001Uh good morning. It's Thursday, October 23rd, 2025. This is special meeting of the board of education finance committee in Darian, Connecticut. Um our first item on the agenda is the review of the September 2025 financial report. Mr. Rubert. >> All right. Uh so this is the financial report through September. Uh we do show a positive balance of $500,67 uh which is an increase of $16,295 from the previous report. Uh we do have salary savings from our vacant HVAC positions. Um we may or may not have to move that into contracted services later on in the year and we'll um bring a transfer forward if we do have to do that. Uh we do have a slight increase to turnover savings of 11,669. We did have another teacher uh leave um since the last report. Um
002the new salary schedule for special education pair professionals um has generated another 6,000 as uh we had another turnover. The new salary schedule for secretaries has saved another $5,700 as we do revenue secretary dox. Um we have some salary savings for a librarian um just saved $4,600. We had a workers comp adjustment for negative $520 and we have a placeholder for a security assessment of $50,000. We have an RFP out currently and depending on the results of that um we'll update that and then bring a transfer forward to the board once we have a final number. Uh so overall the general education RC's are a positive 132,476 and special education RC's are positive 368,135. And just going through the RC's real quickly. Um RC1 and we do have savings salary savings of $4,600 from that
003um from the librarian that I mentioned earlier. Um RC3 while not a different number from the previous report. Um we had a custodian from the middle school go to token where the savings was in the previous report. So now the savings are reflected at the middle school and actually the next report it will end up going to the high school as somebody from the high school is transferring to the middle school. Um RC8, as I mentioned, we have a new secretary um at Oxridge, and so we have savings of $5,700. RC12, um again, we have the two uh vacant HVAC position, so we do have salary savings of just over $38,000. Um RC18 turnover is slightly higher, available balance of 74,000. Um I did want to highlight um a couple things. So we do have
00434 teachers turning over for a savings of 630. Included in this are the two positions at the middle school that we did budget for uh to turn over to uh five sections which was a Spanish teacher and math teacher. So that was budgeted but we had included it in turnover because we were making the assumption that those teachers would leave and so we was just uh meeting the expectations of the budget and that was for $28,000 and again that was Spanish and math. Um RC24, as I mentioned, we did get another uh paraprofessional new salary schedule. So those savings have crept up to $105,896. And then RC27, we have a pending deficit of $50,000 for placeholder for security assessment uh pending the results of North F. >> Go ahead. >> Hi, sorry about that. Um,
005so just RC18, um, this seems like there's a lot going on in there. Could you just kind of go through it more detail? You know, the the turnover and then it says we have also the 25,000 and the last column. >> Sure. And and let me if I could piggy back on that and then we got a question from Mr. Palin on essentially the difference between ter and MMS. So you you talk a little bit more about that and then the salary savings line which you have added as a separate line item recently. You know let's let's spend a little time because it's it's an item that's come up between us a few times. >> Sure. So salary savings is different from turnover. And so what salary savings is is when an individual employee leaves
006and we haven't filled that position right away. There's a gap in time which we're not actually paying any employee. So it's not permanent savings to the budget. Um it's just that that gap in time that you have and so a new from last fiscal year and we carried it over to this fiscal year is a credit in the budget to assume that we're going to have staff somewhere within the budget where we're just not paying them because there's that timing difference. >> And where was that money prior in turnover before you implemented that line item? >> So when we implemented the line item, it was just a separate line item uh salary savings. Prior to implementing that line item, it was just within the individual salary accounts. Okay. So you would have seen money in
007let's say a custodian account or a maintenance account, maybe a parah account, a secretary account, administrator account depending on the individual. Uh last fiscal year we created that salary savings account. And so what we'll end up doing later in the year typically in January is we compress those accounts. So you'll see an adjustment. Well, we'll take the salary savings. So for this fiscal year, we have some for the director of elementary ed. We have some for those HVAC positions. We have one for the network manager. We'll take that money and then we'll compress it. And so that credit will go away and then the savings and the other accounts will go away. >> Got it. >> Perfect. >> So for turnover uh for this year typically we we budget um a certain amount for teacher
008turnover. Um >> which sorry I'm going to stop. Which step do you like average turnover? You have to you have to pick a kind of salary. >> So typically we take the top step of the salary and then we assume that we're going to end up picking somebody you know about you know MA 13 or 14. It'll depend on the subject matter. So, typically what we see is more savings on an elementary teacher, less savings on a special education teacher. Um, so it'll depend on what subject that we're actually filling. Um, and then it'll depend on the count. Uh, so one of the things we saw this year is we saw less teachers turn over, but we saw more savings. And that's really a product of the fact that we brought up the salaries of
009that lower end um of the salary schedule. So, we were actually able to hire more teachers on the lower end. And so we actually saw greater savings even though it was a lower count where in the past we'd have greater count but we were hiring people maybe at MA you know 14 or MA15. Um and so the savings were smaller and this is really a product of being able to hire more at the lower end. Um so in this budget we also had two more teachers at the middle school that we were waiting to go from four to five. And so the contract for the teachers only allows us to do that through attrition. Um, so you can't reduce a position. Somebody has to ask to leave, whether it's a retirement or a resignation, they
010have to end up leaving. And so in the budget that was approved for this year, we made the assumption that a Spanish teacher and a math teacher would leave. Um, if they didn't leave, then we couldn't materialize those savings. So a Spanish teacher and a math teacher did leave within the district. And so we received that $28,000, which is what we budgeted for. Um, but we put it in that turnover line. Should somebody not actually leave, then it would have affect the turnover. So, so set a different way when we set the uh this year's fiscal budget fiscal year 26 you couldn't assume that we completed four to five because you were waiting for attrition amongst the teachers at Middle Sex. >> So, we made an assumption we would complete it but we didn't put
011it in the Middle Sex line item because we didn't actually know anybody would leave. >> Okay. Um so had nobody left uh the district then we would not have completed the four to five um in those subject areas but because they did we take the savings from the Spanish sheet line and then the uh math line and then it kind of goes to the turnover line which is how it gets compressed. >> Got it. Okay. Does that make sense? Anybody want to >> Okay, I think we Jel, do you have any questions on that subject or >> No, I just think that's a really important one. if we could uh be prepared to repeat that on Tuesday night and I think also when we have the contract discussion explain the tie between and I think
012John this is your point explain the tie between last contract this contract and these kinds of numbers. Yeah, I mean, well, we'll take Tuesday night would be a great point, but I think even with the last contract, one thing that we we highlighted was the fact that, you know, when you looked at where our competitiveness was amongst uh the teachers, it was at the higher end of the range. And when we say higher end, we mean the higher end of the the salary steps as as defined in the contract. Um and we brought up the lower step uh categories to a more competitive salary range. So interestingly as Rich pointed out even though the number of teachers or you know it's price times quantity if you will uh the quantity of teachers turn was turnover
013was lower um or attrition or however you want to say it but the value that was saved within uh each turnover was higher and so the turnover line is coming actually without this middle sex pretty much in line with what you budgeted right so much better. So, in my mind, as we think about it and as we thought about it in this upcoming teachers contract, which we'll talk more about Tuesday night, we wanted to continue that because as educ as a uh as a board of education, I think we're focused on like quality of education in a reasonable fiscal manner. And what's happening is we're actually, you know, seeing less turnover, which I think is great for the district, great for our students, but at the same time realizing uh more more efficiencies or savings
014and and so more more people want to come is basically is the point. >> The driver of the with lower turnover, the driver of the savings is the fact that we're trading like older more expensive teachers for new less expensive teachers. So, it used to be that we would trade the higher expensive teachers for just other districts higher expensive teachers. So, now we're trading our higher expensive teachers for uh lower expensive teachers. So, it's been a number of years since we've been below 40 in terms of turnover. I mean, we had a couple years where we were in the upper 60s and 70s in terms of teachers leaving, but the dollar amount we saved was probably half because somebody would leave, let's say, at 115,000, but then we'd hire somebody at 110,000. So you're only
015saving maybe 5,000. Now somebody's leaving at 115,000 and then maybe you're hiring them at like 75 or 80,000. So the quantity is lower as John mentioned, but the value between the two was brief. So essentially in my mind, the last contract was successful and we'll talk more about what this contract achieves on on Tuesday night. So but that's a great point. We'll we'll definitely some highlight that because I think it's among a number of different things underappreciated what we're what we strategically tried to implement over at least the six years that I've been here. Um so >> and as we think about the budget for next year or next budget, I think that it will be it will be good for us to hear about how you think about this going forward and is there
016a change? You know, obviously we're not trying to force turnover. we actually want to do the opposite. But if there's cost savings even at a lower number, understanding, okay, why why is the dollar amount going up? >> So, no district's ever going to have zero. I mean, it's >> everybody has some turnover. It's just a matter of how much turnover. And so, I think what you'll see in next year's budget is something more similar to what's worked out here where you'll probably will probably budget in that, you know, 30-ish range of teachers turning over, but that higher dollar amount. Um because even the teacher contract coming up there was al also another elevation of those at the lower steps to help us compete against the westports the new cadence the et go ahead >> and
017when we talk about this it's not a finance discussion as much but of course when we talk about it on Tuesday we want a balanced labor pool we want teachers of different you know coming out of the the educational system at different points in time because that's good for our students that's good for our fellow teachers so we can talk about it also in that context I think that's really important that we not must talk about you're in finance so we should be but when we talk about it we talk about the the impact to our education in a positive way because it is positive. >> Yeah. A a big a strategy of ours was really focus on recruitment, retention, professional development, attendance. There were all of these pieces as we went into the contract.
018And you know there a lot of um sort of ripple effects of those things uh financially that are positive but in terms of what we can deliver to children I think the long-term benefits are just wonderful in in what we've achieved in that negotiation. >> You know from my standpoint it's really cool to see kind of play out in numbers because that's my kind of my forte in life I guess in my uh my professional expertise. But you know to Jill's point the ripple effects through the curriculum and education experience is going to be has been better and is going to be awesome as this goes forward. So uh any other questions? Anything on grants or um it just I mean food >> I know we have no transfers so I just >> so there
019are no transfers. The food service fund as we mentioned before always starts at a deficit and you kind of bring your way out of it. the deficits improved by about 60,000 from the previous month, which is kind of expected. Um, September has more serving days obviously than August, and then October will have more serving days, so you'll start to see that slowly come down. Um, and then the grants are pretty much the same. We did receive um or the state did award what they called the seed grant. Um, and so the seed grant um is to help districts develop special education programs within district. Uh, the allocations are only based on how ECS is funded. And so as a wealthier community, the funding for Darien is very small. Um so what we'll receive is $8,700.
020There's not a lot of new programs you can create with $8,700. So we're going to have to see how we can actually allocate that money. Um but that is an award that uh is new from the previous month. >> Go ahead. >> Um so I've been getting a lot of questions. Um I know title one and title three were direct from in dollars from the federal government. um and we already weren't receiving those anymore, but a lot of people are asking if there's any way to know, you know, with the federal money that goes to the state that then comes to us, if you have any indication if that's going to change at all. >> So, um the money re the other main federal grant we receive is the IDA grant. Um that allocation is
021actually slightly higher than the previous year. Um not by much, but about, you know, 20 $30,000 more than the previous. >> And give a sense of what that is, what's it for and how much money. It's a grant for special education. Um the district uh here uses it primarily for additional special education par profofessionals um special education teacher a portion of a psychologist. Um so it does have to be used for students with special education needs. Um it can't be expenses that you're also going to apply for excess costs. So we have to weigh um the individuals who are in that grant as to make sure that they're not providing services for students who are ECR eligible. Um but it is a federal award that then goes to the state and the state distributes it
022uh to the municipalities. Um it is like I mentioned about $30,000 more than the previous um grant that we received. And then the only other federal grant we receive is title two. Title two is primarily a professional education um grant that goes to the curriculum. Um and that's been relatively flat. Um as you mentioned we don't uh we no longer receive title one. That is a large grant that comes through from the federal government but we lost that grant last year. Um >> and that has to do with >> so that has to do with the number of um students not necessarily students who go to Darian public schools but the number of children who u meet u who are below the poverty level um in your community and so whether they attend Darian schools
023or they go to a private school somewhere else um it's based on that income level within the community >> and we fell below the threshold >> we fell below the threshold just slightly >> which is a a good thing that there's less children in poverty, but not a good thing that we lost the grant money. >> In the conversations with the commissioner and the regular superintendent meetings, obviously with the turmoil in Washington and the education department, there is concern that what happens with the federal funding. The reality is that the idea money is not money that has really come up as something that will potentially disappear. Uh there has been some talk about it going over to HHS being administered through HHS. Uh but it just we don't know at this moment in time. I
024I think it would be very difficult for that money to just disappear based on everything from the state. >> What about to join as the second directive? So if the state gets funding gets pulled is what state funding do we get? Um I mean it's basically EC. So for um it's ECS which goes directly to the town and for that to the town it's about $450,000 um and then it's ECR so excess cost reimbursement um that is a state grant and that comes directly to the board of ed um the state did put more money in that allocation but typically when that happens it's because there's more expenses coming down so more money doesn't necessarily mean a higher grant reimbursement in all cases um that is the one main stage driver >> and there's been
025no this again special education associate >> yeah so the budget that was passed by the state put more money into that pot. So there's no discussion of that actually going. >> Yeah. >> Good. Go ahead. >> Um so RC19 curriculum had a $13,000 savings, but there was nothing explaining what that was. Can you >> So that is salary savings for uh the turnover in the director of elementary education. So there was a gap in time between when Jen was hired and the previous individual left. >> Okay. Thank you. Anything else, Greg? I'm >> good. All right. So, Tuesday is going to be fun. >> Yeah. >> Uh I think we're talking some preliminary budget stuff. Uh we'll talk about the teachers contract. Um and some other good stuff. So, uh I think this is my
026last meeting. So, thank you. Thank you everybody. Appreciate it. Mr. Rud, it's been a great ride. Cass, thank you. >> Thank you. >> Eric, you haven't been around too long. I thank you too much. No, I appreciate it. Um, it's it's been great and a great experience. So, uh, look forward to Tuesday night, too. So, with that, uh, public comment, >> we have nobody in person. >> Can I get a motion to journ? The edger.