're >> No. I am he this is his document and I'm questioning I'm asking it to get clarification on it. >> So, thank you number one for letting me know that these were items that you had not seen previously. I thought that many of them were discussed previously. So, thank you. Just thought this would be previous items that brought us to here and we would focus on the back, but I'm very happy to focus on the front as well. >> I just one one clarifying. There we did see some of these, but not >> Some of them absolutely. >> Yeah, but not all of them in this refined line

051item detail in fairness. >> Yep. Agreed. Agreed. Yes. >> 100%. >> Thank you. >> Before we move on, I have something to say to the chair. When there's a point of order just per Robert's rules, the individual needs to indicate what individual needs to indicate what the the problem is per typically a bylaw that's been transgressed and or Robert's rules issue and then it's up to the chair to rule on the point of order just so we can proceed more smoothly. >> Okay. Joy, what was your question? I apologize. Did I miss the freezing? >> No. Um So, yeah. So, like in particular in line item 28, classroom library sets to support CKLA. So, that is our reading program. >> Yes. >> So, that's brings up a red flag for me. >> Mhm. Even if

052it's just $9,000. >> Mhm. So I definitely like some clarification on that cuz that was never brought up. I I don't believe specifically. >> So yep. Thank you. I I do bring a team because I rely on some of their expertise as well. So I'm going to ask Mrs. Farias to to speak to that line item. >> Sorry. The CKLA program comes with its own text to support the program um with the decodable text at the earlier levels for the skills component which addresses the leading foundational skills in the standards and more novel studies in grades four and five. Um So the classroom library sets that were budgeted for was to supplement the already the books that are already part of the curriculum. So that for example in the knowledge component in one of the

053grade levels I think it's third grade they talk about like you know the human body and different systems like digestive systems etc. So if somebody really was very interested in that of purchasing some books that would support additional you know information related to you know different systems in the bodies. So that was the intent for the classroom library purchases. So it'll be really to supplement. We do already have some books so it'll be for additional texts grades K through five to supplement in um the context that context of the CKLA um knowledge curriculum. >> Do you know if they're leveled or are they decodable or >> They are not What was [laughter] intended here um could be some that were decodable and some that were not. It's just really more about interest. >> And I'm

054not that familiar. So, I know CKLA is right the reading that that we adopted. But are you saying those were reference materials in addition to the already full set of curriculum that we have? >> Yes. It would be an addition to supplement. So, again, in the knowledge component, there's different contextual themes um and this would would have been purchases to really support those additional contexts. So, again, if it was um about the human body systems, um if it was about force and motion, different science literacy social studies themes that were contexts built into to the uh CKLA curriculum, this would have been an opportunity to purchase additional books um with those contexts. So, for children that were had that interest, that they could then pursue that. We do have a lot of books still in

055our library, the school library, um as well as still some classroom texts. So, this would not eliminate the opportunity for students to pursue additional books on that interest. This was to just supplementary. >> All right. And that that was going to be my question cuz I'm sure I mean there's massive amount of books on things, but this was in a in a particular reading format that we're teaching. Is that what we're saying? >> Yeah, particular contexts. Yes. To to align with the curriculum as supplemental reading opportunities for students that wanted that that just really had an incredible interest. This the um contexts are very engaging. So, the students are really very interested in it. So it would be an opportunity within the classroom to have some additional texts that would be related to that context.

056>> Okay. And do you know if So it's just for the knowledge component? >> Yes. >> And do you know how many like it would be cuz I know the books can get pricey like is it one copy? >> I don't know the answer to that. No. >> So Stephen I have two questions specific to these cards. So line item 33 which is Boomerang Web Training which is new to WMS I think through a Brookfield Education Foundation grant where everyone belongs. So are they eliminating that? Is there teachers able to deliver the learning to other teachers or are we just getting rid of it? >> I can speak to that as well if that'd be helpful. Um as you know in Whiscomier the web program is something that they're doing in order for the eighth

057graders to basically be mentors to you know our sixth and seventh graders. This was an additional opportunity for some of that training. I can't speak to the specifics because I don't know the specifics and I am currently working with Dean Randa to look into opportunities to perhaps use some title funding for that. >> Okay. >> I think it's just a really good program and we see the kids come in and I think they're getting a lot out of it and I think it is great for mentorship. And then 35 is vocab grammar. What are we using and we're getting rid of it? I I looked it up. I mean I'm only asking that >> research on that. >> we have um children who struggle in that area. Um so I'm just curious what we're going

058to supplement there. >> So this is a vocabulary um book basically um that we do already have some copies of. We um Dr. Ruby and I brought this into the schools um some years ago. Um so, this was additional um copies. I don't recall the other um sources that we were using in addition um but there are some other um opportunities to use you know, no cost um types of um programs as well as um frankly just online um like AI um components to help with um some of that information. So, that is what the thinking was in terms of um reducing that for now. >> Okay, I just wanted to make sure >> And I just want to comment to that to your question cuz I did research it quite a bit. Um it's

059my understanding that it's it's for the ENL population. Um they were workbooks for sure. Um but there's so much out there that's for free that can be utilized. So, >> I wanted to make sure it wasn't one of our um you know, we know that there are children that end up at the middle school that have severe gaps in phonemic awareness and they end up in you know, a specialized classroom and usually in fifth grade or now sixth grade to get those gaps. So, I wanted to make sure that that wasn't any of that curriculum. >> Yeah, and I and I appreciate the questions. Um this was really specific to vocabulary and grammar um and there really are a lot of non cost um you know, resources out there that we can utilize in addition

060to the you know, the quantity that we do still have in in the school. Casey, have you been trying to say something? >> Nope. >> Are there any other questions on items on page one? >> I Sorry. I've got I I was going to ask I mean since the PSAT I mean what does the 2500 represent? I'm I'm not sure who to direct that question to. I I have a I can't tell if it's on. Is it on? Is it up or down? >> Up. It's on. >> With a line? >> We usually can't get >> All right. >> That was usually >> Okay. Um so uh it's my understanding and I and I want to just also sort of step back for a second and um and and sort of reframe the discussion because

061I do understand that when the board looked at these cuts as a whole, a lot of these items were bucketed, right? They were instructional supplies for a certain amount. In the subcommittee group, we sort of got into a little bit deeper about what that meant. Um but field trips again reduced 50 50% so that, you know, full disclosure, that is not the administration telling the school um that 50% reduction was at the high school. It's not saying which field trips you can or can't go on. It is just that you requested x number of dollars, $32,000, 50% is what you will have going into next year and so then they will make the decisions at the building level on which um field trips would be funded through those funds. Um sorry, clarifying question on that.

062Um does that could that also mean that we do all the same amount of field trips but the cost to the parent could be increased? That is what it could mean. Absolutely. Yes. Um and and the detail of all the field trips is was provided, right, in the budget Q&A doc but we you know, it will be the decision of the building level of to see what where these funds are allocated. Um and so the question on the PSAT is specifically so that was part of a supplies um reduction um and that was um you know, sort of put forth by um principal at the middle school. Um and my understanding in bringing that forth was that it hasn't been done for a very long time at the 8th grade. It was sort of it

063was it's offered to the 8th graders as a first first look at taking this this exam. Um and it hasn't been very many years that it has been offered. And so if we are to make a reduction, that would be sort of the first place to look um considering it has not been in place for a very long time if >> just a couple of years. >> where you're getting that from because the sophomores took it. >> Sophomores took it and it's not >> No, I'm saying the current sophomores that are in 8th grade took it. >> Took it in 8th grade. Okay. >> Um and I believe the current 9th graders took it. >> So I think it has been offered the last the last few years but not going back say 10 years

064or even 5 years. >> test scores are. >> All right. Yeah, I I thought I was hearing the opposite that it hasn't been used. >> I think it has recently. It's a it's a fairly recent addition. >> freshman in college and she took the PSAT in 8th grade so that was 6 years ago. >> Okay. Um I think it's a good baseline. >> I think maybe that was why that was offered. Um cuz it's an extra. >> Right. PSATs are not required. >> in 8th grade. >> It's required in 10th. >> But the conversation, I don't know if my mic's on, but the conversation, I mean, I think we all feel looking at this degree of detail, it speaks to what we heard at public comment. These cuts are rough. They they reduce what our

065educators um potentially reduce what our educators can offer. And then it gets worse on the next page, right? >> Let's make sure we're finished on the front. I Oh, good. >> For clarity, this is what the board decided to cut when was presented with 6% to 4.86%. So this had nothing to do with the reductions that we now have to deal with. And this is why the argument at the time was we shouldn't maybe pre-cut our budget. >> Okay. Stephen, do you want to >> But for clarity, that's why I wanted to I think for next time, right? Next time we go at this, we can have those general buckets where it says supplies and then the PSAT is in there. Like that was never a lot of these were not you know, information that

066was forthcoming about it. >> No, and I mean, I sat on the finance committee. We didn't see any of this. So, I think, you know, if we're going into this, right, with our eyes wide open with what the cuts are, we need to know what the cuts are. Not instructional supplies, you know, 4% because, I mean, you need to compare apples to apples. So, I think that this is pretty shocking to see and this is the first time we've ever seen it like this. >> I just want to make a comment about the field trip. Um, why is the high school just taking the hit at it and that falls under one of these budget cut items to consider where it's not equitable across the buildings, right? So, I don't think that's really fair and

067I was I wasn't told that. Um So, I think when we're looking at equity, too, we have to look at those items. >> I can answer that, Joy, if you like. Um, so at the elementary and the middle school, the vast majority, and when I when I say vast majority, I mean like 98% of the field trips are not um are not funded through the operational budget. They're funded through parents put, you know, sending in a a payment for those field trips. They're self-funded. Um, and >> You said 98%? >> The vast majority. I mean, the I can I can look up an exact number, but it's under, I would say under $5,000 in each building is funded through the operating operating budget in those other two buildings. Whereas, the high school had a lot

068of larger um pool to start with. So, they still are having more funds dedicated to field trips, Um but it was reduced. >> So, I think that's critical for transparency, right? I I've been in the system for a long time, and I never knew that, right? So, like So, again, that's not equitable that the high schools are getting all these experiences paid for, and the rest of us are paying, you know, when they're at the elementary or middle school level. >> Yeah. >> Well, when they when they get to high school, then those >> If they're in that performing arts or those subcommittees pass those subgroups, possibly. Cuz a lot of it's music trips or um those certain clubs. >> So, now you're even small making the pool even smaller. >> But, I I don't

069think that's a matter of transparency. That's like, do you elect to to, you know, join music? I hear what you're saying. Um but, I I to say that like it's not transparent >> on the on the you know, on the parents. >> That's true. >> Yeah, I mean, I don't know what the field trips are at the high school. I've never not paid for a field trip. So, I don't know what's getting covered. >> It's the band trips. >> Well, and sometimes it's a reduced cost of what you might pay otherwise, right? Between transportation, the coach buses, or whatever it is. Right. New York City. I see I've been signing some since I've been here the past few months, and you know, we go to some neat places, and they're not cheap. >> Yeah, I

070mean, I just did one to the city. >> You know, and it was $145. So, I don't you know, but I also think that we need to think about equity. Like, are there children who are not going to be able to participate in these types of activities? So, >> I think we we do always work with students in that regard through our student activity account. And so, students who do qualify for like free and reduced eligibility, Uh, we we do have funding that then uh, supplements their ability to attend. So, we we definitely eliminate that and make sure that we can support them. Yeah. Any other questions on the front page? I know we've heard in the past about detail and we just wanted to make sure we did give the detail. Um, you know,

071I will own that I wasn't aware that some of this detail is new and that's great. I think these are great discussions and we should have them. >> Mhm. >> Anything else on the front? >> Okay. >> All right. >> Thank you. Uh, so then we get to the backside. Uh, and the backside opens with uh, kind of the the white rose uh, with the the blue uh, writing and those would be the reductions that we realized, right? Um, that were great um, between the health insurance uh, realization, um, the solar energy, um, and the professional services. So, those were all reductions that we were able to make that helped supported us get down. Um, but then we made some investments too, which are very important. Uh, we know that we need support in the

072area of occupational therapy. Um, so I've I've shared that with you from the start and I continue to promote that that is a need uh, and an area we need improvement. I shared with you last time how we learned that more students were accepted into the VOAG program. So, we're obligated to pay that. Uh, and I shared with you also and you know, we we voted on a full-day pre-K moving forward and so that is is going great. Uh, but it it costs a little bit of money, right? And so those are the investments that we are making in in our organization. >> Just one quick thing there. Sorry to interrupt. Um, and it also still includes the TESOL and the two paras. >> Correct. >> Yes. >> Okay. >> So, the yes, the multilingual

073teacher is still included in this as well as the uh, the uh two paraeducators. >> Okay, from the original budget. >> level. >> Okay, and the firewall upgrade. >> Yes, and the firewall upgrade, right. >> Stephen on this OT, I mean >> Yes. >> you're not going to hear it from me, but um What do we So we have a part-time and a part-time. So we Like what happens to those positions? Do they stay? >> Right now, um we are reducing um So this $100,000, uh it would be more uh if you consider insurance. >> Yeah. >> But we are reducing a 0.5 quota >> Okay. >> to achieve a full-time OT. >> Okay, thank you. >> Yes. Any other questions on this section? But you can see that brings us to 456 now, right?

074And so now we have to reduce from there to get down to the 396. >> Actually, one more I'm sorry. One more question. >> great. >> Um [clears throat] around the Vo-Tech tuition. >> Yes. >> Is that because we have additional students attending? Is that because tuition increased? Is it a >> So it is right. It's um additional seats that were uh accepted, I think eighth grade going into into ninth grade. Uh they increased the amount of students that they have generally accepted. Otherwise, I believe it's by eight. So instead of accepting four students going from eighth grade to ninth grade, it is now 12 students. And if there's a per pupil cost that we have to pay, and that just represents that cost. >> Can For just for clarity, cuz this is the school

075where I work, um there are 12 spots available, and um apparently, uh this group was particularly impressive. And so eight were brought in. Which in the past It It's not that that um the Vo-Tech school said, "No, we will only accept this many." Um but I guess the demand wasn't there in in the past couple years. Demand had dropped, but now demand is back back up. >> There's also legislative changes that before when the school started, right? They each sending town committed to the number of students that they would send. The law changed a year and a half ago and they cannot cap it. If your child applies and they get in, the sending district has to send them. There's no >> Correct. >> limit. >> Yeah. >> I mean and it's minimal. I mean

076it's not a lot of money that we're paying to send them for that opportunity. >> I was just curious what caused that that change. >> It's legislative changes. >> Okay. >> Yes. Anything else? So then we start looking at the areas that, um, are are are equally and continue to be impactful, right? Cuz now we have the charge of reducing. Um, when we look carefully at enrollment, uh, what we see is a we have an opportunity of reducing two sections at CLES. Um, and, um, those section reductions still keep us well within, uh, the limits of the class size limits, uh, via policy. And [snorts] so our recommendation is to reduce in those areas, uh, so that way, um, we are not eliminating, uh, even more currently house positions, uh, we're just reducing based on,

077um, you know, enrollment figures. Um, when we think about that, um, we do hope, uh, that we are unable to, um, or that we are able to keep staff. Uh, we do believe that we will have re- you know, maybe attrition and other things that may occur where we're able to keep staff. Although we can't guarantee that and it's very early right now uh, to know exactly how that is going to play out. So we are obligated under non-tenure law to inform non-tenure staff who may not have a position next year before May 1st and so we want to come we are going to comply with that law to inform the the two folks about that. But again we do believe that there may still be an opportunity for them here in Brookfield and we

078are very hopeful that we don't lose two new educators. >> And you don't have any specific information on what grade levels and what the numbers would be. >> We do know right now that that can be in grades four and grade two. And we're just looking to see if it would be both in grade four or both in grade two. And Dr. P has to has to work carefully in this area because it's it requires movement of staff. And again [clears throat] trying to do it in a way where hopefully we can retain the staff that we have even with the reduction based on potential other factors of attrition. >> So how would it be a savings then if they're if the positions aren't being cut? >> Because we would still be going from 50

079teachers kindergarten through fifth grade down to 48. We would still be going down that much. Um >> You're so you're saying that >> if someone was on >> There are potential for the for things to resign, retire >> Yeah. >> move, yeah, many reasons why that might happen. Um >> So the total staff will still be reduced by two? >> Exactly. >> Right. >> That is happening. >> Which is still slightly unknown between now and and June or yeah, next school year. >> Correct. >> Okay. >> Things are evolving, but nothing is certain. >> So, do we have those numbers like if we reduced grade two by two grade by two sections, what would there the class size be and if or if we >> 19.6 and the class yes, 19.6 reduced by two and

080the class size guidelines are 19 to 22. >> Mhm. >> And then in grade four, a reduction of two staff brings us to 23 students per classroom and the class guidelines there are 21 to 24. >> Okay. What about one and one? >> Correct, that may be an option. Right. I I understand. Uh again, um some of it is somewhat circumstantial. >> Yeah. >> But again, we we do agree and we are going to go for the ideal and the best case scenario and Dr. P is wonderful. He is looking at this like a hawk. Every day I get a new contact you know, request to talk about it. So, it's it's going you know, he's really on it. Any other questions? >> What moving down or just there? >> Moving down. So, now we're

081moving down. Um we would recommend the reduction of the nine uh 97 with I think we spoke about this last time. It would be one dated team coordinator at CLES and three dismissal monitors and as you recall, the board has increased uh the teacher work day. So, we no longer feel like we need to have those dismissal monitors. So, these are stipend uh positions that we wouldn't be filling and we would be able to um you know, realize that savings. Uh the next one is instructional supplies uh and general supplies from CLES for a total of 33,390. Uh we uh Dr. P and his team did look very carefully and they do believe that they could um forego, put off, right? We are putting off uh the purchase of some supplies. They feel like they

082could potentially get away for 1 year and they're going to try to do that. These aren't easy reductions at all the time, but we want to make sure that uh we have to meet this bottom line um in the area of science social studies math reading uh some administrative general fund things um you know, things like maybe some chairs and stuff like that that they'll be able to kind of hold off on. Um and um remediation supplies. So, um that's an area where they do feel like they can forego uh for next school year and still be in okay place. Uh and then we would look to talk about that for the next year's budget. >> Yeah. I mean, I guess my question is what is remediation supplies? >> That's going to be my question.

083>> So, sometimes it's it's various supplies that we might use with students when we're working with them more individually or in small group. But again, um they look carefully at what supplies they do have and if they do have supplies that they can get one more year out of before they have to, you know, they're looking to get another year, right? It's like I look at my tires and if the treads are okay, I'm going to give it another couple months. You know, we're we're trying to really use the things that we have to their fullest without going without either. We will be able to instruct fully. Um but next year we'll be coming to the table with these things and you'll see why, right? And we'll talk about why we might need those now

084because we those are the things we we foregone, you know, this past year. >> Yeah, I appreciate that, but I think that remediation supplies like we need to keep a firm hand on that because if we're not remediating, we're going to be identified. >> We agree. We We agree wholeheartedly. >> Yeah, I guess having a breakout of that would be you know, so we don't get into this situation again on the front page, right? Again, like what does that mean? You know, reading supplies? Is it reading remediation supplies? Is it, you know, what science supplies are we talking about? Are we talking about Smithsonian? You know, it's just that's a lot of money, 33,000. You know, it's 34,000, you know, that directly impacts students. And if we're honing in on a specific group of students,

085right? Struggling students, that's that's a big concern. That's not something I would want to >> It is I think it is just a small portion there and then a small portion from all those areas. Um, I do know in talking with Dr. P that he has had generous supplies in previous years that he feels like he can forego one year, you know, next year without having to get these. That that he can manage. And they can manage. >> like things that Deb, you have looked at too? Like with him cuz I I I'm trying to put this as nicely as I can, like I really don't want to put my faith in one person in instruction one leader um, in of a building. >> Right. Yeah, I think he and his team are looking at

086it, but yes, yeah. Um, we can we can look into that detail. >> I I will say this still does leave um, CLS with about $150,000 in various supplies across instructional, um, other supplies, things like that. >> Yeah, but what did they spend in this budget? >> They they will be they still have supplies uh, remaining to spend this year and we're almost at May, so >> But what are they budgeted for? Let's >> Oh, they're budgeted for >> So, they have been looking to see if with their remaining money would there be anything critical in here that if they get now, they wouldn't have to ask for it next year? >> Yes. Yeah, and I think that that's fair, right? But if we're talking about reducing it, you know, that it's 100,000, did they

087spend, you know, 250 this year and we're going to 100? Did they spend 150 and we're going to 100? It makes a big difference. >> So, across various supply lines, we we would be going to 150 and there's about 220 budgeted. But again, there's a lot of supplies still yet to be spent this year. Um and so, I think, you know, again, I think his team is very comfortable. It's also a little bit tricky to gauge um CLS has not yet spent all of their supply monies in any current year since the building has opened um because of the freeze, that was one area that we knew, okay, freeze supplies supplies are always the first to sort of be a hard um stop if there's a budget freeze. And so, they have never spent fully

088their supply lines and so, I think, you know, and they have been okay. Um ideally, they would spend those and it would be optimal um across all the board, you know, all the different um departments. Um but I think, you know, Dr. P and his team were comfortable um reducing to this level, which is a little bit higher than actual spend previously due to the budget freezes. They are very happy to not have a freeze this year and be able to um use all of those supplies this year, which they anticipate doing. >> Other questions on that? >> Not on that, but can we move to the next item? I mean, if we're done with that. So, this is this is the one that really gets me, the library media specialist, um especially um I

089mean, I don't know what enrollment numbers are or have been for AP Seminar and AP Research, but those are some of the most um I think I don't like the word impactful, but impactful uh courses for for stretching critical thought at the high school level. I mean, we've just been talking a lot about important features of the elementary experience. Well, this to me getting rid of the uh library with a second um library media specialist is um it's terrible. Um I mean, the the library is a vibrant home for some kids who who feel comfortable in these quieter spaces. But also, in 2026 with AI exploding and the way that our kids take in and understand information, um that's changing in ways, you know, we can't talk about a world-class education in 2026 when we

090are limiting the um high-quality instruction about critical interaction with data and with um things online. So, I I understand if this is just like if it's got to happen, but but to to me, this is directly undercuts what we say we're about um when we cut a second library media specialist. You cannot have a world-class education without um high-quality management of your information hubs, and the library is one. It's not the only one, but it is one. Um so, I just wanted to say that. Um I I value what my colleagues here have said about other uh areas of the budget, but this is this is the the one that hurts the most for me. >> Thank you. Any other comments about it? I would share um nothing is seemingly easy about these reductions. Um

091and I know the media specialist, and I put it in your packet, wanted to make sure and I believe they emailed you earlier today as well. Just They made sure you had the data, and I assured them that I would provide it to you. I didn't actually know you were on that email as well as a BCC. So, I didn't see you. But, um I I do agree. I think the library media program offers uh a great opportunity for our students to really expand their critical thinking and really put information together in a way uh that is guided and facilitated that they uh sometimes will have a difficulty receiving otherwise. Um but we also do want to promote that happening in other courses uh and other opportunities as well. I I think this is a

092very hard decision. Uh there are other positions and I feel like at this time when I look at that list that I gave you at the beginning when making items for consideration to the budget that we just haven't explored enough about their deep impact. Um and and maybe this as well, too. But, um we do have to reduce this budget and um And I do think it does take some staff to do it. Two sections at CLES is not easy either for me. Um it's a little bit larger class sizes and I know the research on that is mixed. Uh however, you know, that's hard. And this is hard. Um But, these aren't easy decisions and I do not take them lightly at all nor did the team that I worked with on this uh

093or the administration that I've spoken to. So, I do want you to be aware of that. Um >> So, with cutting so we have two >> full-time librarians here at the high school. >> Yes. >> And a clerk. Yes. >> librarian and the clerk will stay. We're cutting one >> Correct. >> librarian. >> I don't have the data in front of me, but I think we were provided the enrollment. >> One of the classes AP Seminar had three students. >> Three. >> Yeah, in the program. >> But, one of the things even without AP Seminar and AP Research, I mean uh uh classes at the high school level and probably at the middle school level, too, that have research projects. Those are typically summative projects. You'll just have one or two a marking period. And

094they're meaty, right? They're multi multi week. And those are where the um the uh library media specialist support um typically um educators in the humanities, but maybe in other um zones, too. And like it it it makes a huge difference to be able to get to all of the students and help them navigate databases and and re-craft their essential questions. You know, if you really want student-driven inquiry, having people like a a media specialist available to support um your your content area staff is clutch. I mean, it's behind the scenes, but it really matters. So, I I get it with the the lower numbers on the AP courses. Um and it's a shame, but, you know, kids are going to choose other fun things, I guess, or other instructive things. Anyway, um just wanted to

095say that. >> Well, I think you're absolutely correct, and that's what makes just these reductions of any staff so difficult at times, uh cuz there is an impact, right? Or else we wouldn't have had those folks here otherwise. So, it um they do. They they support outside of and within projects, right? It's not just the students that are assigned to those >> Right. >> classes that they teach. So, I I appreciate the discussion around it, um but at this time we are making that recommendation um to move forward with that. >> [clears throat] >> Can you explain Well, this the next item. So, I don't understand. So, it says athletics, but underneath it says after school sports. >> I apologize. I don't have any protocol for the board of ed meetings here. Have we voiced

096any concerns? >> It was only a public comment. Only during public comment. >> You can it >> Or you write an email as well. >> So, only writing an email that can be addressed to >> The board, yes. >> Okay. >> What? I think Okay, next question. >> the athletics, so we crossed off, you know, after school sports at BMS that we weren't cutting it, but above we are cutting it. So, I just trying to >> yes, thank you. Great question. >> Yes. >> at one point >> [laughter] >> Casey and I didn't want to make this an enormous document and we cut off a column. Uh that column actually said at uh this is um athletic uh uniforms. This is These are uniforms. So, it would be upgrading the uniforms. So, we would go

097another year with the current uniforms that they have in these areas. It was their replacement year and we're just saying we're going to forego the replacement uh the uniforms in these areas. >> That's definitely important to note. Yeah, definitely important words. >> Sorry about that. >> Like as a >> Yes. >> Like sending 20 bucks so the kid can have a t-shirt. Yeah, these are uniform cycles for these >> Yeah, so you were just going to >> athletics uniform cycles. >> Yes, correct in these areas. So, sorry that that wasn't I didn't notice that that got eliminated. >> Similar amounts? >> Uh oh, the other one was like 76,000 I or >> Well, no, line line 50. No, one Oh, the Whiskinier after school. >> Oh, I see, right. >> Yeah, that's a coincidence, yep.

098>> Right, correct. Um so, forego those for a year, we save 36,000. Um there was some various furniture, um conference room and staff room chairs, uh classroom furniture replacement upgrades, uh $5,300 there at uh middle school. We did talk to Principal Renda and you know, the chairs were just a replacement chairs for for staff and conference rooms. They can live another year without those. The you know, replacement for the classroom furniture, again, we can live with it for one more year. It's not in such deteriorated shape that we can it's unusable. It was just ready for an upgrade and we're going to upgrade it, but at this time we're and it's not that much. It isn't you know, a large number. So, we are going to push that for a year just to get another

099savings there. These are things that we're trying to remember I put in the slide least impactful. Some are very impactful, but some things we're hoping are least impactful and that's what we're looking for. And then in the area of curriculum, we've already reduced almost 50% on page one, about $15,000 out of about a 30 five. 32. Yeah, 32 370 or yeah, $32,000. So, almost 50% and now we're looking to reduce another $10,000. We will look at how efficiently and effectively we can use funds from let's say title grants and other grants that we might be able to access, IDEA grants. It does impact us for professional learning opportunities, but again, you know, we spoke to what we needed and this is what we've been given. So, we are going to do our best with what

100we're given. But it it eliminated the need to reduce staffing further and to us that would have been more impactful than than this area here. Not easy, but more impactful. >> So, the blue are the the strike throughs those are the things that you considered, but then >> And the last are are blue. Uh I >> a question really quick about PD before we move on? >> Yes. >> Yeah, I wanted to ask that. >> So, for PD, um is there is it the kind of professional development where we could maybe call upon the expertise in some of our current staff and teachers to use some of their training to take the lead on some of the deficits that we might see with not being able to bring in outside >> Like a train the

101trainer? >> Yeah, like I I mean we have a lot of like certified really talented, like really experienced staff members that may be willing to sort of fill some gaps if there's an opportunity to like do peer-to-peer training or if someone had gotten training this year rather than sending, you know, like whoever's supposed to go this next year, maybe it could be a peer-to-peer kind of training. I don't know. Is that >> So, yes, yes, and yes. We absolutely want to capitalize on the folks that we have in-house that are experts or have expertise in an area. So, and we do that. I know I know Deb is amazing at >> Not that we don't. >> working with folks to do that, and we'll do we'll continue to do more of it. Um where we

102know we have deficits, however, I do just want to be crystal clear. Unless we can apply certain funding to it and we have enough, because we are using that for other things now because we've been reduced so much. For example, if we want to get, and I know it's been talked about around this table uh frequently, um more staff or in Gilliam him certified or, you know, classrooms, you know, beyond the training that they currently have. That costs a significant amount of money. It's more than a week-long course, you know, there are and and so we just keep edging away at our ability to do those things that are like forward-moving when we get reduced like this. Um I spoke to a 425 would have gotten us in a little better place so we could

103still push monies and things in those areas. We didn't get that. That's okay. We're where we are now. We will do that, but we will we may or may not now be able to do those other things that are leading us forward. And we just have to know that when we when we say we need certain things, we need them for a reason. They align to our goals, our mission, our objectives, right? And when we when we don't, it's okay. We'll make it work, but it just might not work as effectively as we'd hoped. But we'll get there. Or we'll we'll we'll we'll have to reimagine, too, and we'll do a lot of that. Um but there are certain things we can't do in-house. Um and so we will we will look carefully at that.

104We might be able to get that through some other grant funding. We'll we'll just look and we'll try to find and we'll try to replace, but I I just don't know. I can't guarantee that. >> Well, I agree, and I didn't mean to imply that we weren't like the outside training wasn't important. This also speaks to the fact that like one of the biggest questions at the round table comments today, we need to make sure we're investing in not only our students, but in our educators. And if we continue to take these huge hits, that the quality of our educators, our our schools, is at some point going to teeter. So we really need to as we move into next year's budget, now that you're here for the good fight, and we as a board

105need to really, you know, recognize our role in making sure as we work through the strategic plan and how to make investments and really fight for those investments for next year. And that is the kind of thing where I think is going to be really key in future years to fight. >> And I think if we're we're forward-thinking as well, right? Like legislative session is still ongoing. There's still a few tweaks that are being had, and once that's over, we're going to be speaking about that, right? And when you think about the the career technical education pathways now and how they were being revised, and so we we take something here at the high school like our home economics program, and we really look to maybe be more future thinking and transition that to a

106hospitality program that's more encompassing. We would need to not only do significant upgrades to facilities piece, so that would be like a capital improvement area we have to consider, but then there's professional learning that goes along with that to help support that whole program coming to life, right? And that's just one small segment of that whole kind of career pathways that that we're starting or needing to explore. Like what do we currently have? How well is it working? And what do we need more of or how do we need to maybe shift what we currently have to be more modernized and really prepare students to be able to leave workforce ready. I I don't know and those are the things we need to explore, but those are investments and yes, at times they're reallocations, but

107but there are investments that go along with the reallocation. It's a combination and I think we just need to start really researching that, bringing it to the table and talking about it and looking at what that's going to cost. >> And and I and I think that's fair. I mean, I I struggle a little bit with the professional development. For me it's kind of and not being in education, it's a very generalized bucket. Is it professional education in required credits, right? To continue to keep your certifications and things. Is it professional education in to your point creating a new strategy or a new program to move forward in the district? To me I think we need to take it a level higher. Like what's our 10,000 foot view for professional development? Where? How do we

108want to invest in forward looking? I think your home ec example just now was great. Like that's what I would be looking for, right? Cutting 25,000 dollars from a professional development budget seems significant, but is it retraining and courses that we've already had? Probably not. But what what what are those specific impacts? Are we giving up the ability to transform a Home Ec program to a hospitality program, for example? I know that's not the case, but that >> So yeah, that that wasn't even on the table yet, but if we got to get there. So yeah, if I could answer that, I think you're right. We do need a a strong um district mission, vision, and goals >> Yeah. >> with a professional learning trajectory aligned to that, right? >> Right. I >> And so

109this money would then support the achievement of that. >> 100%. >> Which then do allow us to meet the state requirements of every teacher getting 18 hours of what they need, right? >> Right. >> So that all needs to happen, and I agree we need to kind of come back to the table and rebuild that and restructure that, so that way there's a lot of coherence and alignment. So that's that's pin that. That's number one. But number two, when we identify all that, now where is the financial backing to then engage in it? And and all I'm saying is right now, we're reducing it significantly, but we have to get to a bottom line. And it's either people or this. >> I I I certainly hear that in the in the moment at hand. I

110think forward-looking, you know, next year's budget cycle, the one after that, it would be much easier to articulate a story that says we have 25K in PD to get to our mission of this, to our goal of that, right? And I'm not sure we're there at the moment. Well, anything that as things have >> That's what's really hard with this budget cycle, right? Like it you look at the budget, we were having a really hard time trying to tie anything to you know, the portrait of a graduate, you know, we couldn't you you we struggled in finance with it. So I think, you know, moving forward that we really have to try and tie these pieces together. Um you know, being a parent of an identified student, I mean, there's PD that we absolutely have

111to have in order for the schools to get compliant, you know? So, um >> So, there are those matters as well. So, we have both compliance matters and >> Of course. >> I mean, I I know uh I didn't lay out a perfect uh trajectory of professional learning to go along with it, but we know that we need a systems analysis of our MTSS system. >> Yes. >> We need that. And then we need to uh reframe it to be aligned and coherent and the professional learning that goes along with that. That generally requires some consultation from outside folks to come in and support that. That requires money that we are now taking away. So, me just articulating that, which I think I tried to do at finance meeting, you know, every time I had

112the opportunity to talk, >> Mhm. >> I did share that. And that's why I needed the 4.525, right? However, we didn't get that and that that is okay. We will do what we can for next school year and again, either try to find it somewhere else or or do what we can until we can maybe articulate it better and maybe the story will be told in a way that is more acceptable and that's great as well. Um but that is what we would be doing. That story probably won't change too much even after we strategically plan. >> Mhm. So, I guess my question is then, since you clarified that a little bit more, so, are we taking away PD that can potentially help our MTSS model and our systems and structures because that's really a

113critical piece of our puzzle right now and what we need to improve and build upon and strengthen? Because if that's the case, um then I wouldn't support cutting that because that is student facing, right? That's impact directly to the students in an area where we have to strengthen. >> Right. >> Um >> So, yes and maybe. And and I'm I'm not trying to be like >> Yeah, no, I know. >> You know, I'm vague. >> But I agree that we need to really look at this. >> So, I think I think um we are also looking at is there a way to supplement through title funding, uh grant, right? Professional cuz a a specific amount like has to go toward professional learning there. So, that is is one area that we can. Some things that

114are more compliance based, we might be able to use from some IDEA funding and grant that goes along with that. So, we are looking at that very carefully. Um and for the time being, we might just be in the process of analyzing and reframing some systems and structures and just working from within and and capitalizing on the people that we have in-house, like we talked about, to be able to do some of that work. And then maybe next year if we can get a little more, we can rely on make really strengthening it through some external support. We aren't exactly sure yet. We do have some great internal capacity. I just think we have to capitalize on using it um in hope that it isn't being um used for other work and that it can

115really do the work it's here to do. >> Okay. >> Cuz that's a big big problem right now. Does anybody have any other questions on the document? We do recommend these things. We don't recommend touching the others uh because we do real we do believe that there is an impact that we are not yet aware of that they may have. Um and um And so, we we this is what we bring to you. >> And I think just um just a a comment because this is my first cycle through this and it seems slightly odd to be potentially voting on these particular things before the town budget has been voted on. Um, and then before we really get into the next fiscal year in which I mean we have four months of potential assumption changes,

116right? During that time period. So, I understand the need and I certainly understand the legality around the May 1st um, compliance. So, all 100% valid. I guess in an effort of, you know, transparency right to those that might listen to this conversation afterwards, these all are not necessarily set in stone at this point. And so, I would just allow the opportunity to as information changes over these coming months, we may be looking at slightly different decisions. Or correct me if I'm wrong in that assumption. So, >> I see it in a different way. I see it that the referendum's coming. We have to get to this number because I mean good, bad, or indifferent, the referendum passes and this budget stays the same. If it doesn't pass, we have to cut further. >> So, the

117bottom line, I 100% agree Aaron, the bottom line number stays the same. I guess my only variant in the interpretation is the section in yellow could vary. Like >> think it's going to vary much. I mean, if you're talking about I mean, and this is my opinion, right? So, the people, right? We have to give them notice. Like, I mean, I I mean, ethically, morally, and legally we have to give them notice. So, those positions, I mean, I don't see the furniture changing. The libraries, you know, I don't see much, I mean, this yellow section. [clears throat] >> Well, Steve, what do you think? >> to reduce that or we have to look at blue below, right? >> Are all those not necessarily set in stone in the yellow? And they could shift a little

118bit just to more to specify or answer to Caroline's question. I would like to take Caroline's approach and share that this is my first time with you all too in the budget. And so I've seen it done a number of ways, so I'm going to ask you all. To me, it is incumbent upon me uh to work with administration to bring to you the the pathway in which we are going to get to whatever is voted upon. >> I understand. >> like right now what's going forward to the town is 3.96, right? And so I need to show you that we can get there. >> Mhm. >> And here is a pathway to get there. >> And how? Right. And here is it. I have to execute on letting some people know before May 1st

119that and again I if if it works differently here, that's fine, but I don't think you have to vote on that. I have to do that by law. So whether you vote on it or not, I have to let some people know that uh we may not be inviting them back, you know, that not we may not, we aren't. And um we hope that we'll have something for you. Um so I'm have to do that either way, uh whether you vote on it or just say yes, Steve, go ahead and do that. Um and I always to Caroline's point also, I would keep you informed as the months evolve of changes potentially to the budget. There may be more realized savings than we expect in, I don't know, electric I'm not going to say gas

120cuz I don't think that's changing, but electricity or something that we just didn't anticipate, right? So maybe we don't have to do the, I don't know, X, Y, or Z in yellow here, right? Whatever it is. And and so I guess that's why I wonder why it's a vote versus just like, yeah, we can Yeah, thank you for showing us a pathway and we'll just keep going. I I don't know. I'm not sure what we'd be voting on if things did change. Do we still have to eliminate all those things or do we have to re-vote again? Now we're going to put back X, Y, and Z. And is it a constant back and forth vote? I'm trying to >> was going in my head. So, I think Joy would be the one I don't

121know. >> voted on. >> I was going to say I think it's >> We vote on the number. >> On the number. >> We vote on the number, but I think we've always voted to accept the number. We don't vote like on this at least in my memory and in conversations I've had. We don't vote and say yes, these are the changes you have to make. This is what you presented to us to get to the number. We say yes, we accept that, but you're free to make changes within that number or if it increases the >> That's not No, that's not in my experience. >> Oh, okay. >> No, not at all. >> But to Carolyn's point, as things change, um there will be like if the numbers end up being different like it's

122it's leadership to to respond responsibly to that. >> Yes, with with the notification to the board, but that's never happened in the 8 years where they were like, "Oh, it's not going to be 3.96 or we're not going to have to get rid of PD." That's never happened. >> Nope. >> Ever. >> I wasn't anticipating it wouldn't be 3.96. I was anticipating maybe I'm I'm making up a thing here, but maybe >> you're saving on I don't know. This >> Again, electricity maybe comes in Oh, up top there, right? Instead of Isn't it somewhere? Electricity maybe? Oh, the solar, right? Maybe Maybe instead 30,000 it comes in at 50,000, so we don't have to get >> said we wouldn't know that until we We don't even know if that's a real number because that's based

123on the solar panels that they're built that they just started the construction on. So, we don't even know when that's going to be done. >> All right. >> Um So, that I had raised a concern about that. We we just kind of picked that number. I'm not saying it just >> Right. >> set 30,000. >> We we did speak with uh the first selectman about that and and uh Marsha and and this is a conservative figure. Uh everyone felt comfortable with that. Um that that this would be okay to put >> Right, but that's not going to change before referendum. >> Okay, I understand that. Right. Right. >> That's contingent on the solar panels at the high school. >> But if it did go up next year, we might be able to invest some in

124professional learning. Right? And and because we now have a little more money here and that's I guess what I'm saying and it'd be my job and coming upon me to responsibly keep bringing that forward to you. Like, "Hey, we have a savings here. I'm thinking about using it over here. Is everyone okay with it?" >> But that's after the budget. >> Yeah. Yeah. Right. That's what I was clarifying. >> goes to referendum, we vote on a budget that we're presenting. >> Until we did vote if the actual items change. >> No. >> Correct. >> Well, okay. >> I think that we're going to revote on it. I think we need to vote on the 3.96 cuz we haven't voted on it. >> Right. >> Mhm. I would agree. >> And then >> No, I I'm

125in I'm in agreement with that. My only thought was that >> Is if it changes. >> Right. That's what I mean. And if it does, that's great, but >> maybe there's other, you know, staff staffing changes that occur naturally in the organization. I mean, those types of things would then be reconsidered in this list of >> So, what we vote on tonight would be what we're presenting to the taxpayers. And our understanding is what we agree on the things to cut. >> Yes. >> Understood. Okay. >> Does anybody have any other No, no, you have questions? Does anyone Does anyone have any other questions for Erin? >> I move that the board um adopt the budget as presented by Superintendent Freese at 3.96% to be presented at referendum. Mhm. We have to have and It's

126right there in green. It should be. >> 57636 >> Carolyn, you want to do the motion? >> I can do it. >> I'll do it. >> Thank you. >> Yeah, yeah, yeah. No, I I I understand. Um I move that the board approve the budget as presented by Superintendent Steven Perisi at 3.96 in the dollar amount of 57 million 636,000 $455. >> Second. >> All right. So, we've had a nice discussion on this. Well, we'll call to vote. All those in favor of uh the recommended budget by Superintendent Perisi, please indicate by saying aye. >> Aye. >> Any nays? >> Nay. >> One nay. All right. Five to one. I got that count right. Five to one. Okay. All right. We'll move to the next order of business, special education ad hoc versus advisory committee

127and a possible motion. >> Yes, so thank you and we heard a little bit about this at public comment as well. Um and uh I would welcome uh different uh opinions or thoughts on this. Uh my understanding when I I looked into this um is that an ad hoc committee is formed to address a specific concern or item. And so, I my understanding was that the board didn't present that we had a specific item that we were forming any type of committee around. That we wanted to have more of a group of community parents, and staff come together to engage in work around different areas that hopefully the group sees fit, but also that we've been talking about, that we want to kind of investigate and look into, and see how we can improve in

128our area of special education. Um and take all those voices into consideration and account to then be able to bring recommendations to this board. Um so it was presented out to the community that way. Um the public, our families, and staff. And people have been uh signing up for their interest in being a part of it as a special education advisory committee. Not >> Oh. >> No, not an not an ad hoc committee. And so when the board voted last, they voted on an ad hoc committee. Which again is, in my understanding, to be focused on one specific thing. So I >> So we want to change it to advisory? >> Yes. So I would I would ask to change it to advisory or if there is one very specific thing, I would retract what

129I put out and put just that one thing out to people and it would focus only on that until we're done. And then we would decide if we need another ad hoc committee. >> So based on the discussion we had at the last meeting, I feel like an advisory committee is the right way to go. I think we voted uh when I looked into this, we voted to create the ad hoc committee at the first meeting and then we had a further discussion about it. So it's just a simple measure of what do we want the committee to be? And I think through having both podium and the conversation that we had at the last meeting, having it be community where we don't have you know you know the minutes can still be reported at

130the board of ed meeting, but it's not re- we're not reliant on the [clears throat] restrictions that either subcommittee or an an hoc committee by law is >> So they have more freedom than ad hoc committees. >> What are those Sorry to interrupt. What What are those restrictions? >> Well, it depends on the bylaws versus the state. >> This ad hoc is a joke. I mean, you report three times a year and you have to give an annual report and nothing has to be done. >> Understood. So I guess what what What are the I mean, we're weighing the pros and cons, right? Of each option. So what what are the cons of an ad hoc? >> It ends. >> And it's And it's hyper specific. >> No, I I understand it ends, but >>

131So we would have to have a topic. >> Yeah, but isn't special ed one issue? >> No, no, no, no. You'd have to say like we want to review that we want it to plan a program or you know, do a That's like saying science or >> So there was never um so it's almost like the you know, cart leading the horse on that one, right? So we put an ad hoc committee together before there was even a topic. You would have a topic and then you would say, "Oh, let's let's put together an ad hoc committee to address that." I look Oh. >> Cuz realistically it was a it was recommended as a committee, right? And then it was said that you can't have a committee, that it had to be an ad hoc

132committee, which isn't accurate either cuz you can have any committee on the board of education. It doesn't have to be an ad hoc committee. >> There was never said you couldn't have a committee. I was questioning the way it needed to function. So a subcommittee of the Board of Education functions very differently than an ad hoc committee, which functions very differently than advisory committees. There was never any objection to having it. The only question was what do you want it to look like and how do you want it to function? We determined it was going to be an ad hoc committee, but through a second conversation at last the last meeting it grew and it it became something that was bigger than just having one specific topic. So it makes sense that an advisory committee

133of the superintendent is what we now put with That's what we've put forward. It's not going to function differently than we talked about. It's literally just changing we don't want to change the title. We don't want to to hand cuff the committee to only having this one particular topic. We want it to be able to go on and have it morph and have you know additional people come and change and and have the um whoever's on it we can >> Then then could it be a just a regular committee then? >> It could. >> Of the board. >> Yes. If it Okay, so if it's a subcommittee of the board it has to function as a subcommittee. So we have to have it has to have a agenda that's reported within 24 hours. It has

134to have In talking to Bill and Steven at the last meeting that's too restrictive. It means that we have to make sure that everything is sort of With an advisory committee they can send out an email. There's no right? They can say we want to get have everybody come to this meeting on Tuesday. It It's not as You don't You're not required to report in the same way to the town to the to the website. >> Well, can we just I want can we just have Steven finish his point? I know >> No, that's okay. >> I I You don't want to Okay. Yep. Well, I'll get there. Okay. >> You still have to have an agenda or >> And we would. >> Yes. >> So can I maybe explain how I've set it up

135and then just so everyone can make informed decisions. So the way I put it out would that be it would be that it would meet first Tuesday of every month. Uh and that it would start in May. Uh and that we would have a certain number of community family members. Um teachers Was there any other group? >> Parents. Yeah. Community parents I'm sorry and teachers. It's getting late. And um And that we we would meet monthly. I would We would definitely put it on the agenda. Here are like the four topics right now to consider but in our first meeting we would look at those plus if there are other things that come forward and become a priority. So we would create what our priorities would be. Um I envision that we would almost have

136then working groups that would go off and work on each one and keep coming in and out in like an accordion model. You know, work on certain things, come back together. So, we aren't just always you know, kind of isolated to just one thing. So, that way we can be productive. And from that, we would report back to the board after each time we met. Um so, the >> there would be minutes and there would be reports back to the board. Similar to how I've reported back to you on the calendar committee. To me, it's a similar type of committee. They are an advisory group to our calendar. Uh a representative group and they don't vote, they don't, you know, but we bring that back and you take all that into consideration and you make

137your votes based on that. >> So, a subcommittee of the board wouldn't be able to really do that vision that you have. Like, to say you couldn't have different groups branching out. >> There would be restrictions that would keep us away from being able to do it that way. Um and if, let's say, something came up where we maybe weren't able to meet or we had to move the it just would be a lot more challenging just like it is right now with certain subcommittees. I'm not saying it can't, I just don't know. I don't know if that would be a lot more difficult. Um >> Yeah, I mean, I don't know something. It's it's similar to you know, what sucked up. Honestly. >> I agree. >> with the lack it's almost identical to what

138they're doing and it's lack of parental engagement. I mean, that's what's really hard in this district. So, >> Sure. >> to get that. Um >> I've got a lot of people who want to be on this team. >> I I mean, I So, that's the next question. So, is this what's the best way to reach more people? That's really the question, right? >> From what the way >> Would be an advisory? >> like advisory. Do you reach more to have the more freedom? Do we see them explain this? >> I think it would be good. >> What format is more impactful in the subject matter area? >> to be advisory cuz you get more input from the community and from parents and more stakeholders. >> That, too. That, too. >> See, I mean, I just

139I don't know. Obviously, mine's different, right? I have an identified student I'm struggling with. So, I mean, I honestly >> hoc? >> Huh? >> You work for the ad hoc? >> Or not even the ad hoc. I would rather just be a committee of the board. I guess I think you know, it's not a peripheral issue. I mean, this is significant concerns, you know. >> Yeah, that's why I think I feel we should do the advisory cuz of all the extra additive input that we can get in our district. No, No, we have a ad hoc >> We have SEPTA. We have a special education parent advocacy council. >> Right. >> it. We've had it for years. It's not driving change. You know what I mean? Their voices aren't heard. So, I mean, you sat

140there. What was there? Five people? Three of them were on the board. I mean, that's the reality of what we have. So, you know, everybody comes forward, everybody, you know, has good intentions, wants to get involved. There's a ton of stuff that needs to be addressed, right? Um and I just I don't know. I just worry about it. I mean, you guys are going to you know, the majority are going to do what they're going to do, but I just don't think it's an adequate solution at this time. >> I I can share right now of the parent and guardians um that filled out the form, educators and staff, as well as community members, it's of those three groups, it's a pretty even split. It's about the pie is 33.3% all around, pretty much. And

141so, that's that's a good sign, and there are 33 people who actually want to be a part of this, and we only have seats for 12. So, So, the interest is high. The interest is high. And the interest is high from all three groups, right? It's it's equally high. So, that's a very positive. I look at this as a very positive. >> That's fantastic. >> um No, I I agree that that I guess would would the participation be any different from with the ability of those three different groups and those people to participate? >> with the advisor. >> Why? In ad hoc >> Cuz you can't people can't speak on a sub-committee, as we learned. So >> Well >> Right, in ad hoc I would have to put it out as we are we are

142going to focus on this one topic. >> Right. >> And then when we are done we are done, right? It dissolves. It it it dissolves after that. That's what an ad hoc literally means. So >> understood. >> So, we didn't we didn't even vote on that when we voted on ad hoc. We didn't even say there was one topic that we really wanted researched or investigated or addressed. We I heard I heard a general there's a lot of areas in special education that we need to improve, and so we need voices from the community, from families, and from staff to be able to be inserted into those improvement efforts to ensure that all of our all people and groups are represented. And so that's why I think I put it out this way. >> And

143so can but my I guess my question is can those 12 we have 12 spots, right? Would >> we created. >> Or yeah, would [laughter] would we have 12 spots on a on an actual committee? >> No. >> You could, but you it just have to function differently. That's the only thing. >> I guess my And I you know, I I don't I've not been involved in the special ed process or in a school system per se. I guess from my point of view, we are we are going and and going to be looking for significant funding in this area, right? It's a focus area of the community. It's a focus area of the district. It's a focus area why we brought in you with lots of great ideas. So, to me, this is just

144my personal opinion. I mean, I would want a more structured, confined methodology of discussion, planning, and proposal for those areas to the board. Just Just my personal thought on that. >> Which I believe you'll get with the advisory committee, right? >> get that. >> Yeah. I think so, but I I I hear disagreement on that, but I I envision it functioning that way. Um yeah. >> I'm I guess going back to one of the I mean, the public comment was made about not being able to create policy. >> But the subcommittee can't either. Only the >> No. The board policy committee would. >> All that's going to happen, whether whether it's a subcommittee or an advisory committee. They it that will still in one way, shape, or form report to the board, whether it's a

145board member as a committee chair or the superintendent doing during the update. Anything that's going to develop from that committee has to come through the board. So, if it's a policy, it'll go to the policy committee, and it'll go through the process of going for a first read and and a final adoption. If it's something that Steven wants to budget, he'll bring it to us as as a budget item, and then we would discuss and and so, whether whether it's an advisory committee meeting with Steven that does not have to report agenda 24 hours in advance, can't make a Like let's say he has a meeting and it's going to have 12 people and 45 show up. With a subcommittee, that meeting has to be canceled. We have to find a new location. With an

146advisory committee, he can say, "Oh, wow, let's go ahead downstairs to the room 133." >> Same impact, more work. >> the way that it functions is I'm not saying the substance of the committee. I'm saying specifically like the the law, legislative technical way that the committee has to function. >> You just say >> Not saying an advisory committee wouldn't present an agenda and wouldn't give minutes, but there's no requirement for when it has to be filed, how what the changes can be made. Every advisory committee that moves would be considered a special agenda. That means that whatever is reported on that, so let's say that someone can't make it or they they can't have it on Tuesday, they have to have it on Thursday instead, it's now moved and it's now a special meeting, which

147means that nothing other than what's on the agenda can be talked about. So if someone says, "Oh we, I have this situation." Sorry, we can't talk about that. This is a special meeting. Whereas an advisory committee, you it's a free flow conversation. So it doesn't the substance of it doesn't change. >> Right. And I feel with Steven leaving >> committee procedure. >> Can I offer something? >> I would just say I think an important distinction is to to recognize that the level of authority from any of the committees is the same. So any committee, whether it's ad hoc, advisory, or standing committee of the Board of Ed, um their only authority is to recommend to the full board actual action. >> Right. >> So only the the board as a board >> [cough] >> can

148make those decisions that affect the the full district. Any committee any committee um can only make a recommendation. >> Right. >> They they actually they can't take any actual action that that implements change in the district, if that is helpful. Um to Stephanie's point, it really is just a a a mode of how how um sort of um how they operate and how how changeable they can be, right? How malleable they can be with their where they meet, when they meet, and and things of that nature. >> So that's what >> they meet about when you talk about ad hoc versus advisory. >> I mean, I just >> But could the subcommittee, if we had a subcommittee, special ed subcommittee of the board, like it was said in public comment, could we could that committee

149look at policy? I know it still has to go to the full board, but could that committee look at special ed, special education policies? >> Well, I would hope every committee that could look at >> No, advisory should. I I'm okay. I just I Any any committee can look and should potentially look at policy of the board, right? If I'm the finance sub committee, I would want to make sure that our practices in finance, so I would think the policy committee might say, "Hey, we want you finance committee to look at this policy around the finances and how we do budgeting and make sure that it aligns or if you want to make any changes, give us your recommendations cuz you guys are the one knee deep in it and you know it, right? So,

150you would then make the recommendations >> Mhm. >> and then the policy committee would look those over and right and do their job as outlined in policy that the policy sub committee has to do and then bring it to the full board. So, I think that could happen with anyone. I do that with policy with our teachers sometimes or our administrators. Hey, look at this policy and then we bring it to the sub committee. So, yes and yes. >> And that is exactly how it has functioned. You'll recall when we looked at student activities accounts, right? That was looked at through the finance sub committee first and then brought that recommendation to the policy committee, right? >> Yeah, so appropriate. >> It's it's it's effective it's effective that way. >> But but no committee outside

151of the policy committee or even Well, no committee outside the full board would be voting on policy. >> Right. Understood. Right. Yeah. And obviously the logistical question would be if it was a sub committee of the board, um we would have to have two board members, right? Or three? >> At least one. >> Policy says Yes. Legally at least one. >> At least one. Yes. So, when would the meetings be? That's an important question, too, right? When would the meetings be? Are they >> First Tuesday of the month. >> No, I know. What time? >> Oh, uh >> Like is it during the day or at night or >> it was at 6:00. >> I just I mean I just worry >> know the exact time, but it was was it during the day or

152after school or something? >> It was after because of our participation community participation. >> I just don't see an advisory committee playing a helpful role in gathering anything other than perspectives. You know, it's not dedicated like they're normally not to drive change, ensure accountability, or move forward with urgency. And I think that that's what's needed here. I mean special education needs urgent attention. >> No one is saying that an advisory committee isn't going to give urgent attention. I don't I'm no one is disagreeing that we need that. And I don't think that there's there's any objection to the advisory committee functioning that way. >> So we we currently have we voted last time on the ad hoc, is that right? We're looking to change it to an advisory. So we didn't have any other questions,

153comments, concerns. Someone like to make a motion? >> I can make a motion. >> Sure. No, I was just I was looking around now. Is that right? >> I move that the board change the special education ad hoc committee to an advisory committee of the superintendent of the Brookfield Board of Education. >> Okay. >> I'll second that. >> All right. Is there any other discussion on that? Okay, all those in >> Well, >> I'm sorry. Go ahead, Caroline. >> Sorry. I guess personally I don't feel like I guess I have enough information even with all the discussion we had. I know that sounds silly, but I I don't know enough historically on the functionality of regular committee versus ad hoc versus advisory to to know >> Okay. >> in an opinion what what is best

154suited. Um What more information would you want? Like how could we get that for you? >> Or then you just won't know. So, what happens if it gets voted down? Does it stay an ad hoc >> If it's not ad hoc, then he has to adjust everything, yep. >> And we'd have to pick a topic. >> inform the 33 folks that >> You'd pick a topic and then you'd resend everything else. >> know if I'd pick a topic. I I So, the board is requesting an ad hoc committee. But again, that request is prior to us talking about an actual problem we're trying to solve. And not just >> So, maybe that needs to >> like there has to be a a problem, right? That we're trying to solve. So, I think >> A specific

155goal. >> After whatever happens tonight, we we would then next meeting want to talk about that. Like, what is it we're trying to solve? >> we talk about that right now so that everyone can feel more fully informed? What is If it stays an ad hoc committee, what is the one topic that we would have them focus on? Cuz it has to be something specific. It would be, for example, the Cubs um in-house program next year. And they would simply look at how would it function, where's the funding going to come from, what is it going to look like. They would not look at uh you know, me having more specialists at the high school or, you know, the IEP programs or anything like that. They would simply look at developing the Cubs program that

156we weren't able to do this year. If we want it to be, you know, the IE IEPs and how that uh our best way of how that functions. If we want it That has to be a topic. If we want it to be we want more reading specialists or like there has to be a very specific thing that this committee is looking at. >> Right. >> To be fair, that also might change who wants to be involved, right? So, as of right now, the way Steven presented it as an advisory committee, it's going to be to discuss how to look at the special ed programs within our schools and get feedback on how to not only improve, but how to move things forward. How do, you know, think outside the box? Where's funding going to

157come from? So, if we now say we're now in a it's it's going to stay an ad hoc committee as we voted on, and this is now going to be the topic for the foreseeable future, that may people might be like, "Oh, wait, I didn't that wasn't necessarily what I wanted to talk about, so I'm going to step down from that." So, if we're looking to involve as many people as possible, it might make more sense to keep it broad and allow it to be an advisory committee, so that they can change. Out of a meeting of the advisory committee might come a whole other topic. Might come a specialist. Might come a grant that nobody knew about. That could not necessarily be pursued within the ad hoc committee if it didn't pertain to the

158subject that they are talking about. Whatever that subject that we we assign is. So, if we assign So, what subject would we want the ad hoc committee to focus on? Cuz it >> Well, I feel like I don't want to talk about that because I don't want I don't want the ad hoc committee. Like, I'm voting for something, but I don't want the ad hoc. Like, I My recommendations, I would like it to be a standing subcommittee of the board. So, I would like to make a motion for that. Like, that's why >> Then let's just have the motion on the table and see where where it goes. >> Okay. Um we have a motion to change the special education ad hoc committee to the special education advisory committee of the superintendent. All those in

159favor, please indicate by saying I. >> I. >> One, two, three. Okay. All those that do not want to change it, indicate by saying nay. >> Nay. One, two, three. Okay, so it's three, three. So, we are staying at an ad hoc committee. >> Correct. So, it's five, bells. >> So, >> Okay. >> I'll make a motion I'll make a motion to form a special education standing subcommittee of the board. >> Second. >> Did we make the motion now? >> She Yeah, she made the motion. Um any discussion on this? >> I guess my my question there really is I I don't know all the specific rules and regulations around participation in a subcommittee meeting, right? So, if there's a parent attending in the audience and they want to speak during the subcommittee meeting, is

160that allowed? >> No, so the subcommittee would invite that parent into the meeting as part of the meeting. So, the subcommittee would say, "Okay, we're going to have this meeting on Tuesday. We would like this 12 people that we have designated as our consultants, advisors. We invite them into the meeting to participate in that meeting." Parents in the audience, it would have to have a public comment so people could public comment. Um But it would function just like a regular subcommittee. So, you would have an agenda. We would have people come whatever the top whatever the agenda is on is how it would how it proceed. There would be minutes. Whoever that So, a member of the board has to then create the agenda and take minutes and then report those minutes out after. So,

161just the way the subcommittee is functioning right now. Does that make sense? You still seem like you're not sure. >> I know. I guess I'm still struggling. I'm sorry. I >> It's okay. >> I am still struggling because again going back to the point of we want full participation, but we want structure. So, I But in what form? >> And And I And I understand that. >> committee doesn't have structure. >> Yeah, formalize structure. >> For formalize structure, right? Formalize structure. We can invoke structure in it, right? >> But if they're meeting with the superintendent then it's the structure is that they're they're an advisory committee of the superintendent who's meeting with the superintendent and the structure is here's what our meeting is going to be about. What do you think on this? How like

162it's still feedback they're still he's still producing a agenda there's still a >> I mean I'm also a proponent of try something and then evaluate it. So but if the superintendent is asking for an advisory committee why wouldn't we try that first? >> I guess that's where I'm going to go with that. Yes, I mean fine like I agree like you know without having better subject matter expertise in how to best run and participate in this um you know >> So you'd like to re-vote on that so you can resend that in a minute. But what do I have to say about that? >> have to yeah we have a motion on the table for Joey. >> comfortable with the conversation do you have more questions about it being a subcommittee cuz that's the current

163motion. >> [cough and clears throat] >> No I guess like I said I I struggle with the ability to actively participate in in those >> forums. >> And I get that but if you look at our security subcommittee you had eight nine people sitting on it. >> Which we already determined though that we thought was we thought that was an ad hoc committee that became a subcommittee incorrectly. So we already know that committee did not function correctly. We made that mistake we acknowledged that and we dissolved it for that reason. So so outside of that I guess Aaron though my struggle is like if we have these 12 open spots right but we have 20 other parents show up they can't participate in the meeting. >> Not in a subcommittee meeting no. >> I I

164guess that's >> But I mean you're going to have an agenda like what you're talking about. I mean look at this point it doesn't matter it's going to be like Sefton and it's all going to fall apart. >> Steven yes sir Mr. Freeze. >> Um >> This is all right. I just want to ask a technical question. It actually has nothing to do with the great rich conversation that we're having other than technically I just want to make sure we're in compliance. It says we're going to talk about this is a special meeting. Right? So, we're talking about special >> We're only talking about it being an advisory. >> Sorry. Special education ad hoc verse advisory committee possibility. I just want to make sure we're in compliance if we're talking about it being something else

165now. And And if we're not, we just need to reserve it for another meeting and and just stay in compliance and just finish this. And if this ends the way it ended, I mean, that's okay, too. I just I'd rather be in compliance tonight >> thoughts. >> and and readdress it when we we need to. So, >> So, I'm sorry. Joyce motion, Mrs. Farias, for that reminder. >> I got to resend my I have to resend my motion. >> Okay. >> So, so being on the losing side of that vote, I would like to resend this? No. Shoot. >> I resended my motion. >> Reconsider. I'd like to reconsider the motion and revote on making the >> Wait. Oh. Can we do that? >> Yeah, because I I'm on the losing side of the If

166Carolyn if we had just had a discussion where we are Carolyn, you're reconsidering, right? And you're supporting the advisory committee. If not, then I won't resend it or I won't reconsider. >> Why don't we just talk about the next meeting? >> Do you want to talk about it at the next meeting? >> voted. I don't >> Yeah, we already decided we're going >> revote >> You could talk about the next meeting. It's fine. Just so we don't avoid any avoid [clears throat] any FOI. Yeah. Avoid any. Yeah, it's fine. >> I think we should just table it for >> ready to make it an advisory committee, I suggest we reconsider it right now and just make it an advisory committee so Stephen can put it forward. >> I don't think we can revote. >> Can

167we Can we put it on for unfinished business? >> Yeah. >> for the next meeting? >> That's fine. Okay. Thank you. All right. That was a long one. Request for additional funding of maintenance vehicle. >> I have the good pleasure of turning this one over to Casey, um but I will share first that um we are in need of a maintenance vehicle. Um we had proposed $25,000 be allocated in our capital fund for a maintenance vehicle. Um we have already uh gotten rid of the old maintenance vehicle in case you're wondering like how bad is it or is it still usable? It's gone. It's been sold and and we're it's out. So, we need one. Um and that fund was reduced to $20,000. Uh Casey's going to share with you a few different quotes. Uh

168and the best available quote that we have is about 20 $5,996 $7. And um and so we are asking for an allocation uh um the board well, Casey's going to share it, but we are asking for the board to give us approval to go ask the Board of Finance for the additional monies to make up the difference between the 20,000 that was allocated and the 25,997. >> That's pretty much it. >> [laughter] >> Okay. >> was for Mr. So, so this is a capital This is a a line item in the capital budget that was approved um in the 25/26 uh referendum. Uh it was reduced by the by the $5,000 by the capital committee after going through all of the requests. Um Mr. Caldwell has done an extensive search um of com you know,

169vehicles that would work well for our operations um you know, in the area. Um he found several quotes. I provided the three lowest. Um the one that we are recommending additional funding for is a 2022 Ram ProMaster City Cargo Van. So, there are these like transit vans. Um, it has 52,000 miles on it and it is being sold for $25,997 from a local dealership right in Danbury. Um, comparable vehicles were identified ranging from 26,500. That was for a 2019 model with 47,000 miles and then another quote was for $33,450 for 2024 model with lower mileage of under 15,000. Given the budget constraints and you know, the operational needs of the department, we are requesting to move forward with the purchase of the 2022 um, Ram City cargo van for the 25,997 which would require additional

170funding of $5,997. This request would first go to the Board of Selectmen for approval and then the Board of Selectmen would bring that to the Board of Finance for to make the funding request. Um, and so that's what we are asking here. Now, one additional caveat is that this is you know, a local car dealership and dealerships typically like to close their sales by the end of the month which is coming up on Thursday. And so we are asking the dealership to hold that for us with a deposit of $500 because we are a municipality and there's timing with you know, when votes and meetings can happen and so we understand that. Um, if we are not able to hold this longer than Thursday which would require, you know, Board of Selectmen, Board of Finance

171calling special meetings to make this appropriation to do it you know, formally. Um, I I I don't know if it would be incumbent upon the this board to request a little bit additional funding if if were to lose this vehicle and had to go source another vehicle maybe under $30,000. That is up to you and I kind of throw that in there as a I don't want to lose this vehicle and then get into another position where we have to request additional funding above the 5,997 that we know this vehicle prices. But right now if we can move forward that that's that's the need for this vehicle 5,997. >> I just have a question. I mean it went through capital so at what when was it cut through capital? Why was it cut through capital?

172>> I'm not sure you were on capital. >> Yeah, I can speak to that. We they cut anything that wasn't a safety issue and at the time there were things there were higher priorities on our list of safety and in in town vehicles that were >> only cut 5,000 from it? >> They cut the line item but we had budgeted They so what what the capital planning committee does is say well if you you know if we would say that we need 35,000 they're like well get a used one for 20,000. So they reduced the amount of what our request was which is not unusual. That's what they tend to do. >> 20,000. We had 20 25 and they I think pretty much across the board last year we took like 5,000 off every vehicle

173to save. >> just what I have a hard time with is that if we knew it was in the 25 26 why weren't we doing this in January? You know what I mean? Like I just I have such a hard time that we have to go back to the Board of Finance after we just finished budget season and asking for $6,000. >> So I think >> I just think we should have known before. >> [laughter] >> I think that's a fair concern. So I actually had a couple conversations today and this does operate a little bit different through the capital part of the process so I had the same thoughts and agreed with you on the expense side but I was reassured that this is a fairly normal process and that they are in alignment

174at least in the finance I didn't have a conversation with the selectmen, but on the Board of Finance side that this is a pretty standard request. Um >> I just know that we keep seeing, right? Like we get something approved and like we're seeing with roofs and stuff. Like we get it approved, we don't act on it right away, and now, you know, the next year we're paying more. So, I mean, can we jump on this stuff when we get funding so we're not down to the end of this? >> Yeah, so what I will say is when when we did get, you know, quotes and estimates when we put forward the request, um it was for vehicle of a round 50,000 mi, and I was seeing prices at 25,000. So, if we were funded

175at 25, we wouldn't really be in this position. So, I I'm not sure um I So, we we never had the 25,000 to begin with. >> Right, exactly. It was cut before it was approved. >> So, I just I had um two quick quick questions. >> What do we anticipate the useful life of the vehicle to be? Do we have any idea? >> Um I I don't I don't know exactly. I know our previous vehicle, I think it had over 150,000 mi on it. It was a minivan. It was like a Dodge minivan, not these, you know, Transit vans that are meant for, you know, hauling things like this. Um so, I would expect a good, you know, 5 to 7 years out of it at least. >> Okay. Um and then the second question

176is have we looked at an opportunity to put more money down to hold it longer? >> I can find out about that. >> Okay. Sometimes that's a negotiable. >> Sure. Yes. Yep. Just >> Does that mean you're making the motion? Okay. To approve. >> Sure. >> [laughter] >> Yeah. >> I'm just kidding. Do you want to make the motion? Any other comments or discussion? I'm sorry. Any other questions? Come >> This is this a big moment? Is this your first motion? >> Me? [laughter] >> I'm looking around. >> Oh, because you brought it up. >> Sure. That's fine. I'll read it. >> [laughter] >> Uh I would like to make the recommended motion that the board approve the recommendation from director of business and operations Casey Dioti to request additional funding of $5,997 from the

177board of selectmen to fund the purchase of a maintenance vehicle. >> I'll second that. >> Any other questions, comments, or concerns? All those in favor of Casey requesting additional funding from the board of selectmen, please indicate by saying I. >> I. >> Any nays? No nays. All right. Thank you, ladies. Appreciate it. And without any further objection, we will adjourn at 7:52. Thank you. >> Thank you.