001And I would like to call the special meeting to order. Please stand for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, liberty, justice for all. As a reminder, please be sure to turn on your microphone when speaking and voting and to ensure those online can hear you. And please silence your cell phones. The first item on the agenda is a discussion and possible action of bus patrol proposal and I will turn it over to Superintendent White. >> Thank you, Chair Ponds. Good evening, everyone. Um just to give you a little background before I turn it over to um the representative from bus patrol. In 2024, the legislature passed and the governor signed public act
00224-107, an act concerning illegally passing a school bus. Thank you. Which strengthens enforcement of Connecticut's school bus stop arm law and allows municipalities to use camera technology to improve safety for students getting off on and off school buses. Last week, Mayor Ellen Zapo Saso, police chief Melo, Bristol Public Schools Director of Transportation Colin Grace and I met with Brad McDower from Bus Patrol, a company that collects and combines AI powered stop arm cameras, interior cameras, and edge processing to detect violations and enhance school student safety. Mr. Borman is here online virtually to provide an overview and answer any questions that the board may have. Um just for information, if the board votes to approve tonight, um our understanding is the city will be asked to approve municipal school bus violation enforcement system ordinance in April.
003Once the city approves, cameras would be installed in buses this summer. Um after installation, there would be a 30-day warning trial period um at which warnings would be issued and no fines would be given at the start of the program. I believe Mr. Gorman is online and I now turn it over to him to provide an overview and we can open it up for any questions commissioners may have. Well, good evening and I I'm grateful for the opportunity to uh be here on behalf of uh Mr. McDow and Bus Patrol. Um we are we are in over 20 states nationwide and over 70,000 buses and for every bus that utilizes this technology. >> Give us one second, please. Uh our sound was not working when we send Roman, can you try one more time, please?
004>> Sure. Can you hear me now? >> Sorry, we still cannot hear you. One second. Sorry. Mr. Gorman, can you give it a try now? >> Yes. Are you Are you able to hear me now? How is that? >> All right. Once again, >> good evening. Are you able to hear me now? >> We are good. Yes. >> Oh, very good. Thank you. Well, certainly we are are grateful I'm grateful for the opportunity to speak to the Bristol Public School System on behalf of Brad and Bus Patrol. Uh Bus Patrol is in over 20 states. We're on over 70,000 buses. And for every bus that uses this technology in America, we're on nine out of every 10. Um, that's the case because of the way our program works. We're not simply seeking a contract with
005Bristol. What we're looking for is a partnership in child safety. We're looking for a partnership in enhancing the roads and making the safety experience for everyone that gets on a bus and depends on that bus to get to school for a much safer experience. And that's what our technology does. Uh, candidly, our technology, if you receive a ticket from this program, the propensity of you being a repeat offender diminishes to under 10%. Now, that's very significant, but it's real. And it's real because the technology captures uh and and processes the citations in a manner that's effective both at the receiving end for the citation holder, but also at the judicial system when that's applicable. And our program is successful because the camera, the video, and the cultivation of that in a working partnership with the
006police department allows for a very fluid uh process by which we're passing our information off, obtained off the buses in Bristol every single week to the police department. And what will happen is the police will systematically review each and every citation that we provide them. They will determine if it's a viable citation. We will take the responsibility of mailing it, processing it, monitoring its progress. And the interesting aspect to that point is nationwide 72% of the people that receive a ticket from this system pay it on time. Um that's that's very important because this program is about teaching people better driving habits. And I think that number, that percentage is an acknowledgment that people need and know and realize that they can be better, smarter, more responsible drivers in the community they live in. Uh,
007I'm happy to answer any questions. Um, I give you a a pretty broad overview of who we are, why we exist, and and what our operation is about. But certainly happy to get into the granular with you on any aspect that is beneficial to the advancement of this discussion >> for the chair. >> Yes. Thank you very much for that overview. Um a few questions. I was reading an article uh New Haven public schools. There seems to be some success there um with the is this with your company as well? >> It is. Yes, it is. Um >> can you talk a little bit about the success there and that might speak to some of the success we could could expect here in Bristol? >> Yeah. Well, certainly, you know, as awful as this sounds,
008the stark reality when when a bus leaves a busy yard in the morning and heads to its obligation of of picking children up each day, that bus on average will get a ticket. And the fact is there aren't many communities, none that I have met yet, that have perfect driving habits, driving records, and driving responsible habits. And you know, the fact is that will regrettably or realitywise be aligned much much like New Haven, Bristol will experience the same. Um, we do our best to work with the community to educate, to inform, and to make sure that, you know, we don't walk in um as if we're an anvil over the city. We come in with a very, very pronounced uh educational informing uh program that allows people to learn about a law that's always been
009on the books. But the stark realities always been on the books but ignored by so many. Ignored in terms of driving habits, ignored in terms of responsible um driving habits in in all over New England and America for that matter. And what we do is we try to reflect the community in in its best way in terms of its uh diversity. We would work with you to establish um a roll out that ex is explaining our program and what the law is and how the two intertwine in a variety of languages that best reflects your community. So everyone has an an opportunity to learn about responsible driving habits before this program kicks in. >> And >> thank you for that. That was a uh Oh, somebody else talking. >> Yeah, sorry. Through you uh Madam
010Chair. My name is Adam Wood and I work with uh Bus Patrol and Michael Gorman and um as well. And I just wanted to add in specifically to the question that was asked about New Haven. In the first two weeks of implementation, um I'm based here in Connecticut. And in the first two weeks of implementation in New Haven, there were uh a thousand violations found um which is pretty stunning. Um and in um potentially, you know, New Haven's a little bit of a bigger community than Bristol. So maybe um a similar comparable community might be Shelton, Connecticut, where in the first couple weeks there were 600 violations found. Um so the the numbers are really staggering. And um um you know, as Michael suggested, this is a a a really great safety solution, but we
011don't just start issuing fines. There's a phase in process and a warning process. And um we do a lot. Bus patrol really values education and making sure that um residents know what's coming and what the penalties are which are already on the books and law anyway. But um we we believe in bringing the community along and making sure that everyone's aware of what's being implemented. >> Thank you for that. Um just to reference the article um it reads that so I understand that there is a one-month warning period and I do have a question about what does that warning look like but to reference the article it reads that there was more than $211,000 in fines generated in that single week and that vendor bus control receives approximately 59% of that total to cover the
012camera equipment administrative costs across his tickets and the city receives the remaining 41% which was in this case nearly 80,000 $87,000 from the first week alone. Um I don't know if that 41 59% is the average um differential. Um so that's question number one. And question number two is how do drivers who receive um a citation or or a violation in that one month warning period, how are they notified? Um, I'll answer the last part first and Adam can jump in on the the first part. Um, because he's more aligned with uh some of the the goings on in Connecticut. But what we do during that roll out time frame as as we discussed earlier, we work with the police department to create a physical citation that they approve. That physical citation is then mailed
013out each and every time um an alleged violation occurs and we are the ones that mail it. The responsibility is on bus patrol to develop the citation approved by the police, mail it, monitor it, and make sure the fines are appropriately paid. >> Yeah. So, I'll just >> Thank you. >> Oh, I'm I'm sorry. I'll just deliver a little more um information. If I get too granular or talk too much, just feel free to cut cut me off. Um but um each fine, just stepping backwards, when Connecticut changed the law, um it used to be a $450 vi $450 violation. Um but the state wasn't collecting any revenue. Municipalities weren't collecting any revenue because local resources weren't really available to enforce it. Um so you know in adopting photo enforcement the state made the decision
014to model other neighboring states like New York and others where the where there is photo enforment photo enforcement and so they um adopted a fee of 200 a fine of $250. So just so everyone knows what the actual fine is. The fine amount is $250. Um the when when someone is issued the violation as as Michael noticed they they uh you know noted they they are also given a link to the video violation. And so there's really a very robust video package so you can see your car or um you know your family members uh your loved ones car um passing out to the the the school bus. It's a very robust evidence package. As Mike Michael mentioned a local police um or law enforcement in Bristol or a local representative in Bristol will make
015the approval on that. So there is a local decision being made on whether or not a violation occurred. Um and then um the citation is issued um and the fines go out. In terms of the revenue um collected, the other thing to know is that um bus patrol only gets paid on collected revenue. So if residents don't pay or there's delinquent that that's not any additional charges that the municipality ever in incurs. Um and in terms of the the split, um that is more of a contract specific um question. Um that range is definitely something I I believe bus patrol has moved to a different model where they charge a minimum um and again only on revenues collected. So, if there's no revenues collected, there's no money going to Bus Patrol. But I believe they
016switched to a flat fee model where um you're assessed essentially um a per bus fee um and again only on revenue that's collected only on violations that are um that are that occur and um are processed and um the the revenue is collected. >> Thank you. And this is the last question for me. Is there any impact on contracts with the busing companies because that these cameras have to be affixed to the buses? >> Yeah, so normally when you speak to and I'm not sure who Bristol contracts with um for busing services, but um we have relationships in place nationally with and here in Connecticut with almost every single busing company. um to the busing company there's actually a benefit because the additional uh technology GPS the cameras those are those are an added value
017to the bus company um and so um some of the technology like GPS for instance is dup duplicative so they wouldn't necessarily have to um you know incur expenses incur expenses for uh some of the things going up on the buses we usually um you know we we deal directly with the school bus company you guys put us in touch with whoever they Um, and like I said, we've it's been a benefit. Um, everywhere else in America where we've worked together, we've had a really collaborative working relationship with the school bus um, providers. A >> and um, I will add our company has our own academy for installation. It's based in Virginia. So we work very dutifully with a team of installation experts that treat each and every bus like it's our own. And that's
018very purposeful because this technology is delicate. The process is complex and it roughly takes 6 to 8 hours per bus to fully engage that bus with our technology. It's also important to note uh we never take a bus offline. The bus's responsibility for for its students and its um its daily responsibilities to the uh school district are never ever challenged or or or taken into um a situation where the buses can't do that task at hand. We work nights, weekends, holidays. Uh obviously during the summer is a big uh time of year for us and it's purposeful so the buses are are never jeopardized in terms of their obligations. >> Thank you so much. >> Does anybody have any other questions >> uh through the chair? You don't mind? >> Yes. Could you just explain
019the reliability of your AI model? Um, you know, I use AI a lot for myself in my job as an educator and sometimes there are errors. AI is still growing. You just explain how that works and what your success rate is. >> Well, I I think it's important to note it's not solely AI, it's also humanized. So before the Bristol Police Department receives a citation or a week's worth of citations, what happens is, as you inferred, the the technology does its job, captures the moment each moment where a vi an alleged violation occurs. But prior prior to that police department's um accepting of our packet of violations, what happens is we have two sets of human eyes reviewing each and every moment that would occur in Bristol. Now, that's purposeful for two reasons. It it
020removes all the frivolous and all the things that would never quantify or qualify as as a citation in your community. And what we give the police department is the best interpretation through our efforts and our technology of what the weak encompassed. Now, that's also important because what we've done in effect through that cleansing of sorts of the of the tech of the alleged citations is we've purposefully taken less manh hours away from a screen of an officer or a lay person reviewing those citations. So, it's it serves both ends in terms of prior to the police getting it and as they're getting it. Um, we try to make it a more responsible week on our part for them. >> Thank you. That helps. >> The chair. >> Yes. Oh, so I appreciate that explanation. I'd
021actually reached out to our chief this past August asking about um cameras on our on our buses because I'd heard of a situation, a constant a regular situation with a bus in town. and um he mentioned that it was arduous, right? It took up too many hours. So, I appreciate the extra eyes and sending our police department, you know, really good data. So, I do have a question on um since we are trying to change behavior and make sure um our drivers are more vigilant when our buses are on the road. How long is it between violation and when the violation is actually mailed out or received to the violator? Well, we have an obligation to the the person receiving the violation to do it in a economical amount of time that's appropriate. Uh much
022like when a an officer gives a ticket out, that person has um a a certain amount of time to be responsible in paying their their fine or their penalty. The same is applicable here. We we turn around a week's worth of citations to the police department um every single week. We never that never lags and that's our responsibility to Bristol and the police department. And as importantly, the police also take on the responsibility of making sure that they have a dedicated uh person or manhour to that responsibility of reviewing each citation. So when they're approved, we in turn immediately begin the process of creating the citation, mailing the citation, and making sure it goes to its rightful owner. Thank you. Because while the income is nice, we'd rather change the behavior so we don't uh
023>> certainly >> we want to keep the kids safe. And I guess my final question is so the cameras are they have to be outfitted on on both sides of the bus. Do you pass you catch drivers coming um from the left side from behind maybe or the right side from behind or left side coming on or >> Yeah. Gen generally what happens is when a bus is outfitted you have two cameras that are on the side of the street side of a bus and that captures the the action on the street. There's a camera on the back of the bus that is mounted and one in the front. So what you are doing um and and Adam uh uh referenced this a moment ago to to some degree which was when you receive a
024citation the left the the right side of the citation will have the vehicles front side and back of the action at at time of sight alleged citation. And it will also provide you a video link of that vehicle passing the stock arm inappropriately or illegally. And um that all of those cameras on the front, back and on the side will capture each of those moments appropriately. >> Thank you. >> Through the chair. >> Yes. Um, in terms of you were saying 72% of violators pay, um, for the remaining people that don't, is there like a followup that bus patrol does before the city has to step in and deal with like appeals or hearings? Um, do you have like a followup to send to violators to help with that before it becomes more resources being
025used? Yeah, it's not something you can, you know, feel good at the moment and crumple up in the back of your car. You know, there will be re repercussions. Your fine will increase and it will go to collection and um that's a reality that you you can't get away from. So, you know, it is nice 72% that's a high number. That's a strong number in the world of of uh retention and collecting fees uh that are penalized fees that come in. That's that's on record a very high consistently good number. Um that remaining 20 28% is somewhere down the middle of the line of of a portion of the people just don't feel like paying it. Um, and again, as I referred to, it does go to collection if you're not um, dutiful in your
026responsibilities. You also have, like any American, the right to refute it if you felt unjustly penalized for your your um, alleged act. And on the back of that citation, there is a detailed um way to go about, you know, the municipal uh magistrate's office or local judicial court to exercise your rights to refute the the >> and let me just step in here because Mike is based in Massachusetts. I'm based here in Connecticut. So when we pass the law here in Connecticut, we address this issue. Um, so there's two things to be knowledgeable about. One, um, Bristol and each municipality will pass its own ordinance and create an appeals process locally for residents to come in and appeal. So any person, as as Michael mentioned, any person who gets a violation can go to an
027appeals process um, you know, here locally in Bristol um, to appeal that um, violation. Um the other thing to know is that we changed the law um you know for moving violations caught by a police officer um you know in person um you would be required to you know if you don't respond you would be required to go before court um to go to superior court and that is not a requirement for photo enforcement violations. So no resident of Bristol for non-payment will become a criminal for non fail you know failure to appear in court or anything of that nature. um that was important to the legislature when they changed the law. So, I just wanted everyone to be aware of that. So, there will be no criminal implications for anyone involved with a violation.
028Um there's a local appeals process that Bristol will set up for itself at the municipal level. Um and um you know, bus patrol will work with the municipality to um you know, at every step of the way on on each of these issues. >> It'll even manage the the calendar. Uh, so it's done in in a manageable way for the municipality. So it's not chaotic. It's it's all scheduled and managed on our behalf for the community. >> Thank you so much. Just one last question to round out some of the data like if you would what do you have longitudinally some of the um districts that you've worked with a long time when you're looking at the impact that this has had on improving the safety. Can you speak to that? Well, certainly, you know,
029as I inferred at the beginning, uh the goal is to create safer streets in every community we're in. And and candidly, that does happen. Uh as I mentioned earlier, repeat offenders dwindle significantly to under 10%. Um the educational component to what our partnership with Bristol would be is very important and very real. And I say that purposefully because we, you know, we live in a world where for every person that you convince to be a better driver, you know, 25 people are walking out of your local RMV next next week or more. And you know, you you're always populating your roads with new drivers and experienced drivers, aged drivers. um delivery drivers that are in a hurry. Um there there's a multitude and in your community unlike not unlike most um there's also a cutth
030through community where people are getting through Bristol in the morning to go to work, to go to school, to go wherever they're going. And and your roads in the morning and afternoon have an increase in population that aren't Bristol residents. Um that's just a stark reality. So you're constantly constantly educating year after year because your your community changes, your community ages, your community has new drivers. So the onus is really on us to maintain that consistency of discussion. And I I will mention one statistic which is 90% of motorists who receive a first violation for an offense of passing out a school bus don't ever receive a second ticket. And so that that tells you I think something and we we do have data which is pretty dramatic and we I I don't have it
031in front of me right now but we'll share it we'll um make sure to share it with you. Um we do have data and some case studies from other communities that shows the decline and I think Michael mentioned this at the top of the program. It's usually a very, you know, sharp level of violations at the outset and then that number goes down over time dramatically. >> Much appreciated. Thank you. >> You mind if I do one last question? >> So, with your the um GPS um monitoring too, when you do catch a violation and the person sent a citation, it includes the video. And then does it also include like a general idea of what road they were on or area of town? Something >> Yeah, certainly. The citation will clearly um cover the
032moment at hand. You know, the date it occurred, the location it occurred, the time it occurred. Um, so there is distinctive clarity for the person receiving the citation in the mail um to to re really hone in on why it happened, where it happened and and so forth. And you know, that's also an important point if if it goes to a hearing moment that that clarity of moment, time, and place come into play. So, it's there for purposeful reasons beyond um that person receiving it. >> Thank you. >> Any other questions? >> Okay, with no other questions, uh this is a possible action item. So, if we would like to move forward, I will need a motion. Um, so moved, >> second. >> So I don't have exact language on the agenda for the motion,
033but I'm assuming the motion is to accept the bus patrol proposal. Um, >> move it to the city >> and move it to the >> board of finance or city council. Move it to the city council. >> Yes. >> So moved. >> Second. >> Motion's been made and seconded. All in favor? >> I >> Any opposed? Motion passes unan. The next item on the agenda is the superintendent's proposed 2027 budget. And I think we are going to start with Miss Bond. Before you advance, I just wanted to thank you and um if there's nothing else you need from me, I will wish you all a good evening. >> Thank you. Thank you. >> Thank you. >> Is this on? Yeah. Um so basically the budget slides we have before you tonight are the same same
034um worksheets that you received on March 4th at that meeting. Um there's a couple of different slides in here just explaining the data in a different manner. If you can go to the next slide we received a request to perhaps reflect the budget in this way. So this slide you can see in the first column it's the original budget that is the original um approved budget by the city and then the second column we added in any additional appropriations that were made at the end of the year. These would include any appropriations made um to cover our deficits. So you can see in fiscal years 23, 24, and 25 we ended the year in deficits. the city had to give us an additional appropriation to cover those deficits. This year, um, Commissioner Ponds last week
035or two weeks ago sent a letter over to the mayor and the board of finance indicating that we anticipate a deficit again this year of approximately 3.4 million. Um, that number is subject to change obviously as we get closer to the end of the year, but right now we're anticipating approximately 3.4 million. So, we just wanted to show a reflection that once you add in that $3.4 million appropriation, um, our total revised budget for the year is really $140 million 461815. So, just looking at this data, as opposed to a 17 $17 million increase, it's a $14 million um increase roughly. So, this is just a different way to look at the data. The next slide just shows that same information just in a chart. See the dollar amounts and then you can see our
036percentages of increases over the years. Are there any questions on these two slides and this information? Um thank you. Uh you referenced the $3.4 million deficit. >> Are is that a minimum? Is that where we are at a minimum or are we expecting that that could potentially be >> it could definitely potentially it could be higher. Absolutely. >> I don't really at this time anticipate it being lower. Anything possible, you know, depending on how our costs kind of come in. We could have a lot of students, for example, move out of district and they're no longer our responsibility and then those costs come down a little bit. Um, but at a minimum right now, we're probably looking at the three in that range. >> I just want to ask one follow-up question on that. So,
037what you're saying is if no one else moved in and we were where we are right now throughout the end of the year, at a very minimum, we will be at the 3.4. >> Well, that's where we were at the end of February, >> right? So, >> yesterday it was a little different. So if a student with an outplacement that had a very high tuition cost left the district that might impact us. >> Absolutely. >> But that's not necessarily something typical. We don't usually >> Well, they do they move out but they also move in. So it's it definitely it goes both ways, >> right? Okay. So we're using this number right now added because we already made the request and we did a tri board training on the laws that govern the board of
038eds budget and the recommendation was made to address these issues earlier rather than wait till the end of the year so that we have a truer picture of what it costs to run the district this year when we're asking for next year's budget. So that's kind of the the reasons why we want to make it very clear that this amount of money is already required for this year. So when you look at the minimum budget requirement, it's not included in an increase for next year because it's part of this year's expenses. >> Right. Right. It it will be added to the MBR next year on the report. Yes. >> Okay. Thank you. >> The chair. >> Yes. So this three four is that where we are now or is that a forecast? >> That's where
039we are right that's where we were at the end of February. So assuming things because we still have a savings. We still have money in general ed. So and we have all of our special ed expenditures right now encumbered. So right now we're thinking we'll probably land around the 3.4 but that is where we were at the end of February. So, so where we are and a forecast, if that makes sense. >> So, we don't we don't technically transfer money from regular ed into special ed to cover it, which means it's a deficit because even though we have the money in regular ed, unless the board votes to move it out of the line item, but all of our costs for regular ed still exist. So there isn't a way to move it out of
040the line item without creating a deficit in regular ed. So even though the money is here in the district where we can pay our bills every month, we're running a deficit of 3.4 million in special ed by the end of the year. >> Understood. I just thought too um coming from our tri board meeting, the way I understood it was as soon as we do know we're in a deficit, >> I had to send a letter. Yes. and that we're right not supposed to spend more unless right >> well we're being told that we will be that this will be addressed we just haven't been given a like we it has been advised that it be addressed immediately but there is no laws that say that a city can't say we're going to give it
041to you when we give it to you >> and I also want to clarify too Most of the unencumbered funds that are sitting on the general ed side are expenses that we have to cover. So it's it's FICA and Medicare insurance. We know those will be expended. Um some of the salary lines, there's some savings and salaries. However, all of that savings is going to go to our substitute costs because we know that those will run over. So those are all unavoidable costs. So, we know most of those unencumbered funds really will be spent. >> You can keep going. >> I'm all done. I'm >> You're all done. Superintendent. >> She's off the hook. >> Thank you, Jody. >> Next slide, please. Thank you. So when I presented uh my budget proposal on January 24th
042in between now um there was an increase um as Jod Bond reported at our last board meeting on March 4th. Um this slide reflects the the latest budget requests which reflects the new transportation contract costs with DTO plus the addition of medical and dental expenses for the 53 positions. um that are in the as the new positions that were asked for in my um in my budget. Um and also as reported to you at the March 4, 2026 BOE meeting >> um to the chair. >> Oh, so you want to go back? Okay. If just really quickly, um the increase amount is not the increase from your original ask of 152 365. Correct. The way that this reads 17587 628 that's an increase from last year's request. >> Correct. >> Okay. >> Yes. I just
043wanted to make that >> and it doesn't clarific contract >> with our new bus contract, but it's >> this increase is from last year, not reflective of the additional >> taxes for this year. >> Thank you. Thank you for helping. Thank you for clarifying. Don't want to send out wrong information. Thank you. >> So, yes, we wanted to make sure that we were consistent with what was reported at the last board meeting. >> And um can I just ask for one thing? Can you go back to the first slide where um Miss Bond showed us the difference between the first appropriation and the second? So, if we were to look at last year, uh the initial appropriation was 13 in in 2025 was 130. Uh I don't have my glasses on. 53473 and then the
044next year's initial appropriation was 137081 but the additional appropriation of 5.8 was not recognized last year. It was actually posed as part of our increase although it would have been in the MBR. So if you had reduced our increase by that 5.8 last year, right, we would have only received a million dollar increase last year. So looking at it this way helps us to recognize if we already know that this year we spent 3.4 million more at this point, then it shouldn't be from the initial appropriation. it should be from the final appropriation that our increases because we already know those expenses exist. So that's the reason for kind of really talking about that out loud because it misrepresents what we're asking for. It inflates it and makes it seem like it's so much larger
045than the year before if you look at the initial appropriation. But if you look at what the actual expenses are, we don't want to create a deficit every year anymore. We want to be really purposeful about acknowledging what it costs to run the district so that we can have growth the way other city budgets do that meet the contractual needs and the and the needs of the agencies that they're funding. We need to make sure that we understand that when we're looking at this that we're not asking for our increase from the initial, we're asking it from the actual. Thank you. This slide summarizes the major budget drivers for my requests. And we wanted to make sure to please note that the costs of the 53 new position requests are reflected in the salaries and
046benefits. So, we asked Superintendent White um to share this information again with all board members uh before this meeting in a in a sheet that we all received on uh through email. and it asks every board member if they support or they don't support each of the recommendations uh for these increases. So, these are the only increases that are not contractual or fixed, which means we already have contracts with all of our unions for all of our staff. Most of our budget is staff that works directly with our students. And so when we look at the main budget drivers that bring our budget up every year, um just our contractual obligations alone, does anybody have the budget driver slide that we can pull up? Which one? Um, so just the increase to salaries alone in
047one year is 8.37 million. That's that's a fixed rate. That's not something we renegotiate. We we reduced our workforce by 40 positions last year. We've seen the impact of that. Um, and this is minus the 40 positions that we have, the $ 8.37 million increase in salaries alone. When you reduce our ask by the 3.4 million and we're more in the $14 million range of our increase, thinking about salaries being 83 8.37 million of that, that's a non-negotiable. That's something that we are fixed and need to spend. Then we look at employee benefits. Last year they went up 3.45 million. That's something that's fixed. We don't have a choice. This year it's 1.11 without new positions. Add the new positions, it's another 1.5. Um, our student transportation was increased by at least half of a
048million. Um, our tuition costs for outplacements has gone up by 1.64 million and I'm seeing if there's any other fixed. We have a capital outlay and equipment. We've been zeroing that out often since I've been on the board because we don't have any money for it. So, our buildings are falling apart and our roofs are falling in. But so yes, maybe we could reduce that line item again and let the buildings take more of a hit, but we'd prefer not to. We'd prefer not to have leaky roofs and buckets in the hallways. So I think, you know, when we look at those fixed costs, we don't have a say on that. That's what it is. It is what it is. So the only place that we have any kind of say as a board at
049this point is in the asks. And we asked the superintendent in the past three budget workshops how she came up with this list because we're being asked to support this list and push it forward to the city. And we were told that it was uh her principles that came and each said what they need in order to operate their build their buildings. Um and also our cabinet who is responsible for all of the operations of the school district whether it's special education um teaching and learning human resources that manages and hires everyone you know all of the fiscal agents that manage all of our finances. They came forth with this ask list and they said this is what we need. This is the things that we need. And so we're being asked now to look
050at this list and say, is there anything here that we don't support? And I think because we've already had three budget meetings on this, we should just ask anybody, any of the commissioners at this point if there's anything on this list that they are thinking isn't necessary to run the school district and have those conversations. And if people are feeling that this list is where it needs to be, then I think we move the budget to a vote. Um, but I would like to open the floor for discussion on this and ask anyone if they have any questions about this. I know we've gone over it at three different meetings, but you know, there still might be questions and I think it's better to be safe than sorry. So, if anybody has any questions or
051wants to ask about any of these expenses, this is the time to do it. I have one question. Absolutely. Going to play the new guy card. >> Yeah, you are the new guy. >> Maybe this was discussed. >> Um, first I want to commend superintendent for this hard work. >> Uh, I was just telling Jen before the meeting started that what we're going through in this town, every single town in Connecticut is going through. Whether you're the richest of the rich or the poor of the poor, everything has gone up. Everything is more expensive. And in order for us to control cost, we have to invest in our school system. and build the programs to keep kids in district. That's I've always felt that way. So, thank you. Now, the one question I have is
052on the sheet and I just I'm just curious. You have a one new occupational therapist for $110,000. And I if that's what we're paying, I can get about eight people to apply. I'm just curious. >> Is it with benefits? No, it says salary and then it has like health insurance and then dental and it just see I'm just curious on that salary for an occupational therapist. Why it's that high? Cuz that that is way above what any OT in a school system gets. >> Is it an error? No, that's a >> Well, I will get you applicants. This gets approved. I'll get you applicants. Just I was just curious. Okay. Thank you. >> And that's contractual. That's like a sub. >> They're non usually they're non-union. I don't know. Yeah. And his historically through um
053my experiences with Bristol public schools, but also outside is when we look to set a salary rate, um we look at um comparables, and that's often something that our attorneys will provide, especially when we're looking at contract negotiations. Um I can't speak specifically to the the OT line here. Um but they we would look at schools uh you know contiguous districts districts in our DUR. Um so certainly that's something that we could ask >> uh ask maybe we're getting someone with a doctoral degree. I don't know. I I'm just curious, you know, because >> I don't know either, but it's a good question and I think we can follow up on it. I do agree that we've received many books from Shipman where it shows us every town and then we come in We usually
054start competitive to bring them in, but then when you look at us in year four or year five, it equal it equals out. And so I think it's, >> you know, >> no, I mean, if it is what it is, I was just curious. That's >> Well, I think it's a good question and we should follow up on it. So, we'll find out. Okay. >> And when we don't fill these positions, unfortunately, we end up paying so much more and professional services >> I as I get it 110%. It's like two times the regular degree special. >> Yep. I know. I'm not I'm not saying the position is not worth it. I'm not saying don't pay it. I'm just curious if that was like what we what we AOT's >> Hopefully we'll get some additional
055applicants. >> I promise you >> you can network for them. We're going to poach someone. You got some I have about five people who would want to come to >> Amy's cheering over there. She needs occupational therapists. Okay. So, are there any other questions on this list? >> Sure. >> Yes. Um, so I mean that brings up a really good question. You know, we have um taxpayers who are very upset, right? So, if we can in fact if one for an occupational therapist is way out of the norm, I think it would lead to question how many of our taxpayers would think some of our other salaries are way above the norm. But um moving on to >> well but first let's just say how many salaries on this are outside of contract. >> I
056know that the teaching assistant positions are not a contract position and they're lower than a paraprofessional or a substitute teacher. So I don't think any taxpayers would be upset about hiring someone at the lowest possible rate you could hire a professional. Um, outside of that, psychologist would be there's three. What are they? Yeah. And where's that on the list? Let's just find the certified. >> What's the What's the Okay. And that's a $56,000 position. So >> that would probably >> Does that seem Okay, Brad is saying >> I'm sorry. Yeah, let me but I I mean looking at this and comparing it to, you know, other contracts, other towns and people I've talked to, the only thing that really stood out was that occupational therapist salary. Everything else seems within a very good range for
057the comparable talents in this area. So I I did honestly they are they are pretty comparable. Um, and if we want good talent, we have to pay these type of size for the low positions. >> And do we have any occupational therapist shortage shortage right now? >> Do you have an OT? >> Yes, I was saying yes. >> Just looking at one of the previous budget um there's an OT staffing deficit, a critical gap. The current staff is 4.5 and it looks like the state recommends 12. So, so we should have 12 on staff and we have 4.5. So, >> there she comes. It looks like >> I think that might explain it if we're paying someone to do the work of six people. >> That might explain it. >> That's a bargain. I think
058she is referring to a slide where when you look at what the state recommendations for case are, we should have 12. We do not. We have four and a half. I've asked for one, but I was trying to show that we're way out of sync with what we should be having stat in our Richmond. In terms of shortage, I'm not sure if they met the state criteria for a shortage. Um, I have many OT's interested in Bristol, so I'm glad that we have some more. That's great. But their case load would be very different than if they worked in a district that had 12. >> Correct. Their case load even with the additional one will be quite quite still. >> Thank you for the chair. Um have we in the past few years inclusive of
059this year, this budget year um had to contract out OT's because we weren't able to fill the need with hired. >> Yes, we've had to do both. So, we have one of our one of those 4.5s isn't truly a 4.5 because they work four days a week. So, we've asked them to pick up a fifth day. We also have out um outsourced for additional contracted services as well. Hence why I said like uh one is like non-negotiable because we're spending that already in a at a much higher cost in a different way. Thank you. >> Thank you. Do you have any more questions? >> I do. Um so last um budget season we had I thought a pretty lengthy discussion about um the kindergarten teacher assistance right so um they're still in place right are
060we using them for substituting or does that was kind of >> both um so then in addition to the KTA's we're asking for two for school K5 teaching assistance and four and a half math coaches for K5. >> Is anyone from the K5 here that would like to speak to why we need the additional teacher assistance from a building perspective? So 4.5 math ISTs not teach. >> The question is why do we need two additional teaching assistants per K um five for the schools and the additional ISTs. >> Oh things good evening. Michelle Ovasser, principal at West Bristol School. So we currently have two kindergarten teaching assistants um and one math instructional support teacher. So, I'll share the kindergarten teaching assistants are an integral member of our community because they support our most needy students
061that are coming in in kindergarten who have a range of not only academic needs but behavioral. So, it's that extra set of hands in the classroom to provide the much needed support for um the children with breakfast. So, really every classroom should have one. I don't know that this even meets that need um for some of the larger schools, but we have two like I said that um service five classrooms that we have for kindergarten and they are working all day side by side with the teachers and our support staff. So whether it's with our social workers, our school psychologists really again providing academic supports and behavioral supports for the children. Um, and we really at a know that question for substitutes came up. That's at minimal. If it's an emergency and we really need
062to cover a classroom, that's when we would utilize that at our building at least. But we know the critical role they play. So, we do need them in support of uh behaviors and of course academics. Same thing with the math instructional support teachers. Um, you know, we're looking at challenging curriculum for students um as the grades progress. Um we typically our math instructional support teacher with one services primarily fourth and fifth grade to provide intervention for kids and some third grade support. So really one at best is servicing just a few classrooms rather than um the entire building. But again it's meant to in support of tier 2 instruction. So kids that aren't quite meeting the tier one requirements of the curriculum. Um, you know, we do have literacy support, but math has really been
063lacking through the years. So, I know it would be very much appreciated the KTAs and the math instruction support teachers. >> So, ultimately without these positions, the extra support won't happen in math for kids who need extra support. >> Yep. And it could be for kids that just need a little bit, right, to get them up to grade level to meet the grade level curriculum standards. Um, and I know they're they play an my instructional support teacher plays an integral role like she works collaboratively with the math teachers. She provides intervention regularly responds to data um and really it helps kids to stay on track and meet those gaps in so I just have one more question. So if because I'm not in a school, I don't work in a school. So, and if a
064child is not at grade level and is assessed and is the recommendation is that they need extra support and we don't have extra support, what happens? Our fabulous teachers do their very best to provide extra support and it's tricky. It's tricky to meet the range of needs that you know each classroom has. >> The chairs also just say we don't have that support. they will probably get referred for special men and which will increase our >> if also I think the challenge the challenge >> what's more expensive >> got you a >> the IST or once we identify for special education >> but the challenge is even when they're being identified like if if a if a student is part of the SRBI process and we're looking at tier 2 or or tier one excuse
065me tier two or tier three supports I can tell you with I saw this with my own eyes in a school when you do not have a math ISTD for support. The teacher is the one trying to collect that data while trying to support the other 24 students in the classroom. And this teacher is now trying to collect data and provide intervention at a tier 2 and tier three level. And it's just not manageable. Teachers are not getting the support without having these ISTs. So of course that means that students are then not getting the support. So yes, on the eventually it's going to be um comp ed or lawsuits because we're not able to provide the SRBI supports and the process with fidelity and and so when you when you don't provide the intervention
066through the professional and then the student is identified as special ed and then needs the support and it's required by law and we still don't have enough interventionists, then we pay tutors one- on- one to students in their homes, right? And that cost is a lot higher than having >> math instruction >> a math instructional one, right? >> So, it really sounds more >> it's a systematic it's a systematic issue where we're creating more expenses by not approaching the issue with having the appropriate staff. So in saying no over here, we're paying 10 times more over here. And then worse than that, students are losing confidence, right? They're not having good experience, >> right? If you take even the financial cost away, what's best for kids? So if you have a child who's who maybe
067right here and just needs a little bit more but never can quite get there, that just is a detriment to the child. So in best interest of our kids, giving them what they need so they can grow in the best way that they can. That's a win for everybody. >> Thank you. I really appreciate coming here with the chair. >> Oh, sorry. >> Yes. Okay. and just um you know having that kindergarten experience I can tell you I think it's sometimes wildly misunderstood grade level that a lot of people assume they're 5 years old they're it's kindergarten you know the teacher could handle 22 children um you can't we we could I mean >> we we could but um last year I had less children, half a class. So I ended my last year, my
068career with like maybe 14, 15 children, which I've never had before. But the number of children who came in with extreme emotional needs um and other factors w was so intense that it felt like I had a full class. And um a few years back when we were in the uh when we had the grant money and everything and and we were giving given one teacher assistant per classroom obviously that was incredible. Um either the following year or the year after that we were down one um because at the time we think we had two paras and one teaching assistant. So, when we went down one adult, uh, it was my classroom that didn't have somebody scheduled full-time, which part of it was on me to schedule two people for three classrooms. And it's a
069little tough because you're you're nickel and dimeing every 20 minutes, like here you're going to go here, here, you're going to go here, and then to make use of those teaching assistants. Um, and the two people that we had that worked in the other kindergarten classrooms, I mean, everybody worked collaboratively. I could get somebody when I needed somebody. But you're talking about what you might think are silly little things, but these things affect instruction like you would not believe, you know, and just anecdotally, you know, I'm standing at the Smartboard during a math lesson and somebody who goes in to use the bathroom is pounding on the door or crying because they maybe had an accident or they're locked in or by mistake or whatever or somebody's come to join I mean, there's always a
070reason why you have to leave your reading group, your math instruction, reading a story, doing all that to address something, you know, and and every school is different how their bathrooms are set up. One of the unfortunate circumstances at Hubble School in particular was that there was um one classroom had their own bathroom. uh two classrooms shared a bathroom that only had one toilet. So now you have 40 kids that only have that bathroom, >> one toilet. So, you wouldn't believe the amount of time that is spent in bathroom management, you know, and then when they all have to go because it's lunchtime and then instruction, you know, we like to pretend instruction doesn't lapse, but let me tell you, it it's it suffers. So when you're talking about having a parah or a teaching
071assistant in the classroom, that's vital whether you have 13 or 22 kids because I was able I'd have to yell to the next room and saying, "Is so and so free? Can they come help me?" Or, "Can somebody stand near the bathroom while these kids are going to the bathroom?" I mean, it's a fact of life. >> They're five. No, you can't deal with one bathroom in a family of five, never mind 40 kindergarteners who constantly have to go. Half of them may not be completely toilet trained. I mean, the bath, I'm telling you, the bathroom issue alone is enough reason for us to have teacher assistance so that somebody could handle that part or walk a kid to the nurse or, you know, a million other things. Take care of a boo boo, take
072care of whatever. And if you leave a teacher alone, um they they're not quite so independent yet and they can't master doing those things themselves. They come in with a lot a big range of skills they have and unfortunately we're we're helping them out quite a bit. Um which you know having 13 kids is not happening in most classrooms. They're filled with 2022. So, you know, people may think it's an easy way to save money and we can knock those out. That spending a serious injustice to the learning that goes on and contributes to um burnout from teachers. >> We'll pay for it somewhere else. >> Oh, yeah. >> It's just a diversion of cost. >> It's just diverted somewhere else. >> Yeah. And the and the same for the same thing is if you
073have one teacher assistant for three classrooms if it becomes necessary to use them as a substitute that's all well and good but now you have nobody >> for three classrooms it's affected at recess time it's affected at lunch duty time everything so just as anecdotally as teacher I don't think there's a kindergarten teacher in Bristol that would say I could do without my assistant thank Any other comments or questions >> through the chair? >> Yes. >> Um I just want to say that just in testament to what Barbara's saying like these positions, you know, we had cuts last year. Administrators and department heads put forth these as needs. Some are restored. Many are special ed that we need desperately. So I just feel like if this is what they need to meet students needs, I
074feel comfortable moving these forward. Can I ask a question? >> Sure. So, the math um IST says repurpose funding and also with the districtwide um psychologist. What is this repurposed? >> Jody or Amy, whoever, >> sorry. Um for the psychologist position in particular, um one of the things we do every single year is we really do look at every single classroom. is the roster in every single classroom. Is there any way we can condense so on and so forth? So both Bristol Eastern and Bristol Central felt as though there was a class that they could combine into and therefore give the money that is allocated for those sections to us to provide a psychologist which they felt like um they both needed. >> So it's so it's really >> so we're not asking for it.
075See it says zero. We're not asking it's >> it's a purpose of other positions in the district >> in the in the salary it says medical zero dental zero and then it says cost well math IST is $420,000 for the four and a half and the psychologist is 93 so it doesn't say zero >> for the benefits it does so I don't know how to explain that to you Jody She explained it to me and but I don't remember how to the the math ISTs the 4.5 math ISTs will be positions when we do the redistricting and so we're going to have extra positions. They're going to repurpose those positions. So these are new positions with repurposed funding. So they're not totaled in the amount that we're asking for. >> They are totaled in there.
076>> So it's like staff that you're moving to an IST rather than >> Yes. Yes. at equivalent like pay rate. >> Yes. >> So it's a new >> because they're all in the teacher contract. So it's all contract stuff. It's a new position but it's not generating any >> new position ask in terms of >> Right. Okay. Yes. Cuz we'll have savings in the other position. >> You have any other questions? >> No, I guess I would just like to know kind of what that what that looks like which positions we are um repurposing. the ones who are repurposing law. >> Mr. Gabowski is going to come tell us. >> So through the registring process um with West Bristol and Green Hills, you have the middle school component. Um we are we have excess amount
077of teams. So through attrition um we are looking at the savings of about eight teachers. So out of transparency with the budget process, what we did with the budget, and correct me if I'm wrong, Jod, is that we had subtracted out those positions, the savings we were anticipating of eight teachers, and then we added in the ISTs, those 4.5 to show that we lowered the general line item for teachers, but we're adding back those 4.5 ISTs. We're just being transparent with the staff we have. >> Thank you. I think it gets a little lost, right? When people were shocked with the 152 365, you know, 152, million, 365,000 ask that's now a uh 54649, you know, and then we're telling them that we're we're receiving money somewhere. I don't I think it doesn't absorb well
078with the taxpayers when we've seen such um astronomical um tax hikes um throughout Bristol. And and I know it's not just a Bristol issue, but we do have to, you know, keep little grandma in mind. No, >> we we do, but we also have to acknowledge that our budget saw a 1% increase last year and a 0% increase in the two years prior outside of mandatory supplemental appropriations for mandatory special ed costs. And every other budget in the city received over 3% just for contractual obligations. and receive their increases to insurance in a separate budget. We're treated very differently in the insurance realm for the board of for the education. When we are issued our expenses for our increases to insurance, which last year was over $3.4 $4 million. It had to come out of
079our $1 million increase to our general budget, which means we had to eliminate positions. $1 million didn't cover our contractual obligations, our increases, any of our budget drivers, nothing. And then we had another 3.5. So when we see a $1 million increase in a year, we're seeing a $9 million decrease to our budget in a year. So that's been happening to us for this was four years in a row. So now we're at a place where there is nowhere else to go. We've eliminated positions. We've cut every corner we can. And we're seeing the impact. So when you say the taxes went up, they certainly didn't go up because of us because we weren't getting any of the funding. The funding was going to all of the other city budgets. So I do feel horrible
080that people's taxes went up, including my own. But I'd feel better if it went to education and we're not seeing that. So I understand that it's frustrating and it's difficult. But we're at a point right now where I don't see how we can take any more from the one place that we continue they've been continually taking it from. Maybe we need to close the building. >> Well, I think a lot of capacity now and we have what seven elementary schools and two of them were massive K8s. So, I appreciate all of the ideas and and strategies, but we did pay for a firm slam to do a redistricting plan and to do a study of all of our schools and our capacity. And >> it was one of the options >> if we Yes, it
081was. that if we were doing what we discussed today and and for the past year and that um Commissioner Pari just said is the only way the absolute only way to get out of our own way and stop incurring costs that we can't afford is to keep our services inhouse. And we now have an opportunity to create programs that can generate income in special ed and bringing in not not only serving servicing our own students but bringing in students from other towns. Amy, do you think you could give us a reminder on how much money you said one teacher could bring in in revenue a year because we're finally at a place where we may be able to do this. And so if we close the school, we're right back to where we've been. So,
082yes, I don't mind to share. Minimally, we say it's about a $250,000 a year savings. Um, I can tell you that my department has already looked over every program classroom and we tentatively put students in where we may see them. Of course, PBT, but if we were moving forward with this, we actually could breed in some of the programs, especially some of the interest rates like our lead programs. We would have some space. Um, I think I've told you about my friend in another town that calls me all the time hoping to pay top dollar for one of our seats, but I can't give them one because I know the classes. Um, so that is an option. >> That big number of how much you brought in on on one of your classrooms. It was
083>> But that was 500. >> It was a savings of 500. >> I think that one might have been our community vocational program. And looking at our numbers next year, we actually can charge tuition for that program as well because we have the capacity to be able to do that. our destinations program because we have fewer students in the program that was typically around that $250,000 but again it's every year because every year the students stay at home we're saving that everywhere. Um so you know some of the positions for special ed you'll see that I've asked for five I really need seven well Mr. the vows really worked really well with that attrition. So, we're using the two others. Hence why we only have the five, >> the repurposing. That's not all that there's
084a lot of work going that we do to make sure that we're being mindful. I'm a taxpayer in Bristol Bristol as well. Um, and I want to make sure that, you know, we're all being mindful. But I am very hopeful that if this goes through, not only can we service our own children, we might for the first time in many years, I'd be able to start charging some tuition businesses >> through the chair. >> Just to follow up, that is >> would be my goal. I one of my friends the principal in Glastonberry they started it what you want to do and they are charging towns in the area way less than what a private special ed school you know 100,000 1.5 you know whatever they're charging 20 to 30,000 a kid they're taking 20
085to 30 kids in every year and to a district that is a bargain because you can provide a special ed teacher therapist a BCBA depending on program and you know they they they took an old school repurposed and made it into a therapeutic program for behavior students. West Hartford is sending a boatload over there. Farmington, East Tartford because it's any superintendent would look at this and say that is a deal and I will pay any amount of transportation to get my student to that program. So if we can do that and I will help you with that, we can make some serious revenue as a reoccurring revenue and ROI, return on investment, ROI. We'll make the initial investment five, seven, 10 years down the line. That's just a pool of money that we're always going
086to have. And if you have a kid who's entitled to education to 22 and they're coming to us at 5 years old, think about how much money like just 10 of those kids like that we could have every year. every year as as as our own revenue. So I >> yeah, we have to do that. We have to do that. >> If I might just add Yes. You know, we have a pretty high rate of state and place students and I think part of it is because Bristol does have some level of programming that others districts don't. Our destinations program is one that is often sought out because it is our therapeutic and district program that has a clinical psychologist etc. to um when I became a director, I rearranged all the tuition rates and
087I made it a standard $70,000 with the the transportation and everything included. And even that districts in the state are very um pleased because it's much more cost savings worth than going out of district. So >> because some people are paying $400,000 for one student for one year. So $70,000 is a bargain. But we have to expand it. And at this point, we've overextended things for so long. There is no breathing room. >> There's no more room. >> We're actually realizing a conversation that was had with the previous mayor, Chair Ponds, myself, Dr. Martino, I believe, um Jodie Bond, Superintendent White. We sat in a room with um former mayor Kajano and director of finance and had conversations. it was we were charged with trying to figure out how we could bring revenue in to
088the district and th this is this was like the highlight. Um and I feel like you know we're not losing sight of that. We're trying to realize a conversation a pathway that we discussed at that meeting and that was what you're talking about doing. So, and we didn't have space. And now that the K8s will be K5s and we have room to move programs out of crowded schools and into a centralized location >> and perhaps staff and then the staff is centralized in one location. We're building. And so this transition happens this coming year where Northeast opens and we move crowded special programs into the K8s and then our staff is centralized and we realize if we have the space and the capacity if we brought in another specialed teacher, what is the revenue that
089would happen? because we would self- sustain the salaries of these positions very easily if we have the space. So, it wouldn't be asking the city, can we have another teacher? It would be if we could put 10 students in this classroom at $70,000 each, we can have another teacher specialist this >> point offset. So, you know, with each class that we open, it does cost for additional teachers and staff. However, you know, I can tell you my supervisors and I have been really preaching this for almost three years now. Thank you for remembering. I think we talk about it each time, >> many, many conversations. >> Um, but we've already started to look at students that we really think we could be bring back home as right to be home. >> And so, if we're
090already ready, >> we just have to have the staffing. Then, you know, as we bring students home, we can show this is how much we're saving. Yes, we're asking for a teacher in Paris, but it's still saving you, >> right? Because you're reducing the tuition cost. If the tuition's over 100,000 >> right there in one student you bring home, you've paid for your correct professional. >> Yeah. Now you're saving in the transportation. >> Yeah. So, can I reflect back to a conversation we did have last year? So, when we were talking about building out our our special education program, um there was um a need for like a capital expense up front, right? Like there there was going to be capital spent. So, what would you how many classrooms do you think you could use
091could need and then what what expenses outside of staff would >> need to realize this? >> I think this is a start. Um this is, you know, I shared with um superintendent only sharing transparently, but I will say these to me are non-negotiable because it not only is providing our students what we need, but it gives me just enough wiggle room to start the move from coming back. I think we'd have to see what happens next year because the following year say, okay, this is what we were actually able to do. I bring about 13 students back home. That's what I call it. That every year, the last three years, I bought 13 students. That number I really think would dismantle an out of district site. I'll say if you know we can bring back
092one more program but I'm not ready to change that I think we need to do this in phases so first approach I don't mean to interrupt but I think her question was would there need to be structural changes to the school like she's asking refit a classroom like are the classrooms that we have space in where you're going to have bringing you're bringing in crowded classrooms out of school buildings and centralizing them into the K8s which will now be K5s are those buildings situated for this to happen already or do we need to >> next year? The only cost that I have envisioned was just the furniture cost. Outside of that, the locations that we'd be putting them in, no other structural changes. Now, if we were to fully expand, you know, we talked about
093a lot of creative options and I don't want to get too excited. Um, but I do think more longer term visions, if we were all in agreement, would make more structural changes, but the cost benefit is is huge. But we're not there yet. Do you think we need to take steps before we get to >> I think before we may have talked about opening a school. >> So maybe superintendent. >> That is my Yeah. about those operating the >> start somewhere. >> Okay. Thank you Amy. So any other questions? And if not, then I will need a motion to approve the superintendent's budget as presented uh to the board of finance as is. >> So moved. >> You need a second. >> Motion seconded. >> Motion's been made and seconded. All in favor? >> I
094I opposed. No. >> Motion passes. One opposition with Commissioner Van Ger voting no. Thank you. The next item on the agenda is the school calendar uh for this current year 2526. So my goodness, what a year with snow. We had a lot of snow and a lot of ice and a lot of issues with getting wild trucks and safety and it has caused a lot of people to be very upset. And so My goodness, I couldn't believe it. I was like, every day, every day. Um, but that's, you know, the nature of things. Some days, some years we get out really early, some day years we get out really late, and a lot of it's out of our control. Uh, but we've been asked to kind of, we had um a survey done by the
095teachers union that they submitted their results to us. Uh I will briefly go over what the questions were uh and how the responses came in. So the questions for the April break the Tuesday, Wednesday and Thursday 14th, 15th and 16th were each asked individually and there were three questions. Am I avail these were to just the teachers union. Um, I am available to work on either Wednesday, Tuesday, Wednesday, or Thursday, each individually. Um, and would support requesting that the BOE add this day as instructional as an instructional school day. The next is I'm not available to work on each of the said days. And the third is, I am available to work, but I do not support requesting that the BOE add this day as an instructional school day. And uh I did they give
096us the statistics of how many responded? I think they did. I think it was like 60% or 70% responded of all of the teachers. Teachers. Yeah. What was it? Did we have that? >> Yes. Oh, 484. I think there's over 600 teachers. And um the maximum I'm not available to work was for Tuesday at 58.3%. And the lowest was on Thursday at 41.7. uh pretty consistently about 8.3% said even if they were available they don't recommend us putting it back on the schedule um as a school day as an instructional day at this point in the year um the cost of substitutes if we were down over 50% of our staff um at a very low number would be over $100,000 for 3 days. And so for that reason, I I you know would open
097up any discussion if anyone wanted to have that discussion, but I don't think it would be reasonable to spend that type of money on substitute teachers. I also spoke to the attorneys uh the board attorneys who said there would need to be use with all of the contracts if we change the date because we we don't have a provision right now to change the date. Um, and we also think about chronic absenteeism and the reporting requirements with the state and if students were they miss more than 10 days. You know, there there there are consequences and this would be something that if their family planned a vacation, it would be very hard to say now you have an unexcused absence because we decided to change schedule. So, I think there's a lot of barriers for
098us to consider and I think that the data didn't show that it was going to work out this year for us to be able to accommodate that. But if anybody has any kind of comment or question or or thinks that we need to consider this, I'll open the floor. >> So, we just discussing spring break or we >> at first we're right this minute. It's just the April break. Okay. Um, the next question, there's only one more day that was considered in the survey and it was for Junth. Um, am I I am available to work versus I am not available versus I am available to work but I do not support requesting that it becomes an instructional day. Um, 79% were available. uh 12.5% said that they do not support requesting and there's a
099number missing for the I'm not available but if we did the math maybe it's another 12 something%. Um and so I don't know if there's more data on that one that you can see. Does anyone It's so small. Um we can open a discussion on the the request was not officially made. This is just data that's been shared with us. No one has come forward and said, "Can you please change the calendar?" Um it's just data shared and we said we would put it on as discussion and possible action. Uh so in the spirit of discussion and possible action, does anybody have any comments on Junth the chair? >> Yes. Um I would be opposed to saying, "Hey, we can go to school that day." Just I think it took a really long time to
100make that a holiday and it's an important cultural um holiday and I just don't think it's the right message to say yes, this is the one you can work on, but the rest are important and you can stay home. Just personally, I don't approve of that message. Thank you, >> the chair. >> Yeah. >> Well, I appreciate that. They were um asked the staff when they um were available to work and Junth did overwhelmingly come in at nearly 80% said that they were willing to uh to work. And I have heard from staff and parents like there should be is there a solution? Right. June 26th, really late. The buses get really hot, some of these buildings get really hot. Um, so I appreciate looking um into a solution. Um, and we didn't ask about
101Good Friday. There's possibilities that >> Well, we didn't ask any of these questions. This is a BAP survey. So, this wasn't this wasn't something that the district did like the central office. This was the teachers union saying this was something we looked at and here's our data and they didn't give us a formal request of saying and we want this this and this they just shared the data with us. So the teachers union. >> This is BAPS. This says soaps. >> What? Not >> also the administrators too, right? >> Yes. And teacher >> there's Oh, you did it as well. >> There's results for BFT and >> Yeah. >> Oh, I didn't see that. >> So the first page is BAPS and the second page is BFT. >> Okay. >> Yeah. Yeah, you can't see
102it. >> I thought it was just another way of showing the chart because we couldn't see that BFT did one as well. >> So, >> I mean that makes more sense because I was wondering like were parents asked too, right? Like >> no. So, the unions put forth their data but without a request. So, it's just a sharing of information for our knowledge and I know we all got emails and phone calls and if you know anybody who has if you have children in the district if you don't I mean it's a topic I mean like we're going late into the school year and it's not optimal especially since we don't have air in all the buildings. Um, one of the areas that we discussed, um, that was like discussed and shared from many is
103that this state department of ed requires 180 days of attendance in school and Bristol has 181 days. So, a very easy solution for the board would be to eliminate a day and that would get the students would end on the Thursday. Um, the professionals have their own contracts with their own day requirements. So, us changing a school schedule calendar has absolutely nothing to do with the number of days that professionals work a year. That's a separate issue. So if we wanted to as a board and there was consensus, we could change the calendar to reduce by one day so that we still made the state requirement um and students got out on Thursday instead of Friday. And so that's an in my opinion an easy thing that the board could do without Can I ask
104a question about that too? So I think we talked about that too as a budgetary issue but I think there was something about the number of hours right like while it's 181 and mo and the requirements 180 it was because our our number of hours were close >> hours don't like a half a day is a day so there isn't an hour requirement for it >> I feel like that's how it was explained >> maybe I'm behind it >> hey maybe there used to be I don't know but in my time since being on the board the hours don't matter whether we have a half a day. That's why if we were to look in the future at taking a couple of the holidays, the non-religious holidays, and making them instructional days, like I know
105there's been conversations about Veterans Day and other days that could possibly have it would count as a full day of school, but we'd only have to have a half a day of instruction if that is what the board and the community wanted. And so if the board is interested in reducing to 180 days this year and getting the kids out of the hot buildings a day earlier, then I would accept a motion on that. >> I make a motion to reduce the 2025 2026 school year from 181 to 180 days. >> Who's going to second? I'll second the motion. Motion's been made and seconded. All in favor? I I motion pass. Oh, any opposed? Motion passes unanimously. So that was the last item on the agenda and with no other items on the agenda, the
106meeting is adjourned. Thank you.