Board of Education: May 4th, 2026

001kind of out the window as you p the East Line Board of Ed special meeting for Monday, May 4th on the 26 for order. For those of you who can stand for the pledge of allegiance to the flag of the United States of America standaly and justice for all Public any public comment >> name address in around three minutes. >> Hi, my name is Patny. I'm president of secretary of union. First like to thank the board and all the administrators for their hard work and their support of the secretarial union over the years. Um, I know it's been a budget year and we appreciate all your long hours and good luck. I was also happy to hear that state um is giving the 43,000 that on the board of educ. But hopefully that will help

002the redemptions you're looking at. The one I really want to talk about for my union is a high school library position and I'll be hitting that later. about a month ago discussing the decision and exactly had on students and closing the library. Uh students not having access to it early morning after school lunchtime to the librarian. The librarian had meetings and she was out and that's a big impact on the students. So we're hoping that you'll still um keep that position in the budget and um want to just thank Jeff for everything he's done with the budget too and Mariana and Elise. So, good luck to all of you. >> Thanks. Thanks, Patrick. >> My name is Genevie Pudo. I live at 250 upper pads at Ro. Um, I'm here to express my strong opposition

003to the proposed staffing reduction of the high school library aid. While I recognize the immense pressure of balancing a school budget, this position is foundational to the academic success of our students at the high school level. The elimination of the library a threatens the accessibility of one of our most vital learning spaces. Our library serves as a sanctuary for research, a center for technological equity, and a supervised environment for independent study. Without need to assist with daily operations and organization, the library will inevitably face closures or restricted hours. This loss of access directly impacts students who rely on the library for a quiet space to work and the resources necessary to succeed in their coursework. I respectfully ask that you prioritize this essential support role as you finalize the budget. Preserving the library aid position

004at the high school is a necessary step to ensure our schools remain efficient and student centered. Thank you for your dedication to our district and for considering a cert. Good evening everyone. Uh my name is Keith. I live at for mallet circle and again I'm here explaining about the library assist in push and importance and Mr. Luger might know me from public library and my love towards the books and being a >> deliberate. Um again like everybody else over here I want to support my union. I want to focus on one very real immediate consequence of not replacing the library assistant. The library will simply be closed whenever the library is not in the building. Um if the librarian is out for a sick day or a personal day there is no backup. Um we

005might have sub but they cannot access the software for helping the kids. that means no access for students or staffs and which is like uh one of the most important heavily used space in the school. I also want to remind you that I stood here last year in the same position explaining how critical this role is and how much support the library provides to our students every single day. That has not changed. If anything, the need has only grown. The impact on students is significant. The library is where many students go to feel grounded during the day. It is a safe, supervised space for those who need a quieter environment, a place to research or simply a place where they feel comfortable and supported. When that space is closed, those students don't just lose a

006room, they lose a resource they depend on because not everyone have a resource room. The kids who don't have a resource room, they rely on library. Academically it means no access to research support, no materials, no technology and no guidance during those periods. Students who rely on the library to complete their work on to access resource are left without any options. It also means the loss of access before and after school. High school open allows to open the library before and after so that the kids can use and finish up their homeworks. those times um these students depend the library the most whether for extra help or group work or simply a safe place for them to be and more broadly one person taking on the role of running a busy high school library will

007create a reduction in safety and also access because I have been there at high school library um this isn't a small inconvenience it is a complete shutdown of the critical resource whenever one person is absent and even If someone is present over there just with one librarian over there, it's really difficult for her to handle. If we allow this question to go unfilled, we are not just cutting a role. We are choosing to limit access, reduce support, and close doors for student who rely on them being open. Please don't let this become the norm. Keep the doors open for every student every day. It will be really helpful for the kids who use the library. Thank you so much for your time. >> Yeah. Thanks. Keep up. Other public comments. >> Hi, I'm Sarah Nazaro

008at 15 and uh so thank you for your time and care. I know so much has gone into this already. Um I'm a literacy interventionist at the high school in the MTSS department and a mother of two in the district. Um, and I'm here because I see that the 0.5 MTSS teacher is one of the two teacher positions still on this cut list today. And I want to be sure I think you know, but I want to be sure that this group knows the value of MTSS. Um, I know kindly and generously Anelise has prioritized the district work on MTSS. It's been so valuable and wonderful to be with that group. he believes in the value of intervention as it relates to growth for so many so many students. Um our current roster right now

009is always between 90 and 100 just at the high school. Um right now we're projecting in fall 48 students in just literacy at the beginning of the year. So 48 that means I at max amount about 20. My colleague Robin, the other interventionist, is about 20. And our consultant actually doesn't even have in her job description that she takes any students, but she had would have eight. Um, and so what that does is that puts us that capacity, that max capacity, and that's with two full-time interventionists and Kim taking on students as well. So, the numbers are certainly there. And the problem with MTSS and this kind of support is that those kids, those 20, it's one whole position is half position. So say it's half, there's 10 students who don't go anywhere. They don't

010get absorbed into another classroom. They just don't get services. So it just becomes an equity issue that I know I have a hard time looking at those numbers and those children and say, "Okay, which ones don't get ser?" So it's really a hard thing for us to do. Um, I know that if you're at the hearing last week, you heard from some students, some wonderful students, wonderful parents who have had these experiences. And, uh, I can just tell you, I know that we we support those children and those parents and also teachers here at the high school who are a little bit out there with send and, you know, trying to focus on curriculum and those objectives and I love that we are able to, you know, help them as well. So my point, one

011of my points today, and I'm happy to provide additional data to anyone who needs it, but I know many of you have seen that data um in the way of star scores, SAT scores, you know, our funding and all of these pieces. So um there's all that data. In addition, at last month's board of ed meeting, I know there was some we were voting on the um armed security officer and several of you very wonderfully talked about the whole mental health sphere overall and what are all of those supports in addition. And I think what gets left out sometimes on MTSS is we sit oneon-one or in small groups with these students every day. I know these students, I dare say intimately, right? And I think we're there. We're that first line of defense when

012students come up. We have so many freshmen, right, that we see first and we get to sit there. I have on my rock there currently four students with anxiety diagnosis. I have four who have lost a parent in the past years. I I don't think it's on accident that we're seeing them as freshman that it looks like a reading disability or a reading challenge in one way or another, right? we are we are helping these students and it's one of the the best parts about my job is being able to be there for a student in a holistic way. So as we think about that whole mental health care of a student um please remember MTSS in that in that combination of things. So um yeah I know I know that we prioritize academic excellence.

013I got to go here and I did everything that I ever wanted to do truly after leaving. I got every college, scholarship, internship, blah blah. I did everything I wanted to do, which includes being here in front of you today. And my daughter's on that same track and I'm so grateful. So, I just hope that um we can also in addition to academic excellence, believe in this mental health piece and this confidence, beautiful confidence building piece and continue to support MTS. Thank you. Good evening, guys. Um, my name is May devel. I should have asked Darcy to do this speech because she's definitely better. >> Um, so I wanted to start with just like a quick show of hands. Um, how many of us have ever used physical therapy for um, you know, maybe avoiding

014a surgery um, or needing physical therapy after a surgery? um or maybe even got sent home with like visiting nurse services. Um so most of us understand that kind of support. Um it's proactive, it's preventative, um and it works and you know our multi-ter system of supports or MTSS works the same way for our students. Um for some MTSS provides the early intervention that helps them avoid the need for special education. um others it serves as a bridge um for my son. I'm hoping it will serve as a bridge for him um as he transitions off an IEP and onto a 504. Um but MTSS helps ensure that students don't fall through the cracks, especially at our high school when there's not a lot of time left after high school, help them. Um, but just

015like physical therapy isn't only about physical recovery. Um, MTSS, um, as we heard from Sarah, it's it's not only about academics, um, when students struggle in reading or math. Um, it doesn't stay in the classroom. Um, it affects their confidence, their motivation, their mental health. Um, our NTSS teachers clearly understand that. Um, they don't just teach literacy and math. They build trust. They create safe spaces. They encourage students who are often discouraged. Um, they help rebuild confidence alongside skills. Um, in 2023, I was actually either at the meeting or I watched it online. I remember it distinctly. It was a very impressive meeting where Annelise and a bunch of other um, teachers, including our MTSS teachers, got up and spoke, presented a ton of data. Many of you were here. um you expressed how impressed

016you were um three years ago with the work that was being done, the data that was provided and you know your work, their work was recognized and praised um for good reason and since then the district and this board you've continued to invest in them um in their training and the results have been clear. Um this program is working. It's working. Um, and just like physical therapy reduces the need for more costly interventions down the line, MTSS is saving the district money while improving long-term outcomes for our students. So, we got this right. Um, now is not the time to scale it back because we can serve retirement. Um, it's the time to fully backfill that position and let's continue supporting MCSS and support what we know works. Thank you. >> Thank you. public comment.

017>> Good evening. Diane Swan, 7 North Beachwood Road. Um I'm here wearing many hats. The first one is going to be that of the Star System Incorporated president um hat that I wear. I just wanted to let you know that again I can't be more thrilled with the partnership that we've developed through the board of education and regards to STEM incorporated. Um Annies has been a huge proponent of what we've been doing and I'm pleased to say that through our partnership we've been able to provide educational opportunities for all three third grade students here in East Line. they were able to um come and see a show called Two Small Pieces of Glass in which they learned about Galileo in the history of the telescopes which is part of their um wind wisdom curriculum which

018was a great culminating activity to that. So that was fantastic. We're still looking at ways where we can incorporate other grade levels in to be able to utilize the planetarium as a culminating or even as a kickoff activity for them to move forward with what it is that they're going to do. So we've also um partnered with fifth graders from Salem. Those folks came down and they too were also able to see the two small pieces of glass. But in addition to that, they were able to listen to a testimonial from Dallas um Caposa, Haley Caposa, who is part of the Artemis project. She's the lead engineer who's developing the safety systems for those astronauts when they are doing what they're doing. So imagine those third graders and those fifth graders sitting in the planetarium

019looking up and on. It wasn't even live. It was a pre-recorded thing that she did, but just like, wait a minute, she's she's she was in this room and now she's doing this and then now she's also working on the connection system for when the um the they go to the moon and the the interlocking devices. And don't ask me, I'm not an engineer. So, but it was pretty cool. So, we've had astronomy students from East High School come through. In addition, the exploring world languages program, those are for children who are really not on the world language track, but they're part of it. So, Mrs. Miller, I think Mery um her group came through. Um I'm pleased to say that Waterford public schools um Henry uh has been Henry Kit has been a great

020proponent as well and so we're looking at you know partnerships through the buddy program here at East Lime High School but we have the first group from Waterford public schools and it's the United the unified science group and they're actually correct first group to benefit from a grant star system incorporated received from the community foundation of eastern Connecticut for $10,000. Um, in addition to that funding, we are able to use part of that fund to be able to purchase a portable dome, the 7 meter dome that will be arriving tomorrow. We've reached all of our goals at the planetarium as far as bringing that back up to speed, getting the projector, being able to get flexible seating, which is lovely. Those of you who haven't been, and I know several of you have not been

021able to see a full show, but the seats are absolutely amazing. They recline into three positions, which been fantastic. So, because we know that we have some issues with our heating and air conditioning here at the high school, just a little bit, um, we are able to be able to take this show on the road and the the jump the dome and projector will be able to incorporate and get about 70 students in or 50 adults. We'll be showcasing it at Ralph Celebration of Life on May 17 in conjunction with parks and wreck. So, on to our next phase, which is our stars to STEM regional academy, which will be the for-profit part of this division. And again, we would like to further work with the board of education to let them know what our

022ideas are moving forward. Um, I do have some corporations that are willing to sponsor this to move forward. So, I'm in the middle of a business plan for them now to be able to get that off and running. So, with that said, the little engine that could did. We didn't take no for an answer. We didn't give up. We persevered. So now I'm going to put on my teacher taxpayer hat and again the little engines that fit. So we have students every year what ends up happening is we come to these budget meetings and the first thing that we have to do once things are cut is we talk about cutting teachers, we talk about cutting IAS, we talk about cutting custodians, we talk about cutting administrative assistance and it's tough. It's not an easy

023decision to make. We all maintain our own budgets at home and we have to make some really fiscally responsible decisions. What you have moving forward and over my two minutes. >> Yeah, just try. >> Okay, I'll go really quick. So anyway, so what I want you to do is really kind of look at the cuts from the top down. We always start from the bottom up which impacts the children directly. I don't have an IIA that works in my classroom on a day-to-day basis. My other students suffer as a result because sometimes 504 plans are not being met. IEPs are not being serviced the way they should. We don't get the breaks that we need, especially at the elementary level just to be even able to go to the bathroom. So, that's really sad as

024far as I'm looking at. But when we start looking at what has happened traditionally at the central office years ago, we got rid of, you know, positions and now we're building those positions back up. We have the director of facilities who now has an assistant, but he also has Noel and I'm not sure what his position is there, but we're building more and more. And I think again I said this at board of finance meetings, uh, order selectment meetings. We really need to look at things smarter and work together with other municipalities to cut back on some of the things and not take the hit to the teachers every single time and the I aids and administrative assistants. They work too hard. So thank you for your time. I know your decision is not easy,

025but this saddens me that we went from everybody coming with ratt and kicking gear to the town meeting and this is this is what we have this evening. So, thank you. >> Show public comment. Comment hearing none. I close this public comment. Our next order of business is we do have a need for a second session. Does anyone want to make a motion to >> make motion to enter executive session to discuss include superintendent Newton? >> Oh, sorry. Superintendent Newton and >> Mr. Stevens >> and Miss Mariana Stevens finance director and our student director of student services. I got it. Um we hear a second. All those in favor say I. I abstain in second session. something. We'll see tomorrow. >> Okay, we're going to read. We just exited executive session where we discussed the

026proposed school nurses license. access. >> Yeah. Uh, licensed practical practical nurses and school health aids contract. And our next topic of this is uh discussion action for uh the superintendent to discuss the non-renewables, right? >> Yeah. Yeah. Again, um just to to share, um again, this is this happened some years where, you know, we've had tough budget years. Um it's an effort to kind of protect the process and by law by May 1st we can do uh I think we can notify individuals um of the uh renewal due to you know budget and then once the referendum and this is really purely if the referendum doesn't pass um once the referendum does pass as we did this last year then we reinstate and give letters back to um these individuals. There's four individuals this year.

027I think we have a few but we just did four individuals this year. Um again purely protectionary so we don't have to do individual um reminations in the budget fiscal year. So this is much clean and I plan on hoping the right passes giving four letters right back to these individuals on the 22nd. Any question discussion? Um, Beth, you said by May 1st. >> I Yeah, I have to notify them by May 1st. It's already >> Yeah, I've already Yep. They've got their letter. They've been notified. >> So, anyone want to make a motion? >> I'll make a motion. You've been asked in reluctance. I make a motion to recommend the board of education Wrong one. No. Yes. Moved to move the contract of employment of four non-tenured certified staff members across departments not be

028renewed for the following year upon contract exclamation at the end of the 2025 2026 school year due to potential fiscal year 2026 2027 jurions. >> I'll second further discussion. All those in favor say I. I stayain. Opposed. Sorry. Opposed. Abstain. Okay. Motion passes. Moving on. We have the whole school nurses union contracted. You know, I know none of them here tonight. I want to thank uh our school nurses for working collaboratively um through negotiations. Uh they've had a tough role in the last uh you know two years in relation to being part of DNA nurses association and then DNA folding um and um leaving them kind of out in the pasture. We brought them on board and hired them all. Um great group of people um and they wanted to unionize. So that was a

029process this year we worked through before with our with our nurses out schools. Any discussion? Any discussion? Make a motion. Motion to approve the proposed school nurses licensed practical nurses and school health aids contract effective upon approval to June 30th 2028 as presented. I'm sorry I've been [clears throat] delinquent. So uh the Vic made the motion seconded. Um further discussion all those in favor say I. I >> opposedain motion passes. >> Okay, moving on. Um, we have a discussion and action item on health insurance audit review and approval. Why don't >> Yeah, let me kick on Mary to give a more in depth. Um, we've got a little bit information in um community that you can review. We have never um although we've had uh our broker um come out and give uh you know

030an evaluation you know our health insurance uh in the right spot with being on the connect partner partnership plan that happened last year actually was very favorable we're in the right spot. Yeah. What we've never done um is done an an actual audit of all of our insurance numbers just checking to make sure that you know everybody who you know says and which dependent and whether a spouse or divorced or this or that um are accurate. We have never done that. So Mariana and I um we talked, he brought it forward. Um there is a company that can guarantee um a um a return on investment potentially. Um and if they don't find anything, then they will pay us back basically. Um we won't pay anything. There's a cost for this. It's over the $10,000

031mark. It's over $12,000. Hence, we're bringing it to the board for it and if you couldn't discuss any we have not we never had a discussion this year at board level. So we're on a little bit more in detail. So, in essence, since I've been here, when you know when we bring uh new staff on board and and prior staff, there isn't in some places we typically get you typically get copies of marriage licenses, birth certificates, etc. Um that, you know, just hasn't been done. So, I just we did it um in another place where I worked um we did an audit of dependent eligibility. Um I think it's a good thing to do. We have and at that where I was is probably 150. We have probably 3 to 400 um dependents and um

032you know it's it's a process where the the dependents are verified. Uh the I went through kind of the demo of the how it works. It's pretty userfriendly. Basically, this company will start the process, notify uh our insured. They are uh they can either take pictures of the information, scan and upload, make them call them if they need extra help. The process is pretty easy and straightforward. And um as they mentioned here, if they find if everyone is eligible and they, you know, we don't have any savings, we don't pay anything or you know, they'll refund us that. If they find $7,000 in savings, then we pay $7,000. So really, it's an in essence a zero cost to us. And if they do find savings, then obviously we have savings in our health insurance. And

033I just think with the cost of health insurance being where it is, I think it's important to at least look at that. So thanks Mar the important part or way to think about this for me is our health insurance costs are very high in the chair. So or that days and our colleagues day and if there's ways to manage and keep these costs I mean because we want to make sure that the people who are getting the insurance >> sure eligible for the insurance. So it does seem something worth doing periodically I don't know what frequency but it does seem like something to do periodically >> and moving forward moving to online open enrollment. So, as new people get on board, we will be requiring proof of eligibility um that they'll have to upload or

034take a picture going forward. Um so, that will help um going forward and then you know this it may we'll see how this goes. Maybe every years perhaps it's it's beneficial. But I think um with moving to online open enrollment requiring the uploads of all the information of the new staff and hoping that will also help. >> I think it's a great idea. >> Um I know where I work I'm required to do it when I sign up marriage license for certificates, divorce decrees, all sorts of things. And I even $50 fee a week for my spouse and he doesn't have health insurance and he's on my health insurance I have to pay $50 a week for him [laughter] >> just double question back thank you for sharing that you have a system moving forward

035to ensure that yeah we're able to be up to And I know that that's probably a heavy lift given you don't have dedicated HR folks internally. So, thank you for for working out that process. I'm curious what uh just what system we're using for online open enrollment. We'll be using AP. >> Okay, great. >> I I think this is a great idea. My only question is uh do they will it cause angst amongst the committee when you ask this question? How are we going to manage that? >> Yeah, I I I don't know. It's not certainly geared toward anyone. I'm not trying to suggest that anyone is is doing anything improper. I just think in light of our fiscal climate right now with our budget and I mean our health insurance for a family is

036over 40 gross obviously not counting the contribution but it's 40 over $40,000. So you know even if an employee is paying 20% you know we'll just round it they're paying 8,000 we're still paying $32,000. So I I you know there's there's um it's not included here but they have uh there's sample flyers and pamphlets. we will, you know, obviously just kind of put everything out. Certainly, you know, we'll express that this is not geared at uh anything other than just trying to be fiscally responsible and again we have never ever asked for anything and that I mean I know wherever I worked in other places I have to provide back the support you know birth certificates, marriage licenses etc. So I just think um it's not anything that's an unusual request I guess but to

037your point yes it might and hopefully you know people will understand that. >> Well I think you answer the question key thing is that you will there will be communication so it's not >> oh but goodness no we're not just going to throw it my place of work as well. Yes. >> I I can't sign up anybody without going. >> Right. No. No. We would absolutely have kind of like a precursor kind of there's a document that we can edit. We can put whatever language we want in there to just communicate to people and explain it. So, it's not just all of a sudden they're going to get this letter to say, "Hey, we need all your stuff." You know, um they are the we uh got found them through our broker and they just

038seem like they have everything in order. They'll they have copies of what the letters look like, what the websites look like. There's like I want to say like 10 to 15 hours of you know phone service that's available to people. So um there's quite a bit of assistance that people can get. So >> um so I I I think this is you know a good idea you know on paper but I'm worried about the implementation. So we just went through this my work and like I work for the stage so there's tens of thousands of employees so much much bigger uh endeavor but um a lot of the folks that that were having trouble with like certifying their stuff uh were stuck those that were not as as techsavvy and like there's a different company

039but like I was just want to make sure that like it's not like tech you know too tech heavy especially for those folks that might not be as familiar with uploading things and and whatnot that we don't um uh disadvantage them uh and get them out of the insurance. I know at least from my experience that for the state uh it's also really important to partner with the unions you know to make sure that the information is communicated to the members and and that's partnership because that was also one of the most potential our experience they try to work through that like information just didn't go the way that it's supposed but we're much smaller right so like >> if Brazil those concerns like to make sure that like if there this particular process. >>

040Yes. So, so just so you know, my thought would be obviously after discussion here, we would um communicate with the unions and because I I know we have some people not techsavvy. So the other um thought was we could even set up a day like if we have people that are like I just don't know how to do this then maybe just a day where hey you can come in or two days you know in the afternoon on this day you can come in we can help you we can scan the information for you we can um so you know we'll kind of figure that out as as we go along. I'm certainly not going to. The intent is not, oh, you can't upload your stuff. Too bad you, you know, that is absolutely not

041the intent of this at all. So, we will make every effort and as you said, we're fortunate that we're not this giant, you know, uh, company so we can, I think, manage it. So, definitely that is not the intent of this law. >> Just one thing. So, we never had this up until now. >> We haven't. >> Not that I'm aware of. >> No, we have not. No, I I'm shocked. A little shocked. >> Yeah. My understanding is basically we're just um like if somebody's kids have outgrown or uh >> Yeah. >> got a divorce, they forgot to to submit the thing to change it. And so we're we're this is we're not really looking for fraud so much as we're looking for somebody who who [clears throat] forgot to update their status. incorrect. >>

042And some people just don't understand either. So, like we had uh an employee that is getting a divorce and they're like, "Oh, I they communicated because they just weren't they just weren't sure and we're like, "No, you can't keep them on." They thought that perhaps that they could, you know. So, no, I we're not looking. It's not that is not the intent. Yeah. Just verify eligibility and, you know, move on. Yeah. >> [clears throat] >> Are there questions? Second motion. Um, I'll make a motion to approve the LIN light health insurance audit proposal in the amount of 12,500. I think I heard what first. So, uh, Lee made the motion to send. Uh, further discussion. All those in favor say I. I. Opposed. Motion passes. Okay. Moving on. Next item for discussion. Action. It is

043the drip uh district with fair improvement. It's a new name. >> Yes, >> I think it makes perfect sense. It's for leaking pipes. >> Awful name. >> So, uh, we've talked about this, I think, already. I think Chris has a final list, um, that he I think he'd like us to approve, but if you Yeah. Yeah. >> So, I'd like to say it was a finalist, but things keep changing. Very fluid in the trip. >> All bad jokes made apologize. Um, so the list that uh that was included with the agenda is the list that I put together a couple weeks ago. Some things have already fall or fallen on and off may fall on and off based on the importance of getting those things done. You'll notice that much of what in here is

044in here you may have seen earlier in the budget season because a couple things had to drop off like the fencing projects would be dropped off because we had to make some more repairs um to the HVAC system for example. So you'll also see some smaller HVAC related issues in here now that are they're heating for example because we've left heating season so I can let them sit for a little longer. They would have sat for the next uh repair cycle but uh with our drip funding coming in hopefully within the next month which is supposed to be around $121 $124,1103 allegedly. Um, we prioritize those items, put them in the list, and we're just looking to get those done. You'll notice that we proceed further through the list that I went beyond what was

045uh allocated there just in case, for example, something breaks and we have to do it sooner so we don't have to come back again and say, can we do the next project? So, nothing particularly fancy or exciting on this list. It's really all things either we're planning to do or by circumstances now we have to do. But willing to answer any questions you may have about the list itself or things that are in there or might seem to be miss. It's a tactical question and you kind of mentioned it but if we approve this list and then something and you have extra whatever but let's say something else occurs that you want to utilize you have to come back to us to modify or how do you >> the way I the way I understand

046it is that the list has to be approved by the board of ed Okay. Questions. Okay. Does anyone want to make a motion? >> All right. I'll make a motion to the project listed for the drip grant. >> I'll second. Okay, we made the motion till seconded. Uh, further discussion. All those in favor say I. >> I abstain. Motion passes. Um, so we do have a need for we have a committee of the whole meeting, but we do need to adjourn the special meeting. Does someone want to make a motion to adjourn this meeting? So move. >> Thank you. I hear a second. Second. So we made a motion to adjourn. The ve seconded. All those in favor say I. I. I. Opposed. Abstain. Okay. This meeting has ended. We are journed. And now we

047move. Second. You can see this part. >> Yeah. Yeah. Stay on it. Yeah. >> Okay. Um I It is 659. I'd like to call the ESAN Board of Ed committee at a whole meeting to order for Monday, May 4th, 2026. Our first order of business or open order of business is discussion action budget planning for fiscal year 2627. So, I want to just spend a minute and try to get everybody on the same page because the numbers have moved a bunch. Um, and just I'm going to do the best I can and and Jeff, please correct me if I'm wrong. So, the original reduction from the board of ed, we had our increase and they reduced our increase. The original was 1.2 million. So, that was when we went um when we went to >>

048the deliberation. All right, that was at the first round of deliberations that was 1.2 million. Then in a subsequent meeting they the board of finance added to the reduction 97,000 and change. I think it was 97750 but 97,000 and change. So then our we came to 1297 was a savings we had fun. Then at the public forum and after that where they were sitting here um they they reduced their reduction or increase whatever uh whichever way you want to go but it was not as much. So the 1297 came down by 362,000 and change. So that puts us at um what was the number? >> Uh 934824. So that was what we kind of now well are left to find. Now remember we had our health insurance was 420,000. So that kind of comes right

049off the top of that. So that gets us to 514824. So coming in to before kind of the past whatever 24 to past few days that was the number we are shooting for and we do need to find that separately. The state has given additional funding to us of 243,000 that was mentioned during public comment. It is one so just important it's one time in nature. Well, we could get more in the future, but we don't know. There's no guarantees that we'll get that again. So, um, so while we have to find 514, we do have this other pot of money of 243,000 that we do need to discuss um as additional funding that would be received, but it is not a recurring amount. So I think how we generally have you talked about things

050like this, we look to fund things that are more one-time in nature and not funding things that are ongoing costs. Uh important also to note or worth noting is there was the town also received 550ish. >> Yes. >> 550,000. They had a board of finance meeting. 5:30 536 657 there was a board of finance meeting before this and I know the intention I assume and Jamie you were listening but I think they lowered the mill rate um increase and stuff so they basically took that money and provided it to to lower the burden on taxpayers they didn't change anybody's budgets they didn't change the town budget or anything so they lowered the burden but the 243,000 is separate from that and that comes directly to the board of ed. If that's not clear as mud,

051I I don't know. So the two important numbers are we're at 514 that 514,000 that we have to buy >> but we do have this other 243,000 of one time benefit >> from the state that we can utilize >> however we want. Um, so it's it's important to know >> like middle school carpets, for example. >> Middle school carpets would be something that would be a natural thing that could come through that um >> that would then unlock >> 44,000 up then apply. >> I think it was 44,000. That's my recollection. And there was high school carpeting as well or something like that. I think that's we have to cut it. So this is then the tactics is we have to cut it to hit the 514 then separately we kind of buy it back

052using the 243. >> Got it. >> Oh good. >> So it didn't make sense coming out of my >> education. So okay now. Okay I'm typing because I started it clear. So the 500 that the budget that we were given is the adopt is will is the proposed budget that the board of finance put forward. We have to come up with $514,000 in reductions to meet that budget. Okay, that's our >> we will then be getting 243,000 which if you think about it which can be treated like a grant like the idea grant the title one >> Kevin and I have already talked it's going to be in a separate fund separate account so we will have that 243 that was being used for educational purposes and the town won't touch it >> but they

053can't >> they can yeah it's ours I question >> 45,000 for the carpet here as part of our reductions. That's what you know we cut that. If we then want to use that to pay for the carpeting, we can do that out of this what I'll call a grant fund. >> And that meets the definition. >> It says educational purposes. I'm thinking carpet is not an educational purpose. I I think what it means by educational purposes is the operations of of of the school of the district whether >> well just the definition says educational purposes only. I don't consider our bit educational. >> So can I just play out this example just to like understand >> great. So let's say we vote to cut the $45,000 in carpet from >> that 514 >> Y >>

054off the table. We're not doing carpets. >> Yep. So the 514 comes down to 460 whatever 47. >> So we can find items like that that I mean we've been kicking that can down the road for a while but also like I'll speak for myself. I'm not going to vote to cut carpets when we have some very high impact like personnel related items. But if I know that like okay we could get the carpet with the 243 and also be able to whittle away that 514. Am I approaching this correctly? >> Yeah. Yeah. Yeah. So, so the 514 is so and I'm going to use round numbers. Let's just say it was 500 and let's just say the carpeting's 50 just because it makes my math easier. Right at 500, we cut 50. >> Okay?

055>> So, we now have to find 450. All right? >> So, that that's what we need to find separately. In a separate conversation, we're going to spend 50 grand on carpets using the 243. So, we still get the carpeting, but we're also meeting our needs for our town. um hitting our channel. >> Okay, here >> I stay. >> So that 243, do we have to decide today where we're going to be spending or do we have some time to like go back and like >> so so yeah. So for the 243 that I wanted to kind of get to this and make it clear, but for the 243 I think there's a few things I think that's important. One is got to be careful that we don't spend something that then is a budget item

056next year and we don't have any money because it doesn't doesn't necessarily count. So we have to be cautious with that. Two is um we the the carpeting is a great example of one that kind of works very well. Um, we can also save some of this if there's some unexpect you know we have a special ed cost or other cost. If we save some of this when that comes in what do we typically do then we free you know special ed cost comes in so we freeze supplies we may freeze like we could keep some funding throughout the year for things like that. The other idea and not to put Anelise on the spot but you know one of the things Anelise had mentioned is know this budget is pretty bones and some of

057the things that we were looking to invest in for programming curriculum summer uh curriculum where we really cut all the way back. this could be an opportunity to use some of those funds to kind of reinvest in those things um to um help advance our our district but or or other so those are but those are all options um for us like that example the curriculum summer salaries we've cut that way down sheet now it's down to 5,281 so that can be an example of something you know >> well the total cut from that line has been 15,000 And so essentially of the 19 summer projects we had on the docket um eight were cut. >> So um and those were all projects that I talked with our fellows about in the in the fall

058with regards to where they are in the curriculum revision cycle and you know I just dialed it way back to the only the essential projects that are tied to the adoption of new curriculum materials or school improvement work. the further off. >> You ask a question about the carpet. >> Yeah. >> If we replace the carpet, we replace it with something that doesn't need to be replaced or would that be just be too expensive? I'm just thinking carpet. Give me a good set of hard floors. We can with our floors, but it's just cheaper to go ahead and put more carpet back down. We'll have to replace it again another 10 to 15 years. What I'm saying? >> Yeah. If I could, the carpets that we're replacing are all over 25 years old. So, >>

059but is there anything that we can replace it with? So, we don't have to keep replacing carpet >> concrete. >> Okay. With that tiles, >> do you remember those? >> No, I'm just teasing. I'm not I'm just teasing. But I'm just thinking is I I don't know why we are perfect in the school system. And that's just like it >> sound abatement. Um, >> okay. >> Softer to walk on, better to sit on, lots of reasons for using all different types of products. So, >> it's been haunting us like I guess the football field was something that's always been over. Maybe a bigger issue that I should out of it. >> I think it's 25. If we get 25 years, I have a stuff. I don't >> Oh, so that's good. >> Oh, sure. We'll

060tell you about your But I'm just Okay. Okay. I didn't realize the car was that old. >> Yeah. >> I just, >> you know, we're doing one eve at a time or >> Yeah, we're on the break. So, we're almost through on the bottom floors and then for the site will be upstairs, which we use all the time. >> Are these individual carpet squares or one big piece of carpet? Um the not the lower level but the other levels are a combination because the middle school has the uh like the little stage amphitheater. So there's some roll carpet there but most of it's square something staging it >> but the bottom floor does not have the either flat. >> Now I think worth noting I'm of agreement. I think it is worth noting while the

061carpeting is this particular carpeting is not recurring like we won't have to replace that same ka we do have next year another ka of carpeting to do so there is a somewhat of a recurrence to it but I guess it's worth noting it doesn't I still think this is probably the right so if we look at this list. Are there things on this list that you look at that would be anything that's kind of one time in nature that we could recommend we take out of um the 514 and kind of use that 243 other than the carpeting is the carpeting maybe let me just preface too just before that with with the list itself just with the general public too we kind of went back to more of one of our more original lists

062everything is on there sort of thing and the alternative possible ideas too just so you could see and work off that. So didn't want to kind it's tough because the public said oh wait now they're gonna they're going to cut that again but you know we just want to make sure everything was on a so just to be >> yeah sorry yeah no and it's important and and the importance is this list is more than we need to say we have options to make decisions we we don't sometimes we're left it's like well here's the list and nothing else. Uh now we actually have you know options to make decisions. But um maybe you start just are are people aligned on the carpeting to to do the 54,000 280 off of the top of the

063514 and knowing that we're going to use the 243 for that. >> I was using that as an example but yes. >> Okay. I mean I'm I'm aligned with marketing as well but I I I'm actually struggling with the number since I understand the 514 in change and 243 in change. >> Yeah. >> What's 2031 time which is >> 203 that's actually the over. So you're we're to the good right now. As Eric just mentioned we have more things on here than we need. Um so we're over by 203,000. >> So that's that's ignoring this exact 243. >> Exactly. Yeah. So yeah. So you you have another 203,000 to play with um sort of thing to to get us down. So >> yeah, if you stay vivic that see the total reductions of 1 million

0641380. That's what's that list totals. We just put everything in there and then you can decide that bottom 203 is just letting you know you have more in reductions right now than we need. >> And what's important because we're talking about the 514, but the health insurance of 20 is also in that list. That's why it adds up to a >> 1138 which is much higher number. So it's if you take the 420 out you're at 8 18 or whatever it is that's 2030 more than the five. So you know >> so I think the way So there's a couple ways we could do this. One is, you know, are there items on this list that clearly we can take as a savings and still get um using the 243 and are there any items

065like that that you know are people comfortable with with the company and are there other things like that. So that's one aspect. Then then for the rest we can do it in one of two ways. We can take the couple hundred thousand that we are kind of over saving. We found more s or there's identified more savings. Not identified more savings and we could say I don't want to do that. I don't want to do that. I don't want to do that until we get to 200,000 and then everything else just falls out and it's like that's what we're accepting. Um, or we can go line by line and take things to get us to the uh 514 or the 514 plus the non plus the fourth point. So the way I was looking at

066it and thinking like okay how do we get to that um number the 54 84 the way I did it was all right so I identified like four things that in my opinion are like non credible for me like you know like I want to make sure that it's paid yeah >> right and then whatever you know once we get to that 200 and 3,000 And then like that's it. That's the way I was looking at it, but >> I'm willing to let you know which way >> I'm very comfortable. >> That's the same way. >> Okay. >> I have the non cuts and then the ones. >> But can we just I just want to double check that this 203 I'm doing mental math and that does not always work, but I just want

067to make sure that 203 is the right. Yeah, I put it in Excel. Yeah, >> it is. Okay. So, it's two because So, because we're at 514, if I add back the health insurance, that gets us to 934. Is that is that enough? So, we were at 12. Yes, we were 934. Oh, 9:34. Okay, good. Okay, I'm good. All right. So, um, so Okay. Yeah. So, what are the thing? What are the >> Can I just I'm going to Can I get some explanation on some of these? >> Yeah. Yeah. Yeah. Yeah. Why don't we do that? They're all back on to talk about. >> I don't remember some of them. What the rationale was on some of them. >> You just lost. >> Yeah. again open up and talk about >> building subs. >>

068Yep. Um there was an area that um we have a handful of building subs across the buildings. Um want say correct me if I'm wrong. We have five in the high school, four middle schools. Um we have only two at Flanders and one at a center. I think that's what he had. So um we were looking in that that configuration. They're they're they're beneficial for sure. Um but they're costly. Um so we were looking at reducing amount of tubes. Um two is the 60,000. So reduction of two. We were going to reduce one for the middle school. The initial fall >> if we did decide to eliminate the building sub positions, would we then essentially just be expecting a spike in our substitute teaching services if we had to? We would need a sub daily

069to to fill to >> help. Wouldn't that basically >> Well, the building subs are a little bit more money, but it provides consistency, >> right? >> Yeah. That's that's the beauty of, you know, having having one we know is coming every day. I'm just I'm questioning like would that would kind of realist standard uh >> yeah, we'd be losing consistency, but then we'd also be right >> still paying for stuffs. I know it would be less expensive, but like >> well there the dilemma and why we put in the building subsidy there's trouble getting subs. So it could be that >> we don't have the building sub we may not get a sub rate. So so it could it's kind of it's hard to tell you right. So the difference is say $40 or $50

070a day, but that doesn't necess but we put the 30 because I think a lot of times that's why we went with the building subs is we couldn't find enough subs and obviously someone >> as an employment would prefer to know that consistently they have somewhere to go every day. So that's where we ended up that's [clears throat] why we ended up with that because we were having trouble >> just so the 60,000 that's here does that represent That doesn't represent what we pay for two in total. Yes. 30,000 of >> 30,000. >> So then these point gain or whatever is if if we're just replacing $30,000 and then we're paying sub and if that equals 20,000 of the savings is really only$10,000. >> Correct. >> If the sub works every single day. Correct. So,

071right. And I think the premise with that is because we implemented the those building subs because we weren't getting the subs, that's why I think we went with the 30. But yes, to your point, if you know, if half the time it's filled by another sub, then the savings would be >> we did look at the bill rate data at both the middle school and high school and even with now remember this wasn't of cut that we gave the four. This was as a result of budget cuts and so this was a a way to look at savings. But when you look at the fill rate data, we still are with those building subs, we still have unfilled positions on a daily basis at the middle school and the high school. Um and so I

072do think in speaking with principal kid at the high school there is a plate you know the kids can go with with to the commons they can the teacher can post the assignment on Google classroom it's a little bit easier to absorb not having that coverage not saying it's perfect but the middle school it is very hard to absorb that coverage um when it's not available and so that's what I have to say about that. So you're saying periodically I don't how often do we not even with the building subs not having enough subs >> on a regular basis every day in the morning >> there are days we cover classes >> right >> it's still not a great you know picture out there with with sub coverage it hasn't it's got a little bit

073>> the building based subs do provide a sense of consistency in buildings on a daily basis and the other piece we talk about MTSS but sometimes when classes aren't covered or some of our MTSS staff are then pulled to cover for classrooms and so services aren't aren't being provided to students and so um I do think that those positions um have value in them um from a systems culture climate and um consistency >> perspective question said this had nothing to do with it but I'm just curious how early before for the day that it's running low. They made that determination. I might call the high school what they call >> 7 630. >> So there is there isn't >> Yeah, there's a cut off that has to go to the office takes. >> Okay. So

074you guys are not running around at like 9:30 looking by 8:00 in the morning. Whatever 7:30 >> for the most part. Yeah. >> Okay. Just curious. And I think it's important worth noting is you're we should get to a a good number tonight, but um you know, we're not taking action on this. The action doesn't happen after the referendum because if the referendum doesn't pass, then you do other stuff. So, we do have a little time as as but it would be really good to uh help us out. Next one. Security. >> Yep. So that would be you'd be looking at um reducing the one security staff member from as of right now central office. Um and then trying to do more of a rotation basis where you know we've already have rotating security around

075the parking lots. Um you know we'll spend a little bit of time central office as part of that rotation but we felt that we're trying to just bind areas everywhere. That's how that came about. >> Custodian, >> high school custodian. Chris, um, you want to talk a little bit about the high school custodian direction we talked we talked about this morning actually whether we should move that in or not, but feel that we can cover we have. Yeah, I guess that's basically the gist of it is that when you're looking at obvious attributing to the reductions in staff where we could have the afforded the most and of course as most people we have some flexible cover some of the areas that staff have just by changing some of the methods but orientation and whatnot.

076Is this a staff cut or is this a uh retired cut? >> It is currently a staff cut. >> Cost reduction. Yeah, that's um you know we've heard got we received some impact uh or received some feedback um recently on you know we have had some bus issues we have had some driver issues um but there's been a lot of talk obviously from board of ed level to board finance level where it should be considered reducing the uh in the world of busing so we left that one bus reduction um on there and could be configured you know routes um so it is on as well as the late bus reduction. We left it on. >> Exactly. I mean, I'd rather put the late bus reduction back in first, to be honest, to give kids

077who stay after school, making sure they have an opportunity, you know, for a ride home. I would hate to have a student not be able to just get to the club or something because of transportation that that really that would bother us all. So, that would be my first, you know, um but we do worry, Kim. I know uh at the bus and we're be meeting with for student to talk further about the issues that we've had. Yeah, I am increasingly concerned with that. Just gonna be honest. I I know all of the concerns that have been shared communitywide, but it reduces a lot of flexibility in the routes and we do have a large span from north to south to cover with our routes. So it it >> you know it could result in

078some unhappy >> I mean I just remember when we did this like two or three years ago and it was it was a nightmare and we had to put them back into service. >> We do have um training scheduled for uh two days in the summer with our software system to review our routes and our efficiencies and bus stops and all those things. So we will be doing cleaning if you will and improving of efficiencies but um you know then reducing a route would be an added level. I would probably have to add some hours of training to you know make sure we do that um in the best way we could. So I don't know consider that carefully [laughter] please >> um May I remember a few years ago that was Sarah Rob I'm

079trying to understand thinking creatively here is the current root of the answer is probably both but is the current root of the issues and feedback that we've been receiving is the root of that not enough drivers or is the root like would eliminating a I guess I'm trying to figure out is like is it the number of buses is it the number for drivers because it sounds like we're combining routes anyways. I just >> Yeah. So, um when there's a driver shortage, they will we have a route that is near enough in proximity to two routes near enough in proximity to each other. So, they reduce one bus and split those children on two other routes because they're nearby to each other. They're in the for reference, they're in the Nyanic Center attendance area, but

080it spans high school through elementary school. those two routes are combined easily because of their proximity to one another and the numbers do fit on the buses right so it is um when we have to make those kinds of changes I like to do have some consistency so that it's known for kids know what the backup plan is basically and the parents know what the backup plan is um I did ask at the end of last school year because we have done this combination before if that could be where we would reduce a bus and it does make all the routes for that whole group of students 15 to 20 minutes longer. So they're on the bus, we try to keep all bus routes between 30 and 35 minutes. So that puts them on at

08145 to 50 minutes depending, right? >> Um and so and then you know we have heard feedback that the buses are crowded at times. You know, I think that's probably give or take comfort level, but um you know, there's some concern there, but we have been hearing from first student about struggles with drivers. So, that impacts that's how that is interacted. >> So, it would be given that we've had to combine it is possible, but it is not >> there is more than one driver short in the rotation. So, >> the worst it's been. this is the worst year it's been and I think part of it is you know first student now Waterford is first student is using that bus company I think there's a sharing of drivers that's occurring um which is also

082causing some impacts as well >> I guess I was curious how frequent is that happening how many times a year are the the >> weekend so on a weekly basis the kids coming home 20 minutes later than you expected them to begin. >> And it happens more in the afternoon because what we're trying to balance is still getting the sport the athletic buses from the high school out to their sporting trips >> and we cut this bus and then what does it look like when we're short weekly, >> right? >> Yeah. It it's a greater pinch. You know, we also use our buses to take kids on a shuttle to uh magnet schools like Norwich Tech and Grao Tech and Marine Science Magnet. to like the high school runs already sort of consolidate a little

083bit so that they can free up a bus to do that every morning. That's been a standard part of our route. Um but then we need that bus. It comes back and does the middle school because we need every seat for middle school and elementary kids because they don't drive, right? They ride. So, um it just puts a pinch potentially on all of those things. >> Okay. Um the last one is the high school teched teacher. >> Um yeah, we um gone round and round on this one. Um I know Henry has done some due diligence uh and really taking a hard look um the numbers, you know, for next year. Um I'll kind of let you elaborate, but the numbers um will work with the reduction of point8 because we have somebody that um

084has is leading us in need for our tech teachers. However, there is an impact on is it CTE courses having >> there will be an impact on computer science. Yes. >> Yeah. So, there will be a reduction in it to computer science >> two computer science classes. Numbers are low there right now. Um but you know obviously that's a you know group of students who um are interested in in that uh academic area. Um you know we'll have to seek other opportunities for them. we'll be able to continue running everything that we've run in the shop. Um but you know the tradeoff will be ahead of those AP computer science class. >> Is that a loss of the teacher or is that a teacher leaving already? >> Teacher. >> So it's a retirement >> not

085a retirement going into >> Okay. But it's not it's not a reduction. >> No, it's just it's a >> a voluntary voluntary. >> Okay. I'm just trying to get all the ducks I have in. >> Yeah. Yeah. >> Okay. >> Yeah. And on the end. So I wanted to So going back to the bus discussion. So if we are having a weekly issue, we he contract with with the with the bus company whose responsibility is it to make sure that they they provide enough drivers. So, they have a contract and it's, you know, Jeff and Mariana and I um stay in communication with the management at First Student and provide that feedback on a very regular basis. >> As far as you're still paying for the same number of buses, >> we do get a

086credit when we combine the routes. >> Oh, >> yeah. Yeah. We're not still paying the same, >> right? I assume the credit versus the chaos is stop the emails I receive and call. >> The way I look at it is if because that's unplanned. >> Right. >> Yeah. >> But if you plan if we cut a bus, we plan for it and and we do a proper job, it may not feel the chaos that we see on a weekly basis. Right. So I'm I'm what I'm trying to figure out is if if we cut a bus but it is an informed choice where we are making sure that we we're driving towards efficiency then I I don't necessarily think that's that's going to be a issue. I agree about about the late bus. I think

087we do need to reinstate the late bus but but the regular you know the one if you if you decide to lose one bus and it's done in a planned fashion that's that's one thing. Now if we if we cut the bus and then we then we have the issues that we are having right now well that's a disaster but that that's not of our making that's that's something that we have to try and address with the with the contract and make sure that that doesn't happen because if if they're taking our contract they should be providing enough number of drivers if this it should not be on us to find the drivers. No, no, no. Um that uh that being said, uh I don't have anything else to as you look at, but I

088I guess we need to figure out what what list we are going to go with. >> I just had a clarifying question related to the tech ed uh position and the impact on computer science. Are you saying that the impact would be that we would eliminate and lose the AP computer science course or would we be merging sections? >> Based on numbers for next year, I think we had a total of 11 students signed up for those two classes total >> 11 total >> across the two classes. So you know um we'll be able to um maintain all the classes that are running now in the wood shop area. Um the trade up is those 11 students will you know >> so there will be no AP computer science next year. >> My question was

089related to that as well. um selfish reasons our two best programs on my robotics team from East Lion. I'm sure they took that. I know. Um but uh seriously, the I is there uh potential down the road for a math teacher or another teacher in the to to um run that course. I don't know what the certifications like and I don't know I don't know what the the math load is where every every teacher is, you know, those classes are as full or not or whatever. But I wonder if there's a creative way to keep that program alive, but still, you know, I think the potential down the road is that we'll still be running and exploring computer science class next year and cyber security. So, you know, the hope would be that those numbers

090get get bolstered or there's more demand for those courses next year and we make some shifts and adjust. You know, the person that is resigning and leaving, Mr. Bringing his, you know, specialty area was really um you know, in the in the wood shop area. Um you know, we have two teachers now um that were really just trying to figure out what their strengths are going to be. So I think with um you know as course selection takes out over the course of the next year or so um and those teacher strengths emerge I do feel that there is you know a a strong possibility that we'll be able to run together >> explain to me reduce sports officials using game receipts. >> Yes. So we're going to the money we collect the notate receipts

091we would use that to cover the bond. So right now that's going into the athletic accounts which are used in other other areas. So we would shift that money um to be able to use uh >> where to cover the cost of all the officials that we hire. >> Oh, got it. >> Yeah. Right. >> Okay. Got it. Got it. Got it. >> Yeah. >> Because we would need to know how are we paying the officials >> right now. The operating parts are extending. So we would shift that. Yeah, we would use the gate. >> So I mean our budget it would kind >> we were using. Yeah. Exactly. >> Yeah. Which was being used for other things. Those things would >> Okay. Got it. >> If you were >> I have two uh questions

092on the alternative possible ideas for reductions. 11203 on the high school history one we have >> um so um yeah you would somebody from the if we eliminated a high school >> there was a retirement or something there's an open position >> there's an open there could be an open position at the middle school so if you eliminated position at the high school the person from the high school would bump down and then go teach history of the middle school. >> Okay. And there would be no impact on anybody's job searching other than you know you're losing a history teacher and position >> and uh I know we looked at this uh area a while ago class sizes in history those were pretty high right when we met earlier the year numbers are pretty solid

093in some sense. in half. >> And then the middle school French. >> Um, >> yeah, I think it's it's on here. Um, at one point there's the idea of either eliminating French. We have a dual certified uh French teacher who could teach Spanish as well. Um, the idea of uh the elimination of um French at the uh middle school level um because we have a world requirement at the high school. So there could be an elimination >> position that makes sense. >> I don't think that that would be possible um without the MTA middle school to run programming the way it is. It would impact programming world >> the students taking French would still have to take Spanish. >> Spanish you'd still need the FTE to do that. to meet the person who was teaching

094>> unless the how's the French the size of the French classes at the middle school >> putting yeah >> she's the French is not as um full capacity wise as Spanish but she is running I would say probably 16 students in the classroom and she has four sections >> sections >> as we have seen at the high school a decline in students speaking French. >> Yes, >> perhaps >> I think too plays into it as well because right now our other teachers are just certified in Spanish and we would never be able to run just with two teachers that we have. >> Okay. Thank you. >> So we need to come up I mean of this list excluding health insurance from the the rest of the list. It's probably about you can you can pull

095off about three to five items give or take is going to get to the 203,000 depends on which items obviously >> 203 or 243 >> 203 >> that's what we need. Yeah, that's what we have to >> Yeah. And then so we can have that discussion. And then you know are some of those if we are some of the ones that are remaining are the are the items that we want to then fund through 243. Just kind of the second step of the conversation. >> We start that conver. >> Yeah. conversation. >> My two keepers are library secretary and MTSS. >> And I detailed my reasons for that in all of our budget meetings. So >> I just I would also probably we'll start there. Yes. So we're talking >> so that let me just

096get the sorry so MTSS is 50 I'm just going to use round numbers 51 >> total is 17,000 >> what you're 10247 if that happens you're over by 10247 you >> still have 2,000 >> that's we have 102,000 left >> that we can still pull the middle. Okay. Okay. Thank you. Okay. So we had 102 left that we can pull. Does anybody want to propose? Go ahead. >> Keep both the buses. >> The so late bus and the >> regular bus. I'm definitely on board with the late bus. My I know they're trouble. My concern of interest is the building sub discussion we have because I'm worried it's not 60,000 that we're saving. That's that's a concern. I feel like it's not 60 that it might be more like um that we actually saved. So,

097I'm a little worried that we show 60 and we're saying we're going to hit our number and then we start hiring sub. The subs are filling for those building subs. If I don't have the math right, then then I'm okay. But that's my worry. If if it can work, I'm okay. The 60 is true savings. I'm good. My worry is >> I mean, it it could be savings in the way of those positions don't get filled. So in from a I mean you're made your like your point like there's every day we don't have >> positions >> right so >> yeah I don't know if it would equate to >> so >> it could equate to fiscal savings but it's an impact >> right >> well but I don't know if the fiscal savings is

09860,000 >> I don't >> in addition to this >> yes I wouldn't imagine it would be quite 60,000 because I do think occasionally we would fill and so our sub but I I am very concerned about the impact that that would have in our buildings on students and teachers who like someone has to cover at some point and I I I think those are critical positions. >> Yeah. The worry [clears throat] is if it's a cater just say take in in a month if there's 20 school days in a month and you say we have a building sub so whoever's out we have those 20 days covered there's someone out every day but if there's only if there's someone out only like three days a month then we have building sub who were under you

099we have which I don't think is the case so I'm just giving that example if the Other way is that it's 17 out of the 20 days or 18 out of 20 days that that building sub is is used and we use we use them for other but for those but that means if we remove them then 17 or 18 days we're paying what do we pay a bucks a buck and a quarter a day >> but for the building stuff. Yeah, >> it's it's one >> not to the we pay Kelly I want to say like 16. >> I'm sorry. Not for the building s we just hire a regular sub. >> Yeah, it's 125 times. Um hold on. >> That's okay. So but those 17 or 18 days we're going to be paying

100a sub and we're not going to get savings because our sub costs are going to go up for that amount. So if they if it's only a school year's 180 days and if there's 150 of them 160 of them that we'll need a sub for that gets that eats into that 60,000 pretty significantly and there's an impact to it. So that's my my worry is we don't get the savings that we thought we were going to get and it has a negative impact on our schools because we don't have a safety person there uh team. So that that that's why I have buildings hubs as for me. Um but >> yes uh what this is more of an explanation program adoption deferment. So there's a program we want to bring in, but we're saying no

101now because we don't have the money for it. >> No, it's really because the process is delayed. So we thought we were going to be farther ahead in the process. >> Okay. >> But the pilot's not going to start till the fall. So we've bought ourselves some time there. >> Okay. Yes. Thank you. So you for asking. >> No, I mean that was one. >> Yeah, math is important. >> Is the late bus reduction. We had two people kind of. Is that kind of a I want to see we check that one off too. put that back on. People feel they want to spark about >> So, so yes, but I have a question about it. So, like do we have like how many people actually use it, right? Like I don't know. So, I

102know they like they go from middle school back to high school and then they go from there. Right. >> Exactly. Pick up middle school, then they drive to the high school and pick up high school. The middle school kids get off disperse onto whichever bus is their area. Um it varies program and and and day. I don't have the >> wrership numbers. >> Yeah. I don't have those specifically at the moment, but >> I have people are using it. >> Oh, yeah. >> Yeah. It runs three days a three days a week. >> It runs. >> Yeah. So, we're not like running closet. It's just like, you know, any indication of those kids getting onto those? >> Um, roughly. >> It varies. I mean our middle school sports now um they are pickups so they

103don't get those students don't take the late bus. We have many of our students after our after school clubs walk over to the community center and pickups there. >> Yeah. So depends on the season. Yeah. >> I just any any child not to be >> Yeah. But um but again the numbers could be could be lower. So Lake bus. Good. Okay. So, we now have 72 left. Um Jamie brought you Yeah. the bus reduction, which 73 it's close enough. Um I don't want more chaos on the bus. So, I'm supportive and chaos on buses. and we got burned when we did try to cut it a few years ago. Um, [clears throat] so I I I can absolutely support that. I'm just going to continue to be concerned about the whether we really get 60,000

104of savings from the building. So that's Does anybody have a different another item or any thoughts on those two items? No, I I mean the assuming that we have quality building subs in there now witnessing what happens when there's no sub or you know a less than proficient sub. There's not a lot of teaching that goes on when there's no sub or a not so great sub. So, if you have someone who's really committed and feels like they're part of the community and they're making a difference in the classroom, I think that that's really helpful. I'm sure that the people who uh I don't know exactly how all this the coordination takes place, but I've watched our building secretary with her hair on fire trying to cover every classroom in the building with coverage and

105um doesn't make for a good day. So, um I I I think there's definitely impact for not having that, but I'm also looking at this, you know, losing a a guidance counselor and I don't know. I don't know how I kind of wish we had I mean I don't know from the principal's perspective where where would they feel as though that is least impactful of that list if they were making the choices >> the guidance counselor that case >> yeah we just were calculating the numbers um based off of you know having six guidance counselors um Oh, 896. >> Yeah. Yeah. 897. Um that average out to 148 I think per counselor. It's well below the the national standard average. Um so I think that's how that you know kind of has been uh discussed

106and then brought forward on the list. If you reduce one, it brings five and back up to the standard for a case that's >> back teacher. Just been thinking about that. Sorry. >> Well, we'd have to hire. Yeah, we have to go out and post that and hire somebody for the position. So you're saying >> well you we could then we just would post it and go hire somebody to find a teacher. >> I mean it's a challenge. We got very lucky with you know we've had a great tech teacher the last couple years. Um yeah he's moving on but uh you know we post it and see more. I >> mean someone disagrees with me let me know. I'm just thinking about that's work by me. I'm just that's that's like the map to

107me. It's like you got the the vamp program. >> So >> the lucky piece is, you know, we have that partnership with Waterford where you've got kids going on through automotive tech side. We got F's garage. So there are still opportunities um kids uh have in that world of, you know, automotive. We still run the wood shop, right, Henry? Be able to still >> I don't care about wood shop. I want I want to science. >> Yeah, that's that's the gap. That's what we would >> I mean the wood shop's great. But >> that brings us to how many tech teachers at the tech school if this position is gone. >> What we have for total if we lose point A7 >> depends on it CTE and tech. So >> in that do in that

108area. >> So you're combining wood wood wood making or whatever I mean what my husband does in the garage with tech with the computer technology. Is that it? Am I understanding that correctly or >> we're looking at the we're looking at the current numbers for what we have for course signups and and the the reason that the reason that this even came up is because we have a resignation and based on my work with Mr. Place and numbers and what student course requests are for next year. We're taking a look at that and we're saying that we we can't in this climate even though it's hard to say justify hiring in that area for next year. >> Okay. So, >> you know, not not something that I want to suggest, but I'm just telling you

109numbers wise, I'd rather go there this year um than school counseling. Um that's just me being um >> You'd rather have a school and you know and I know that the money's got to come from somewhere. Um but you know, we have six school counselors. Yes, but one's a department head um and um you know has a lower case number because um with being a department head there's other responsibilities. So those case load numbers tick up for school counseling. So there's impacts all around. I'm just saying based on numbers with teched um I'm I'm letting you know that that's an area where 11 kids are going to be impacted. Yes. and we're going to work hard to find opportunities for them elsewhere. >> So the guidance counselor is what you're telling me. >> Yes. Between

110the two this year. Yes. >> That's my honest answer. >> I mean >> Okay. Right. But then why are I kept hearing board working with it? Why am I getting >> it's in the same department? Is that what Okay. >> Okay. All right. So you want to count guidance officer. Okay. So we so we now have there's three things that we >> have 72,000 we talked about um the bus talked about the building subs we talked about the guidance councs back yes those are already in >> okay so >> oh sorry another So the high school custodian >> that's going to be that it's not an open there's not an open position in custo anywhere not at that level. No You can. >> Yeah. be to clarify anything specific to um are there any others

111here we hear from from everyone is there anyone any others that's on someone's So, as we do this and we have this salute, I'm adding custodian just because I I feel like I was on the original list that I forgot. Um um so we have the bus building subs guidance counselor custo walls. We can with any of these we can have it in the 514 of savings but use the 243. But if we did, it's really only for one year that they're funded. So it it just lies us a year. It doesn't really it's not a forever thing and then it becomes an issue next basically in a year. So let's just take using the bus. If we left the bus as a reduction and then you added it then we add the bus back

112in using the 243 we'd have a year from now we we are at one less our budget starting point would be one less bus. So we would have to either figure a way to get it back in through other reductions or whatever. Same with building subs, same with the guidance counselor, same custodian if we chose to use 243 because none of all of those are referring costs. They're not one time like the car exam. Okay. I just want to um understand how the alternative possibil ended up in that space versus along with B. Have the building principles already weighed the stuff above against the stuff below and said that we'd rather have these down here than up here in the >> No, no, they we never really been into deep discussions with it. This is

113more along lines of kind of looking at what we had talked about the previous year. um we just brought back um the world language we talked about you talked to we just brought this back is because they're still out there >> from my lens I I have no idea whether the history teacher versus the guidance counselor versus the foreign language teacher is going to have the greater impact in the high school to make that decision is is kind of like I mean >> it's like flipping a coin for me I don't know what difference it's going to be but Henry and and he knows what difference that's going to be. I mean to put you on the spot, but I mean for us to decide ah you know ah let's keep the history or let's

114keep the teched or let's keep the guidance counselor. I don't know the impact for that. I mean I we can talk about the bus and how the headaches that's going to create. We could talk about that. That part's easier to we could talk about the subs because we kind of but the other part I think is harder for me to get my head around to know what what the true impact that is. Yeah. And we can go through uh some of if you if you want what impact would be for clarification on real quick if that helps. >> Bill, thanks for saying that. >> You know the the history piece we the numbers are kind of where they should they would rise. class size numbers would rise. Um, we would send a history to cut

115position of the high school, send it down to the middle school. A middle school math teacher would get bumped over to go teach history. He's dual certified open up. >> Oh, sorry. Math to history. Yes. Um, we have two open math positions down in the middle school. So, he would take math and slide out of history. Um, so that's how that would work. That dynamic would work. Nobody would lose their job. So, that that's one. World language is just at the high school. We have a retirement in world language. So right now it is a it's a position that we need to fill or we reduce it. But you know the numbers are but the retirement is in Spanish >> which are Spanish classes are highest size and that's the other piece where the numbers

116are. Yeah. Which we looked at um that the smaller committee looked at the numbers across each department. Um, and those other teachers can't. There's no other certified people that are they're not dual certified at the high school to take the retiree is dual certified. >> We should just have dual certified earnestly here. >> Yeah. So, so the impact there would be um yes, higher class sizes specifically in Spanish um and unfortunately possibly the possibility of not running our Spanish for heritage speakers class which has been a great success. So, I would hate to see that that happen as well. The high school the high school PE um the numbers in this department are a little bit lower. We looked at this one last year. Um the impact or the problem of this is um there

117will be bump a high school PE teacher if we cut a high school PE position that person would bump down would bump one of the elementary PE teachers who would then ultimately bump the NCS NX center PE teacher would lose their job. So somebody would lose their job in that kind of scenario for for PE but the numbers in that department um are low low but they're in that the lower category. um French, we kind of talked about the French piece. The other two are the elementary positions which were up on that other list, but we just simply moved them down because they're out of the guidelines. Grade three, we reduced a and [snorts] would if grade three at Flanders would put a position there. We'd have an individual who would lose their job. Um

118and the class size numbers at grade three would be at the 23 mark. Um grade two, somebody would lose their job and the grade two class sizes would be at 22. both above the guidelines and two people >> that those are easier to see what's going on those things. >> Yeah. So just to so just it helps to kind of clarify that you know those those um and uh facilities maintenance equipment was small. We've already cut quite a bit out of that. I think that's it for like staff or know the par educator positions. We've already got five. This is an additional five. That would be 10. Um that's a high a high number. Um we have positions we know we haven't filled but >> It's a moving target. It's a moving target for what

119the needs are. >> So for the last seven, I'm just trying to think of different ways we can do this. Um, is this so again we're not making a decision tonight because it still has to go to the right. We have a meeting on the team, right? We have a meeting on the 18th, right? >> So, we could think about, you know, give Sage time to think process and come back. But is is there additional information that we would like would we like Jeff and the admin team to think about these items and kind of give us a anonymous or whatever prioritization or just give us some data of how they would prioritize whether I mean these are all hard but you know whether bus or building zones guidance caps like how how how do

120they look at >> these things to to prioritize and then we could make we could also do where we we also we do our own ranking kind of rank coding or something like that and put these in order. I'm okay with any of the above um or multiple pieces of the above. Does anybody have any thoughts on the best? >> I mean no way is a good way. Well, you know, even if we do kick the can with one of these items, I don't think that's a horrible thing. >> It It's not. Especially knowing we have the 243. >> That's what I mean. I mean, >> you know, >> I think I'd rather kick the can and and know that it's going to be a problem next year than create a problem for ourselves, you

121know, with the bus, for example, or whatever the case may be. and and then say, "Okay, you know, that gives us more time to think about solutions or have a stiffer conversation with our bus company and >> tell them they're not really living up to their contract and this couple of bucks they're giving us isn't really cutting it for the aggravation that they're >> I will say that in my head I was doing the kick the can uh the carpeting curriculum the maintenance equipment, the receipts, those kind of like one time spending things. I was in my head using as a kick the can random thing. The things are not >> cyclical needings to spend every year. >> Yes. So, I wasn't minding that they were >> getting cut. >> Yeah, those I don't think

122it Yeah, that part those are I think are no brain or whatever. Yeah, but that but we may want to use that money I think you know >> for for one of these other items that >> whether it be subs or whatever. >> Why don't we do this? Um so I I think we can talk about it for another hour. I don't know that we're going to get to a a point or or anything. Anyway, what if a let's let's give us each time to kind of process and think about it now who kind of framed it. two is if Jeff and the team can give us feedback information for our next meeting in some way to say in rank order. You don't have to rank order. You can just say, "Hey, here's really why,

123you know, pros and cons or or here's the impact um of doing that." >> Yeah. Like Spanish classes are going to 25 or whatever. That kind of thing is >> maybe Yeah. a little more data or information that we could talk um and some of it can be very subjective like I really worry about the buses like I don't know exactly what but this is a big you know I'm using buses this is a big problem um our students we get parents calls students are concerned they get concerned because they're on a different bus with a different bus driver all the time really actually you know something like that um would be good. So we can get some feedback there and then we can do some thinking about as well get some of that feedback

124and then on the 18th we can have another discussion and see if we reach conclusion and if we don't I mean we have to hit that number we have this 243 we can we're going to have to reach it at some point um and and but we don't technically start spending until >> July don't spend It's it's really just part of our budget. I mean, we can you can put it to theory. We can put it in our nonlapsing. We can give it that. >> Oh, we can't. Yeah. It has to be set up an account. >> It's got to be separate. It's basically almost treated like a >> Does it have to be spent in that year? >> Yes. >> Okay. Be spent. It has to be spent. >> Has to be spent. I

125mean they haven't come out with any >> but in theory you you could put it in your nonboxing because we spend it on use it to to buy uh >> paper and whatever supplies and we lower that and then we yeah we we use that. So we we I think we have a lot of flexibility we can use if we yeah if we have some unexpected costs and don't have the free supplies we can do that. There's also, you know, I do want Anelise to we can give some money back you and some of the things that you want to do. I I I know I would really like to do that. The summer programming >> which we've cut the heck out of. >> That was my >> Yeah. So that that I'd like to

126we can use that 243 to fund you um for that. Like that would be >> appreciate that. Thank you. But Matt, we're clear for a couple of months. >> Matt will be uh pro depending on how the pilot goes will be in the next fiscal year. Go ahead. >> Oh, okay. So, it's a whole year late. Yeah. >> Are people okay with that? So, let's get some feedback from the admin. We'll do some thinking. We'll bring it back on the 18th and try to >> make a decision to offer a budget ask. >> Yeah. Make it anyway. Um, so we do have a little times anyway until >> Yeah. >> Okay. Max and yeah. So yeah. >> Okay. >> Yeah. >> Thanks everyone. Really tough >> conversation and but I think we did a nice

127job. Um does anyone want to make the motion to >> I make a motion to >> I'll second. >> Okay. So made the motion to adjurnn. You'll second. All those in favor say I. I closed and studied your adjournment.