001Calling to order the West Harford Public Schools Board of Education meeting for Tuesday, March 31st. 2027. Ammani, could you please call roll? >> Miss Maramman >> here. >> Miss Yagalof >> present. >> Mr. Gagnan >> here. >> Miss Hers. >> Mr. Weiner >> present. >> Miss Bleach >> here. >> Mr. Goldman >> here. >> Kayla Jaw >> here. >> Bridgette Feny >> here. >> For the purposes of the minutes, Miss Hers is present. She'll be returning in a moment. >> All right. Thank you. Um Kayla, can you please lead us in the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. So, greetings on this balmy evening and we're
002very excited to see so many uh members of the community here in attendance. Um, our first order of business, seeing as there is no revision to the agenda order, is our public comment period. Um, this is a time where we have uh the opportunity to hear from the public your thoughts, questions, concerns, and suggestions. And so, when you come to the podium, please state your name clearly and your town of residence. Each individual is allowed three minutes to speak. Uh Ammani will hold up a yellow card when you have one minute remaining in your time and then that will follow with a red card when your time has concluded. At that time we ask that you summarize your remarks and respectfully take your seat. Um it is uh uh we will be actively listening as
003a board to uh comments that are being made, but it is board policy that we will not uh respond to those comments as they're being made. Um but please know that we are taking it all in and especially in light of the discussion that will ensue, we will be very eager to hear from all of you. Um so we we will begin with comments that are on agenda items for this evening's meeting. And as a reminder, the U agenda items for tonight are the adoption of the board of education budget, the ratification of the West Hartford Board of Board of Education custodian three employees contract, the non-renewal of non-tenured personnel, the approval of the financial report for period ending January 31st, 2026, approval of the minutes from the March 17, 2026 board of education meeting.
004and approval of the minutes from the March 2020 20 25th 2026 budget workshop. Um so I will start with those who've signed up on on this list and we will begin with David Barrett. My name is David Barrett. My wife and I have two children in the elementary school system. Thank you for providing this opportunity to speak. First, I want to go on record and state that misrepresenting data is a bad idea when autistic people are watching. On a related note, I've read the GOP talking points for this meeting. They've been published on the website. I'm going to address some of them because you'll probably hear them uh from people later on today. And as I do, please ask yourself, why would you say things like this if your position was correct? So based on
005the core argument presented in these points, you could be forgiven for thinking that the increase in our education budget is wildly out of step with the rest of the budget. In 2015, the proportion of the budget spent on education was sorry 2015 the proportion of the budget spent on education was 58.1%. In this proposed budget is 58.2%. Why specifically target education? Last uh last year's education budget increased by 6.3%. But perhaps as that doesn't sound scary enough, these talking points extrapolate that that trajectory 12 years to say the education budget will double. That's not how numbers work. You can't assume that any given year is a trend. I'll give you an example. In 2017, the number of children that my wife and I had grew by 100%. If that trajectory continued, we this year we'd
006have over 500 children. In lie of gifts, I ask that you send help. The talking points also compare us to to unnamed peer districts and then to Farmington in particular. I think that's a little bit misleading because Farmington in some key cost drivers books states trend state trends. The proportion of special needs students statewide that's consistently rising. West Harford consistently rising. Farmington flat. Proportion of students that are English learners statewide rising, West Harford rising, Farmington falling. It's misleading to use Farmington as a comparison. So why do so? Let's talk about special education for a minute. The points read, there is concern that policy choices may be increasing identification rates, further expanding costs. Now you may notice this does not say that the needs of our children are misidentified. So what's the problem? Is it that
007we are helping too many kids who need help? Finally, they also say that the district lacks clear reporting on IEP504 population breakdowns. It's hard to assume this is in good faith and we should be cautious with this data. After all, this is from a party that tried to put autistic people like me on a list. Thank you for your time. >> Thank you, uh, John Moss. Good evening. My name is John Moss and I'm a proud parent of students at King Phip Middle School and Hall High School and previously Aken School as well. I'm also a graduate of Aken King Phillip and Hall myself. Like so many here, my bills are increasing. The problem is that's true for West Hartford public schools, too. Everything is costing the district more, I'm sure. From transportation to utilities,
008from supplies to healthcare. None of this is isolated to West Hartford. Your bills and my bills and the school district's bills are all linked to a much larger economic problem. So, I sincerely hope that this board, as well as the town council, will not make permanent school-based cuts to remedy something that is part of a nationwide problem. Our superintendent has recommended to this board $900,000 of possible cuts that will lessen expenses while having a minimal impact on our students. Despite inaccurate figures that seem to be floating around, our school's budget is in the average range of what many towns are proposing and it does not stand out as an outlier. When we talk about costs, we must remember the cost of our home values if they were to drop. if our schools stop being seen
009as the lighthouse district that attracts so many wouldbe residents. Just yesterday, we learned that Connard High School is being recognized as a Cass High School of the Year. I congratulate our superintendent, district, and building leadership and especially our students, teachers, and building staff on this incredible honor. We love when our schools shine. This all comes from investments of time, expertise, and yes, budget dollars. Our return on investment in this town is exceptional. We can save money in our schools, but at what cost? Our library media specialists, our behavioral health professionals, our reading specialists, our pareducators all serve in critical roles that would cause plenty of other areas to unravel if their particular budgetary string is tugged. One member of this board also brought up concerns about the Quest program. I could talk about the impact
010this program has had on my family and how one of my children would likely be on a far harder pathway if not for the amazing work of the Quest teachers at Aken and KP. I could talk about how this is exactly the type of program that makes West Hartford the lighthouse district that it currently is, a standing we need to maintain. But instead, I'll respond to the concerns that were raised. If there are disparities in who Quest supports, those can be addressed programmatically. To eliminate the program as part of the budget process now is a weaponization of the budget process to strike programs that we find objectionable. If the board wants to implement further cuts, they should select a number and allow the superintendent and his team to consider how that might look. Allow the
011public ample time to give input on the proposed cuts and then vote. Please do not make rash permanent decisions in the immediate that will harm our town now and in the future. When cuts are made, they are rarely restored. I'm proud to pay taxes even as they get higher. West Hartford is worth it. Thank you. >> Uh Carolina Gazooi. Hola everybody. My name is Karolina Yepvski. I am I live up 27 Woodri Circle. I am a parent of a Walker in a Cedric student and I am an elementary Spanish teacher at Smith STEM and Bugby schools. I am also the Connecticut world language teacher of the year. I am an expert in the field and I am the author of the letter to the editor that appeared in WeHa last night and I am here
012to share our exemplary Spanish world language program with you. I want you all to know the value that the program brings to our town. We deliver a Spanish program through an immersive multidisciplinary approach. Our students use Spanish as a vehicle to learn arts and science and math and social studies. Yes, we do very simple concepts in Spanish. We do numbers, but what do we do with those numbers? We put them in a complex context and we use them to imper interpret weather and work with temperatures in Celsius and in Fahrenheit. Can you do that? Cuz my fifth graders can. Um, we use colors. Yes, we learn the callers, but we use those callers to write our own books about a very emotional monster. And then we go on the school assembly and share those books
013with everybody in the school. Anushka over there. Thank you, honey. You did that. Yes. All right. Also, while we're learning this key pieces of Spanish, and it's not just list of vocabulary. We don't do that anymore. Our students learn to listen. listen attentively, listen to each other, listen for information. They learn to read, they learn to decode words in Spanish and chunk them, split them. They learn how to break things apart so that then they can understand the meaning. And then they transfer all those skills into English. They do the same thing. They write. Third graders right now there are 12 sentences connected sentences not isolated list of words but tw 12 sentences in fourth grade there are about 20 sentences that they can write and this mirror directly the English language arts standards in
014fourth and fifth grade expressing ideas with supporting details. Yes, we do that in Spanish class. Um, of course we're in an immersive span um, Spanish environment and we are talking all day, but the most beautiful piece is all the culture that we bring. We bring the world to our students and we also invite the community to share their world with us. We've had dozens of visitors this year so far and last year and the year before. And what they come and they do is share with us their personal stories and experiences with languages, their unique backgrounds, learning languages, growing up abroad, starting a new career, helping their families with a new job, being a politician, being a school leader, being a neurosurgeon who was an ESOL student when they first came to the United States.
015And they say to our students, and so can you. There is nothing more powerful than those stories. I'll just have to ask you to summarize please. >> Yes. I would say that in one hour a week we deliver the impact and the power in the hands of our very professional teachers. Please let us continue doing this job that we like and it's fundamentally critical for our youngest learners. James Healey. Hello, my name is James Healey. I am 13 years old and I am go I go to King Phillip Middle School. Neurode divergencies, you know them. You may have one yourself. See, some see these differences as a bad thing. Others sees them others see them as crucial to the human experience. I am definitely on the ladder and I want you to try to understand
016this. Sadly, so many kids with these wondrous abilities end up not getting heard a lot. The girl with autism being laughed at in the halls as that is one of the only things she is labeled for. A boy or a girl with ADHD. the boy, a wonderful artist who or maybe wants to be one one day who is labeled as a problem kid just because he take he makes sketches in his free time on blank pieces of paper. The girl may not even be diagnosed as doctors say, "Oh, she's just over social. She's just chatty." These kids have amazing ideas but aren't always heard. And that is why Quest matters. As as a student with a neurode diverency myself, I can tell you it has been a blessing for Quest. I have found my people.
017I have found people who will listen to me. I have found people who will share me their ideas and not look at me strangely. I know I am not a financials expert and I know money is something that we need to look at and probably face with concern if it keeps happening. But I am asking you to please keep funding Quest so that so many more kids like me can have the opportunity to share their ideas and share them in a safe environment. Thank you Ben Healey. Um I am Ben Healey. Um um I I think that um we need um Math Quest because um it it allows so many kids who need these challenges to be challenged without a teacher stress to get everyone into the right groups. So, they're all getting challenged and
018I think that Math Quest does that very well with many projects like cardboard animals that help us learn volume and scale maps with proportions. Um we um if we're in our regular classroom, if if the teacher doesn't have the time to get us all in our separate groups, we can't be challenged, which and then we just can't learn. and I ask you to please keep funding um the math quest and quest programs. Thank you. >> Thank you, Alice and Healey. No relation. No, those were my two sons. Um I am their mother. I'm Allison Healey and um Ben is in fifth grade at Moly and Jack is in seventh grade at KP. I was going to speak tonight about the importance of Quest. Uh but both my sons have already done so quite eloquently. So
019I'll add only that especially for my oldest. Quest is as he said the place in which he has found his people. It is where he belongs. He spoke about Quest being a place where students like he can um like him can fully express themselves and pursue their passions. If there is any doubt about the importance of Quest, I urge you to go to the middle school type three project presentations in a few weeks. You will not find a more enthusiastic bunch of kids anywhere else in West Hartford. Uh they will pull you in, sometimes quite literally pull you in, um eager to explain Renaissance hairstyles or hemophilia and other blood disorders or ancient military tactics and techniques. They are all amazing and deserve to have their interest nurtured. But as I said, um I was
020going to say more about Quest, but now I find my attention divided between the Quest programs and the elementary school Spanish program, which I learned late last night is now also at risk of being cut. I could talk about how learning a language produces benefits across academics or how it is easier to learn a language the younger you are. But instead, I want to highlight an overlooked aspect of language learning, but one which is vital to the times in which we find ourselves. Learning a new language teaches us empathy. Learning about a new culture teaches us empathy. Learning a new language is a humbling experience. You are supposed to make mistakes. You sound awkward for at least the first year or longer if you are me. My German professor told me I spoke like an
021American and she did not mean that as a compliment. But in doing so, you gain an appreciation for other people's and cultures. You discover that the world is much bigger and so much more interesting than just your little corner of it. And you develop empathy for the newcomers to your corner, to your neighborhood, to your school. The people screaming, "Just speak English." They have outed themselves as having never tried to learn a new language. I understand that money is finite and hard decisions must be made. I empathize with this, but it would be a travesty if West Hartford were to lose either of these programs that have given my own kids so much and continue to enrich the lives of those who will come up after them. Thank you, Ariadna Katzor. I'm sorry. I'll get
022it someday. Hi, my name is Ariadna Hai and I'm the parent of two Bugby uh children. First of all, the board, thank you to your ser for your service. The 4-hour workshop session last week really highlighted your commitment and we loved watching every minute of it. However, I'm afraid that the overall tone and the direction of that conversation was quite disappointing. Every budget decision and certainly every board of education discussion must must start with the basic premise that each child in this community be they gifted, special needs or general education deserves to get their needs met. Sure, there will be pressure from the town council to cut costs. Contrary to the framing by one of the board members, each parent here is a taxpayer as well, and we are acutely aware of the astronomical tax
023bills that we pay today. But the board of education must protect and improve the quality of our town's education. There is a solution to a budgetary pressure that doesn't involve cuts to the essential academic programming that we're talking about here. Instead of telling us that it's not fair to compare West Hartford to the neighboring communities because their base of business taxpayers is broader, the mayor actually must take action to grow our grand list and to get more creative about recruiting businesses to come to this town. What we cannot compromise is compro is is compromise the quality of our education. First and foremost, for the sake of our kids, and secondly, for the benefit of all of our property values. To state the obvious, without a steady influx of parents eager for great schools, there will
024be no retirement or downsizing prompted cash outs. Now, I know that the town budget is outside of the board's control. However, class- size guidelines are squarely within your mandate, and it's time to reconsider them for the unique needs of our kids' generation. I'm here not only for my own children, but also on behalf of the 323 parents and caregivers that have signed my petition asking this board to take urgent action of reviewing our class size guidelines. The guidelines haven't been reviewed since 2012 and have not been changed since 1988. They allow for larger class sizes than any of the neighboring towns and our kids are academically behind those communities. Our class size guidelines are hopelessly out ofd and unsuited for modern inclusionbased guidelines as classrooms as you've heard from my friend Professor Jennifer Coit earlier
025today. To improve our educational outcomes for all students, teachers have to be able to differentiate their approach and provide individualized feedback. And large class class sizes make that close to impossible. So me and my 322 friends are asking for specific and measurable commitments from this board. We ask you to update and lower official class size guidelines to to reflect best and current practices. We ask you to prioritize class size reduction in budgeting decisions including staffing allocations and capital planning. We ask you to create a clear timebound implementation plan with measurable milestones. And finally, I join everybody here in asking you to protect our district's educational programming that makes West Hartford the magnet for so many young families today. This is a strategic investment, not a luxury. Thank you for your time. >> Thank you. Uh
026Deborah Schoffick. >> Hi, good evening. My name is Deborah Schoff. Um Thomas Edison said, "A good intention with a bad approach often leads to a poor result." I'm here to ask the board of ed to take stock of its expenditure on DEI. Is DEI curricula providing results? Are they measurable? If so, let's hear what matrices were used. Where is the data? Is DEI curricula doing harm to Jewish students? I'm worried that the good intentions of DEI could be contributing to a significant problem that Jewish students are facing nationwide and here in Connecticut. In many cases, DEI has become a politically charged concept nationwide. It's been linked to an escalation in anti-semitism since many times DEI rhetoric has included Jews in the white oppressor category. Jews represent a very tiny minority of the world's population, 02%
027of the world's 8 billion people. We are talking 15.7 million people in the whole world. That's it. We must be careful not to conflate political ideologies and opinions with such a small minority who have been one of the most, if not the most persecuted group on earth. Yet, some of the money allocated to local DEI programming and funding here in West Hartford by the board of ed has resulted in a good intention with a bad approach leading to a poor result. I'll give you two examples of the most recent cases to back up this claim. Example number one, allocating $20,000 of the 2425 budget to pay reenter Race and Equity and Education, a now defunct organization whose social media website demonizes Israel and promotes organizations and groups that support terrorism. Do we want this type
028of rhetoric in our schools? Do we want to teach curricula that is unbalanced? I don't think so. Example number two. On March 9th and March 12th, West Harvard Public Schools presented a program entitled Breaking Bias in conjunction with Yukon where the invited keynote scholar speaker Mark Goodil delivered a very politically charged activist speech that left many parents and students in attendance a gasast. On March 17th, the Congressional Education and Workforce Committee released a bombshell report on anti-semitism in K through2 education. They noted that even the California Department of Education has found ethnic studies curricula to be anti-Semitic in multiple school districts. They explained that in some cases it's not just anti-Israel and anti-Jewish, it's anti-American and it's calling for students to commit to engaging in activism rather than scholarship. Again, I asked the board of
029education, are these good intentions contributing to anti-semitism in our community? It's time to take a good hard look at the DEI program and how we allocate funds before we continue to invest. Thank you. Thank you, Liz Leighton. Hello, my name is Liz Leighton and I'm a resident of West Harford. I have two children at Duffy, a third and fifth grader. Today I learned that Spanish in grades 3 through 5 is potentially on the cutting block due to budget concerns. I'm asking you to reconsider this. My my children both love their Spanish teacher, Senora de Simone Rafferty, and enjoy learning Spanish in class. To my kids, Spanish is cool and fun, and they love the projects they get to do in it. As a parent, I see its benefits are more than just its cool factor.
030There are so many articles out there sharing the many reasons why children should learn a second language. Just going on the Connecticut government website, I found an article titled the benefits of second language study. It was from the National Education Association research. According to the research findings, second language study benefits academic progress in other subjects, narrows achievement gaps, benefits higher order, abstract and creative thinking, promotes cultural awareness and competency, and more. All good things. I do believe the benefits of learning a second language are obvious and believed since from my understanding students are still learning world languages in middle and high school. That implies to me at least that the reason we are cutting Spanish in grades 3 to five is that we don't see the importance of starting at a younger age. Well, the
031same study I mentioned before included a section stating early second language learning enriches and enhances cognitive development. It also says quote the learning experiences of a child determine which neural connections are developed and which no longer function. That means what is easy and natural for a child learning a language can become hard work for an older learning. So starting young is important. My plea is this. Please do not cut the elementary third to fifth grade Spanish class. If anything, extend it to kindergarten through 2. But please do not take this important program away that builds a strong foundation for language, cultural awareness, and cognitive development. Thank you. >> Thank you. Uh, David McGrath. >> Thank you for this opportunity to speak to you and participate. I'm David McGrath. I am a resident of West Hartford.
032I have two children in the West Hartford public schools, one of whom is in the Math Quest and Quest programs. And he probably should have spoken first because that would be a better endorsement, but I believe he's up next on the list. Um, when Miles woke up this morning, the first thing he said to me was, "Today's going to be a fun day." Why? Today we're building these animals and we're going to measure the volume inside them in Quest. And Peter, I'm not sure if that's Quest or Math Quest. He could tell you more about it, but I Thank you, Math Quest. Um, I also know that his favorite day of the week in school is Mondays, and that's because that's his Quest day. Um, I feel really fortunate to live in a town that
033doesn't treat its educational system as a one-sizefits-all piece of equipment. And for a long time, before I had kids in the school system, I've been here since 2008. My kids are seven and nine. Um, there are other towns that have lower taxes, bigger yards, but West Hartford has had values in terms of taking care of and investing in its community and in its schools and its students specifically that really attracted us to this town and I think attract a lot of people to this town and make West Hartford the gem that it really is. If I put my house on the market tomorrow, it's gone on Thursday. But I don't care about that value and I don't want to sell. I want to live here. the investments we've built up in our town. You know,
034Quest, I understand, started in 1976. It takes a long time to build these kind of programs. It takes a little time to tear it down. I can say on behalf of my son, I see how he thrives in that program. And I know that different things work for different students. Um, but keeping that value, that ability to take care of our students on what they need in our public schools means a lot to me personally as well. I don't want to send my kid off to KO and I think every child whether they can afford Lumis Chaffy or Avon old farms or goes to public school should get that kind of opportunity if that's what fits their need. So I am here to support what I think our town has done well for a long
035time which is to continue to make the long-term valuable investments not on a one-sizefits-all kind of way but on a needbased approach as to what our kids need. And I see the value in Quest and in MathQuest. I watched the the 2026 model UN video and I see that it is not just one type of kid or or one type of student who benefits from this program. It's not just my son. There's a lot of kids out there and I think it would be a tremendous shame to see a dip in that investment. So, thank you for your time. I really appreciate it. I'll yield the floor to someone much more persuasive than myself. Thank you, Miles McGrath. >> My name is Miles McGrath and I'm a fourth grade student in Mor Oh, shoot. My
036name is Miles McGrath and I'm a fourth grade student of Morley Math Quest and Quest. These programs are so important to me and I would feel so bad for those third graders who wouldn't get to experience it at all. I'm learning new things about the Earth and myself every day. There are some things I had never even heard of until Mrs. Hadlock taught them. Quest is just as important as library or art or band or even the regular classroom. People have different gifts and Quest provides services for a large variety of students. I think that everyone should be able to experience Quest or Math Quest. It means a lot to me and I really don't want it to be cut. Thank you, Miles. Uh, Jonathan Ray. Ladies and gentlemen, members of the board, my name
037is Jonathan Ray and I'm the proud parent of a Connor High School freshman. Over the last couple of weeks, I've sent the board a couple of reports. Two weeks ago, I sent one about educational technologies, um, particularly Chromebooks and iPads and their effects on kids. And um in summary um Chromebooks and educational technologies are associated with ever declining um um ever declining um performance scores on standardized tests. I also sent a report on uh budget and I'm not going to talk about the budget one today because I felt like it that we haven't had enough time to process it and we haven't had enough time to fully vet and um and go through it. So, I would like to talk about the intersection of Chromebooks and budget, though, because our um our town is planning
038on selling bonds to buy 1,500 Chromebooks. And um and and I'm hoping there's something we can do about that. Um I I think that's probably out of or that may be out of the hands of this committee, but next week I plan to talk um the town about this. Um but there are actually two things um that I want to talk about. Um, I think that we um um generally recognize that um Chromebooks are are detrimental for our our kids. And there are some things that we've been doing in town that I applaud. For example, at um at uh at Duffy Elementary School, I've heard of they had techfree days and I would love to see that scaled to the whole district. I'd love to see that be a weekly event. In fact, I'd love
039that to be a bi-weekly event. I'd love to see K through two be completely tech-free and that would completely obiate the need for these 1500 uh Chromebooks. Um and so um um that may not be possible in short order. That may take a couple of years to um go through. Um but if we start planning for the future, we won't need those Chromebooks. Um another thing I'd like to see, I'd love to see a class all the way through elementary school um up through junior high school. So, a cohort, a team in junior high school that goes techfree, that goes pen and pencil and paper. And we'd have to work that out with how are these kids going to take the Sbacks and and the ways that uh we give them just enough tech education
040so that they can um succeed with the Sbacks. Okay, so that was Chromebooks. Um the other thing um that that caught my attention about these bonds that that the town is planning to sell, there's over a million dollars of bonds of which about 300,000 I estimate maybe for are for Chromebooks. the rest is geared towards switch gear and routing apparatuses. I I understand that we have a need for cyber security reasons to modernize. Um what I don't know is that my understanding is at the high school um uh the students are are able to connect their personal devices and whether we need to have the ability for 1500 kids simultaneously to connect. Um I'm not sure. I do understand that there are apps um that um maybe graphing calculators and assisted technologies that may be
041required. Um but I don't know if it's um 1500 and I don't know if we if if if all of the budget is needed um to provide that many and how that would influence the budget. I'd love to take another look at that. So that's something I can talk about you uh or point we can talk about in in the future. Thank you very much for your consideration. Thank you. Um, Charlotte Oapoff. Hi, my name is Charlotte Oaptop and I'm a fourth grade student at Duffy and I'm in the Quest and Math Quest program. I think Duffy I think Quest should I love Quest because it helps me learn about myself and grow as a person. Quest is different from the normal classroom. It shows me how teamwork helps in all situations like from helping
042someone that needs help spelling a word all the way to helping another country with water or food insecurity. It also shows me that kids can solve any problem that adults can and even some things that adults can't solve. That's if countries or someone doesn't have food or water. It's not only adults jobs to fix it or make it better. Kids can also make a difference in the world. Math Quest is important is different from the normal classroom because in math Quest they help you with math that you can't learn in the other classroom. Things that you wouldn't new like new strategies in fantastic and fun ways to learn like doing the turtle strategy. Not everyone knows the turtle strategy, but when you learn with Math Quest or Misspata, math is super super fun and fantastic.
043Misspata and the Quest program makes math Quest and Quest a fantastic way to learn with strategies like no other. Math Quest, Art Quest, and Quest are programs that specialize in kids that love these activities. Kids should enjoy school. And what makes me enjoy school most is being able to do Math Quest and Normal and Quest. All kids should be able to have the chance to try to get into Math Quest or Quest or Art Quest. In my opinion, I think Quest should stay in West Hartford schools. West Hartford is an exceptional place where exceptional people want to live. Programs like Quest are part of what makes West Harvard so special. Thank you, Charlotte. Alex Davenport. >> Good evening. First and foremost, thank you for your time everyone has joined today. My name is Alex Davenport.
044I'm a resident of West Hartford and the proud parent of a kindergartener and a fourth grader. This time last year, similarly late at night, I gathered in a very tiny chair at a very tiny desk with a lot of kindergartener teachers who were there to alleviate the fears of a lot of parents with incoming kindergarteners. They served as a resource. They told us about the transition ahead and most of all, they put our nerves at ease. Not surprisingly, one eager parent asked, "Well, what if my child is reading ahead of grade level?" And the unflapably kindergartener teacher that I've come to get to know as my daughter's teacher responded, "We'll meet every child where they are." The room stood silent because that moment was a commitment from that teacher to get to know every child
045in that room, their needs, their abilities, to build plans and strategies to create a culture of mutual respect and to encourage their individual and collective development. Our teachers abilities to do that depends on class size. They cannot do that if the question is how many chairs can we get in the room and does it meet fire code. Because when you have a student in a chair, it is not just that student. It is their needs, their abilities, and their family. I don't imagine there's a single one of us that hasn't sent a teacher on their lunch break about upcoming family travel or upcoming concern. So, our teachers need manageable class size. I also come tonight to say around a similar time last year, I had the ability to sit in my spring conference for my
046son and they showed me his standardized test scores around math and they demonstrated frankly what I already knew. His world is numbers. If he was sitting in the chair next to me, he would have spent the last several minutes analyzing the space between each panel of board. He would have been somewhat perturbed by the deviation and the patterns of the ceiling tiles. He would have noticed when we added chairs and he would have been curious if you had done it by odd or even numbers. That is his world. Math Quest meets him where he is. But it doesn't just meet him individually as it relates to numbers. It does so in a way that encourages collaboration. It helps him learn how to communicate those ideas. It allows him to make mistakes and persist. It challenges
047him to make mistakes and persist and to do so in a group. He will tell you that the classmates that most guide him in that collaboration when he is making mistakes are girls from his class. So at a time that we are encouraging our girls to trust that they are good at math and science, we also need to be encouraging our young boys to respect and honor the math and science strengths of our their classmates. I think Math Quest does that. Quest teachers are traversing our town in order to meet our students where they are. Our classroom teachers are working tirelessly after hours and through their breaks to honor students needs and to meet them where they are. I respectfully ask this board to also continue with budgetary allocations that allow our teachers Quest programs.
048I will now add foreign language classes as well to help students and meet them where they are. Thank you very much. Thank you. Um, John Alash, I can't make out the last name. List. >> Okay. Thank you. >> It's okay. In the sp of time, I'm gonna give my slot back. My points regarding the emphasis of the Quest program. >> You sure you don't want to just come on up? >> Not only by the students, by the parents. So, thank you very much. >> Okay. Thank you. And then um good evening members of the board. My name is Ian Aamirki. I spoke last week. I have two kids still in West Harford public schools. Uh first of all, thank you for your patience, your commitment, and long hours you've put into these budget discussions. Uh
049it's even tiring to watch you and to be here. Um uh I would like to build my comments uh from to build on my comments from last week about datadriven decision- making and focusing specifically on what's in front of you now. First, uh why are reductions being concentrated on frontline staff such as teachers, behavioral health professionals, and literacy specialists, roles that have the most direct impact on students? At the same time, there has been little visible discussion of other areas, administrative staffing, secretarial roles, transportation, secondary library staffing, or departments like equity. That imbalance deserves a clear explanation. Second, the board is being put in a difficult position. You're being asked to make significant budget decisions without comprehensive outcome and impact data from each department. That information should be provided at the very beginning of the
050budget process, not after the fact and not in fragments. As it stands, uh what's being presented are essentially trimmings without context. Without a clear understanding of what is effective and what's not, how can you responsibly decide what to cut and what to preserve. Without that clarity, this cannot be fully informed decisions and this ties directly to transparency. There is growing concern in the community about how priorities are being set. For example, a recent open letter in Vihad at home signed by dozens of residents raised questions about spending decisions within the equity space, including a questionable contract for external programming that according to that letter lacked a clear connection to student outcomes. Whether or not one agrees with every claim, the underlying concern is clear. Where is the transparency and where are the results? Similarly, the
051longanticipated breaking bias program intended to address anti-semitism and other forms of hate which acquired significant staff time and preparation yet raised significant community concerns about keynote speaker selection and vetting. When this level of detail and justification is missing, it creates a um perception that decisions are being made internally without sufficient oversight or alignment with community expectations. Other districts begin their budget process by providing detailed departmental data, outcomes, performance, cost effectiveness. So the boards can make informed decision from the start. That should be the standard here in this word as well. Otherwise, the board is left making decisions without necessary tools and that ultimately affects both students and taxpayers. Um, when transparency is lacking, it becomes difficult for both board and public to feel confident that decisions reflect what students truly need most. Thank you. >>
052Thank you. Um, so that get concludes the those who've signed up. Are there others who'd like to speak? Come to the podium and please state your name and town of residence. Um, my name is Amy Long and I live in West Hartford, Connecticut. And I was part of all of the Quest programs, Art Quest, Math Quest, and Quest. I'm currently an eighth grader at King Phillip Middle School. And Quest is the reason I am here, literally and figuratively. If I hadn't been in Quest, I wouldn't have all the presentational knowledge and skills to have the courage to be up here speaking right now. I believe the proposal is to cut Quest budget in favor of more tech. And I believe someone up here also already stated about how tech has generally a negative effect on
053student test scores. And I would like to ask how much are we sure that with this tech this tech students are actually doing education with it? Because if you walk into a classroom, I guarantee you will see students on games. And in KP, we're actually trying to cut downtime on tech. It's very clear. And we already have excellent tech. We have 3D printers. I've never seen anybody go without a Chromebook when we need one. And we have pretty good printers. And Inquest, uh, my teacher, Mrs. O'Reilly always said that we could not take our notes on Google Docs because writing helps us memorize information more efficiently. Furthermore, uh there has already been a cut to Quest and we are already facing the negatives. So, originally before the cut, we would be able to have after
054school or teacher lunchtime, but now our Quest teacher uh one of them, Mrs. O'Reilly is also teaching at Cedric before and she is unable to give us this extra time. There's already an immense pressure for teachers especially if they're going through family stuff or other negative effects on their own well-being and we uh she has missed several days because of the travel between schools. Quest is about the mind. We are united by the mind. We do we do not care about race, gender, religion, nothing. And Quest is also one of the key defining traits of the WHPS system. As I believe Mr. Moss already said, it's one of the reasons our property taxes are so high and why we are so willing to pay them. Thank you. Yes, please come to the podium. >> Good
055evening everyone. Uh my name is Lena Ma and resident of West Hford. I'm also a math professor at Trinity College. You can My son I am a mother of two. One is three turning three and the other one is nine years old, fourth grader in the mass press program. Of course, I want to standing here today because I only have one day to prepare this and my other parents helped me drafted a a petition and I got 29 resident signatures physically with me to today to advocate against cutting the crest program because it's being a fundamental part and I've heard the idea of talking about equity as a educator in higher education. I want to say equity is not cut a sing line. If talking about equity, not everybody in West Harford has children but
056everybody is paying the high taxes but we still we need the n like a brand and high education and we need a good education to attract people here. So if we'reing just we're tra trying to serve everybody that's a really dangerous signal. If we're trying to save everybody like a fits all, then there's no improvement in medicine because there are certain disease that only a few people get and maybe we shouldn't just say like just die, right? We're trying to save the every individuals. That's what education is about to serve every individual to their needs. And in college, we can't put everybody in a calculus class. We have to put them in different levels. And it's so wonderful that West Huffer can do that just in their MM school providing the Quest program. We moved
057here in 2017 like a choosing about the big houses in Avon and Farmington which are huge similar to property tax but we chose it here because I heard about the quest program and then when I'm collecting these signatures today do you know where I collect them? I don't know that many people in West Harford. I was just I took my three-year-old to a swim lesson and I was walking around and turns out one of the parent was a Quest graduate in Smith when they first introduced and he was so surprised saying I wish my daughter could go into the same program that's why I came here and we can't let this go and also I've as a parent I mean this is the first time I attend these kind of meetings because my son just
058turned like hitting this grade but I felt like I received a letter on Friday from the quest director and then a Monday email from the Spanish teacher and I felt we are the last minute to be informed such important decisions and these are permanent cards and as somebody have mentioned before you can't be restored this in higher education we're taking a significant hit in money because tuitions you know all the reasons but education we're not saying let's stop hiring the faculties we may have some hiring freeze but we're not firing anybody and als Also what we're trying to is just trying to see if there's any possible department spending cuts like trying to spend less money than saying let's just cut this which will have a huge amount amount of impact on that people and
059this I'm sorry I didn't have a draft this is just what I thought on top of my head and thank you for your time would you like to speak come on Can Can she Can someone help you? Thank you. >> My name is Anushka Malay and I go to Buckby School in West Hartford, Connecticut. I am 9 years old and I also participate in the Quest program. My mom and my dad told me that you were thinking of putting a pause on the quest on putting a pause on Quest and Math Quest. I believe that quest and math quest are wonderful chances that kids will get and treasure forever. My teacher, Miss Puss Perez, gives my quest group a very fun, very fun and exciting challenges that we solve as groups, a class, or individually.
060I enjoy going down to the quest room on Mondays and Thursday mornings at 8:45. And I'm sure that I would be disappointed if you do choose to cancel these programs. I think that math quest should stay because still students have already taken the math quest test and and will possibly feel disappointed if you put a pause on it and feel that their hard work was for nothing. I did not participate in the test, but I have friends that did. I would choose to keep the program running for all future students with the possibility of getting into math quest and quest. >> Thank you. >> Yes. >> Good evening. My name is Dan Ricarde and I'm a West Hartford uh local and a proud parent of a third grader at the second grader, I should say.
061He's going to kill me for saying third grade um at Smith STEM. And I'll be really brief. I'm here just to support the not only the Quest program. You guys have heard it from all the kids at this point. I don't know how you would be able to cut funding when you hear all these stories about these kids fitting in, right? We're all looking to fit in. Uh but also about the Spanish program. I am lucky to say that the only reason I'm here able to semi-eloquently speak to you guys is because I learned English as a second language early on in my life. I've seen the world. I've been lucky to see the world, to travel the world, and to see how many opportunities we get by speaking other languages. I think it's our
062responsibility as parents, as educators, to open doors for our kids, not shut them. I'm not sure how teaching them a second language would ever shut a door. And if anything, I think it gives them the opportunity to see the world, understand other folks, and maybe if we all sort of learned a little bit of empathy through that, the world would be a better place. Thank you. >> Thank you. Please. >> Hello. Uh my name is Mike Olirri. I live here in West Hartford and recently relocated here with twin boys are in fourth grade at Wulkit. So I'm also going to be piling on and talking about the Quest program tonight. But uh I'm going to try to balance my comments between some objective fiscal numbers and also subjectively as a parent and what it emotionally
063means for my son. So first of all I just want to acknowledge the difficulties that you face as a board trying to balance the budget. I myself am a municipal bond analyst. I spend all day analyzing cities, counties, states, school districts and their ability to pay back that service in bonds for investors. So I fully see that um on a daily basis. Um, I know there's cuts coming from the federal level with some, you know, federal stimulus money wearing off. I know states now are in more of a economic pinch and spending spending sending less money potentially downstream to local governments and school districts. So, I understand those pressures um, you know, very much so. I also wanted to give you some context for why Quest matters to our family. So, we moved to West
064Hartford in November 2024 from Chicago. We've never been to Connecticut before that. when we were relocating to the area, we were laser focused on West Hartford because of the schools. And after coming from Chicago and seeing some of the fiscal challenges that not only Chicago but CPS, the Chicago public school system has and then seeing the kind of reversal of that here was very appealing to come to West Hartford and not Avon, Simsbury, Farmington or anywhere else. Um why it's impactful to my son. So before moving here, um, one of my fourth grade sons was very unstimulated and disengaged at school. It was tough to get him out the door every morning. And then now he's joined Math Quest and Quest. He's challenged. He's engaged. He's excited. Like shared from everybody else, Monday, Wednesday, and
065Friday, his favorite day is to go to school. So he is also neurodeiverse. And I think meeting him where he's at provides him the opportunity to get that meaningful difference that he is really going to excel not only academically but for his overall well-being. So just wrapping it up in terms of bringing it back to the fiscal picture and a couple numbers. Um I looked at this just today and it was mentioned earlier 58% of the town budget is going to education. So 1.2 2 million of that 2 or 228 million is going to quest for 500 students which I think is essential for the kids that need that challenge to stay engaged and I understand that all not not all cuts are created equal but if you look at the impact per dollar I
066think quest is a very high return investment meaning that it serves about 5% of the student population for.5% of the budget and considering cutting that 5% to that 500 students students um that actually meets them where they're at. Um I think um you know takes away opportunities to meet them where they're at and unlock abilities for them to move forward. >> Thank you. Please come up. >> Uh good evening members of the board. Thank you so much for the opportunity to speak tonight. My name is Ruby. I'm a West Hartford resident. and I'm a parent of a fourth grader at Smith STEM and an incoming kindergartener. Um, as the school budget continues to grow at an unsustainable rate, parents like myself just want reassurance that increased spending is strengthening academic outcomes in ways that are
067visible in the classroom. I am concerned about a pattern that consistently looks to the classroom for cost savings instead of topheavy administrative roles. Strong schools are built on strong classroom experiences, meaningful teacher interactions, manageable class sizes that we've talked about today and direct academic support for students. I understand difficult decisions uh financial decisions must be made sometimes, but it is important that classroom instruction remains a central priority. I'm concerned about a comment made suggesting cuts to the elementary Spanish school curriculum, and I'm here to support all of the seenoras who are teaching our students. Um, in the elementary school level, early language learning is not simply an enrichment opportunity. Exposure to a second language at a young age supports cognitive development, literacy skills, cultural awareness, and a long-term academic success. I, for one, am grateful
068for my daughter's Spanish instruction despite us being uh Spanish speakers natively. Reducing or eliminating elementary Spanish would narrow culturally rich educational opportunities for students and move our district away from providing a well-rounded education. Student-f facing positions in short should never be on the chopping block in my opinion. While I have your attention, I'd also like to raise questions about technology spending. While technology certainly has a place in modern education, research increasingly suggests that heavy reliance on devices can lead to decreased engagement and weaker learning outcomes. As other parents have discussed tonight, as the district continues to invest significant resources in tech, it is reasonable to ask how these investments are improving student learning in measurable ways and if the ROI is there or not. As you consider this budget, I'd like to ask the board
069to consider these two questions and demand substantive answers when these cuts are proposed. The first question is, how is the district measuring impact when making budget decisions? And the second question is, what measures of student achievement and academic growth are being used to guide these budget decisions? West Harford schools are strong because this community cares deeply about education. I know that I do. and maintaining that strength requires thoughtful decisions grounded in evidence, transparency, and an unwavering focus on students. Thank you for your time. Good evening everyone. My name is Heather Sansone. I live here in West Hartford. Really wasn't planning to come tonight. Um, the budget seemed to be proposed, at least across things that I pay attention to, as more of a maintenance type thing. And then yesterday, I got an alarming email from
070our school's Spanish teacher about possibly cutting the elementary Spanish program. So, here I am. Um, our district has a five-year strategic plan with some impressive goals that made me happy that my two children get to attend school in this town. As I reflect back on the past years of advocating for various items finding themselves on the budget chopping block, it seems like the trend is often towards cutting at the classroom level. And I'm here tonight to express my concern around how goals in this strategic plan around creating respectful learning communities, attracting and retaining highquality teachers can be met when the cuts proposed continue to have a direct impact on the students classroom experience. My fourth grader has Spanish with Mrs. Jooski. I'm so sorry. I hope that's right. Um, and she's an absolute gem. She's
071the kind of high-quality educator that the district's plan aims to attract and retain. She's not just teaching students across two separate schools of foreign language. She regularly invites parents from other Spanish-sp speakaking cultures to come in and share their customs with the students, opening their lives to a broader world beyond our town. It is a cultural immersion unlike any other that is vital in serving the goal of creating a respectful learning community and cutting it from the elementary level stands in direct opposition to that goal. Attracting and retaining highquality staff by providing professional development resources and appropriate learning environments is another goal in the strategic plan. How is 26 students in an elementary school class an appropriate learning environment for any teacher to excel and thereby enable the district to meet such a goal? The
072money has to come from somewhere. I understand um budgets, but there is a lot of data floating around about neighboring districts making similar educational achievements with leaner administrative staff. As a taxpayer, it seems reasonable to ask for honest justification for why there are not more visible el efforts to trim this area of our budget. At the end of the day, it's clear that sustaining a high-quality education system against the reality of rising costs across every area and funding sources seeming to disappear is no small feat. I do not envy Mr. Vicinus being tasked with such a job, but I respectfully request more accountability to this plan that has been put forth as a path to increasing the excellence of our beloved school system. I urge members of the board of education to meet every cut
073to a classroom area with an inquiry on the direct impact on the students as well as the impact on meeting the strategic goals outlined in the district's 5-year plan. Thank you so much. >> Thank you. Is there anyone else who would like to speak? Please come up. >> Good evening everybody. Um my name is Jon Hali and I am a mom of uh of third grader Shaam's mom. Um so he is a two uh exceptional students. Uh he's gifted and he has ADHD. So um it's very hard to engage him in the classroom. And it's not a complaint um of every teacher says he's very bad in behavior or something. It's just that all of the class materials are so so easy uh for him to maintain or engage him. So, uh even though he
074right now he's in third grader, but I see Quest could be a possibility for him to be engaged more. So um he actually engage uh his class room with um recently a book club because they are all kind of interesting in this everything you need to ace this book. I don't know which level this book is but I do see his uh uh curiosity and actually impact all his classmates. So if he can be part of the quest and whatever he brings to the classroom is not is nothing. I mean he brings a lot for all of the quest students they actually participate the program they bring back to to the students um not only because of their inquest they they didn't bring anything they brings a lot so they show the impact that's also
075the advantage of the quest program and I I think I want to share another story of my daughter who name is Alyssa so she's only in current kindergarten And she the other day she come back and see and told mom mom and she said that do you know that how to speak wine in Spanish? I said I don't know. She was proudly uh and smile and told to me that uh it is uno uh and I can see of course we didn't speak any Spanish yet at home. Her classmates or friend has taught her. So that builds connections. And there was once I was in the um Smith um culture night and the people were singing all the Spanish songs. Uh you know how the feeling and you are you're personally engaged and participating in
076the song but you are really blind and uh you didn't know anything. So that is my feeling. Um so I kind of don't want the same thing to happen to my kid. they're in the uh country where the Spanish is the second largest language. So I kind of kindly request the board preserve the quest and um uh keep the Spanish. Thank you so much for your time. >> Thank you. Anyone else? Yes, >> we got a lot more. We're filler bustering tonight. Uh, hi. So, Chris Tansky, West Hartford resident. I think I might be the first person to speak tonight who doesn't actually have kids. So, I'm just really into municipal politics, I guess. Um, really wasn't planning to speak until I learned about the grade three to five Spanish language program. And I texted
077my wife, did you know we have this? And her response back was, no, that's so cool. Um, so I need to rush home and make some kids so we can then enroll them in this program. Um, I'm a data person and I was curious kind of what the critical age was for language because one of my greatest regrets as an adult is that I'm monilingual. I only speak English and it looks like the critical range based on an MIT study. I know MIT isn't like Yale or Yukon but they're still okay is uh around that 10year-old range which probably puts them in fourth to fifth grade which from what I've heard tonight is the range that this program encompasses. So, you're really setting these kids up for um success lifelong in an increasingly global economy,
078global society. You're introducing them to different cultures. You're teaching them empathy for people from different backgrounds. And I just if I can voice any support tonight, it's to please retain that program so in a couple years when I do have children in this community, they can go to that class. That's it. All right. Thank you. >> Thank you. Did you leave some items? Uh >> oh. Should I go ahead? Uh go ahead, please. Yes. Sorry. Um hi. I'm My name is Katherine B. Heapner. I'm a West Hartford resident. Um, I'd like to speak in support of the world language program in our elementary schools. I'm a mother of a third grader and a seventh grader. I've been teaching higher ed for 14 years. I live pedagogy and learning styles and learning techniques every day, both
079at work with my own students and with my kids at home. We moved to West Hartford almost three years ago, partly because the public school system here is so excellent. Here we have resources that our district in Massachusetts did not. My student, my children have the support both academically and socially in West Harford which we did not have in Worcester, Massachusetts. One wonderful surprise that we did not expect was the elementary school world language program. We as people are more able to learn languages the earlier we start. Learning a foreign language is a useful skill for all of us no matter what our age. It increases our knowledge and understanding of other cultures. And learning to speak and think in a different language increases cognitive development, memory, and problem solving skills. It's not the language
080per se, but the act of learning to think and speak in a language other than your native tongue. Spanish, I think, is a great example to to learn um it doesn't have to be Spanish. Any language would be useful. I also echo the points that Liz made earlier um with her her citations. Um, it's a wonderful service that we provide to our West Harford children. I'd also like to share that when I told my third grader that I was coming tonight because Spanish might be cut, he was crushed. Spanish is his favorite class, he said. And indeed, he loves to share what he learns in Spanish with us with us each evening, which is not something he does with any of his other classes. Also, after hearing about the comments about Quest, I'd also like
081to add that to my list of programs that I ask you to continue to fund. My children are not involved in Quest, so my experience is limited with that. Um, just to hearing from what their friends say about the program, but from what I understand, it's a really great program, and I think it's wonderful they have the opportunity for it. I am a West Hartford native. I attended Duffy and Sedwick. I moved away and I returned partly because their schools here are so excellent. Connor, of course, has recently been um recognized for its excellence. And also over the past two years, I've involved been involved in a group that grants college scholarship to high school students. And through our interviews for this, I have met some truly amazing students at Connard and Hall. We should
082be proud of our students. And indeed, part of their excellence is because we, as West Hartford citizens, have funded their education. We can provide world languages, instrumental music, quest, support both academically and socially. All of these programs enhance our students school experiences. Our students make our towns a better place and in turn gives back to all of us. Students in our West Harford public school system move away and they come back. How many other towns can say that? Our schools are excellent and they deserve the funding to maintain that. Thank you. >> Thank you. Please come up. >> I think I'm last. So exciting. Um, hi. Hi, I'm Steph Corsy. I live on Birch Road. Um, you've heard from my neighbor Jenny, um, who provided also a great cited summary of all the reasons why
083class sizes should be smaller. And I'm one of Ariadna's 323 friends. So, I'm not going to say anything more eloquently than they did. I won't attempt to. Um, but that's very important to me as a first grader parent of a a parent of a first grader at Whiting Lane who has 22 kids in her class and who says that there aren't enough spots on the uh reading rug for all of the the tushies in her classroom at this point. Um, I also think I'm not my child isn't old enough to uh participate in Quest or or World Languages, but um clearly don't cut those. I think we've heard enough evidence why we shouldn't. Um, but importantly for me, um, we heard really eloquent remarks about tech. Um, and I really urge you to consider getting
084the iPads, the Chromebooks, etc. out of K through2. Um, my first grader is required to be on an iPad for 30 minutes each week. We do not have an iPad for her at home. She is on a screen more at school than she is at home. Um, she her classroom can turn in tickets for good behavior for more iPad time, which is basically games. Um, she can speak better than I can about what those are, but they do not seem educational. Um, and this is replacing classroom instruction time. And I just think that that's a very good place to instead of cutting Quest or World Languages, cut the the tech out of the um K through2 um part of the budget. So those are my remarks and thank you so much for listening um to
085all of us. Thank you. Yes, please come up. >> My name is Laura Joerger. Um, I'm a parent of a fourth grader at Mory. And echoing what everyone said regarding the Quest programming, I just had one thing to add. So, I also have a student who's considered twice exceptional. So, um, highly gifted ADHD, has had his share of behavior issues in the classroom. And since becoming part of both Quest programs, that's pretty much stopped completely and he's really thriving at school. The point I wanted to make though is at his parent teacher conference recently when asking how he was doing in the classroom. She said, "Well, he's gone for math. He's gone when he's at Quest." And I'm so grateful when those students leave because it gives me time to focus on the rest of
086the kids in the classroom. And so when arguments are made for all of the great things about Quest, which there are so many, it's also for all the rest of the kids who then get a little bit more attention and curriculum that's focused on them. Um, and that's just as important. So, I want to thank you so much for your time and just wanted to make that quick point. Thank you. Good evening everyone. My name is uh Harrison Strom. I'm a resident of West Hartford. I have uh two sons uh that live with us. My oldest is going to be a rising kindergartener. Um I moved to West Harford in 2023 with my family in part due to the uh education system here. Um, I was completing my psychiatry residency in New York and really
087could have picked anywhere to go, but I picked here because of the schools. So, I think cutting any programs that um benefit the kids, including Quest and the language program, would kind of um defeat the reason why I would come here and I think it would affect people down the road who have to make a decision about where they want to live. um working in a hospital, we have similar issues with um funding and trying to find programs to benefit patients and any programs that we cut that affect patient care really comes back to kind of bite us in the end. Um I think it would be a similar um kind of experience here and I instead implore you to kind of look at um uh if there's any redundancies in upper administration um the
088hospital that tends to be where there's a lot of redundancies. I know looking at the budget, one of the biggest um kind of portions of that was the pensions and healthcare, which I know no one really has control over, but what we do have control over is making sure that we have an effective uh admin to teacher ratio and all the ratios of the staff. So, I implore the board to uh look at that as a potential uh savings in lie of cutting these programs that really benefit our students. Thanks. Thank you. Is there anyone else who would like to make public comment? Anybody else? All right. Well, just first of all, thank you for the showing up. Um, thank you for those who spoke, especially the young people in the crowd. We are so
089proud of you and, um, it's just awesome that you had the confidence to get up and present. That's hard for a lot of adults. So um congratulations and also thank you to all those who've sent emails. I think I counted at least 40 to 50 that came in just today. Um so we are definitely hearing from the community and again whatever uh you know point of view different people bring to the conversation. Um I think everybody has demonstrated tremendous civility, respect um and it makes me very proud to be part of this community and you even clap for each other which is pretty fantastic. So, um, thank you for that. And, uh, we will be, um, uh, proceeding to a conversation about the budget, but before we get to that, we are going to hear
090from our student representatives about what's going on in their schools. So, uh, Bridget, would you like to start? Yes, of course. Hello everybody, and happy spring. With the start of a new season, there will be lots and lots of changes at Connard. For starters, spring sports triyouts have happened and students are now training and getting to know their teammates before matches and games begin. We look forward to seeing our teams thrive and I for one can't wait to cheer on our Red Wolves in sunny weather. We wanted to congratulate both Connor boys hockey and Hallcons hockey for placing second in stage, which is an incredible feat and we're incredibly proud of both teams. Thank you to Miss Chiffon Theodoro for creating an immemorable cultural experience for our Chinese students by inviting Master Ginger Jang of
091the Ju Long Chinese Martial Arts Training Center to teach students and instruct them how to perform a handkerchief dance. Very interesting and I wish I could have participated. Um we also want to recognize Miss Pulchoski Pretty for organizing an inspiring Women's History Month panel uh providing students with meaningful insights and powerful scientific role models. Congratulations also to Connor's TSA club for participating in Connecticut's annual competition. Connor took home six state awards including Ty Davis and Jason Arlith who placed second in music production. Kevin Quatt who placed second in architectural CA. Azon Jan and Jake Weissman who placed third in technological debate. Alli Karen and Kevin Quatt who placed third in the technology problem solving. Azon Jan, Ty Davis and Ally Kuran who placed second in tech bowl. and Sophia Chamlin who received the Excellence in
092Technology Award for her promotional design. Congratulations also to Dileia Canary and Rem Rogers for earning the 2026 Connecticut High School Outstanding CAS Arts Awards. If you saw this year's musical, you would know that this award was well earned. Conrad's improv troop, Parachute Improv, had their final performance of the year on March 22nd, and it was definitely their funniest one yet. The senior class board has started their calendar raffle. So, make sure you get your tickets ASAP because the drawings start tomorrow. Look in your email for a link or for those of you here, you can always talk to senior class board's prom chair who happens to be sitting right in front of you. Calling all art students and those artistically inclined, Connor's agenda design competition for the 2026 2027 school year has officially kicked off
093and submissions are due April 24th. So, start doodling those designs. Congratulations to new members of the World Language Honor Society. Their induction will take place April 7th, and we will celebrate the students that have achieved this great honor. Fictional Character Day is the next day, April 8th. And acting students will show off their skills, remaining in character as a person, or in some cases object of their choice. I can't wait to watch these students do their best not to break character despite some of their friends best efforts. Thursday, April 9th is Unified Theat's ice cream social and all proceeds go to supporting the show. Unified Theater is a very special program at Connard and we need all the help we can get to keep it flourishing. Be sure to come and support. Finally, it is
094my great pleasure to share some especially exciting news with you all. Connard High School has been named the 2026 Connecticut Association of Schools High School of the Year. Thank you. Very exciting. To be considered for this award, schools must demonstrate excellence across a broad range of rigorous standards and best practices, including school safety, wellness, comprehensive academic and intervention supports, varied extracurricular activities, high quality instrual practices, and personalized learning environments, as well as a research-based curriculum that promotes high expectations for all honors. This recognition is a huge honor. Being nominated and competing at this level is an achievement in itself, but earning the distinction of the CAS High School of the Year is truly a testament to the tireless efforts of Connor's educators, support staff, and our entire school community. It also reflects our district's unwavering
095support to every child every day. Connor success is built upon the strong foundation established across our middle and elementary schools, ensuring that students are prepared to succeed and thrive throughout their educational journey and beyond. We'd like to take a moment to thank and appreciate all the elementary and middle schools that feed into Connard as they did an important job in shaping these kids, too. Congratulations to Principal Tamberla Nobel and the entire Connor team. Go Red Wolves. Thank you for listening to Connor's updates. Thank you, Bridget and Kayla. >> Good evening, everyone. First of all, I want to extend my congratulations to Connor. Whatever. Okay. And now at Hall. All right. At hall, over the past several weeks, we have seen strong student involvement across athletics, arts, and academics. Earlier today, we wish juniors luck for
096the school administered NGSS science standards assessment. Select juniors are also being recognized by the National Honor Society for their commitment to leadership and service with an induction ceremony next Wednesday. Continuing with student achievement, Hall's mock trial debated during the state championship round earlier this month where they argued a case in front of the Connecticut Supreme Court. In addition, chemistry club went to the University of Massachusetts Amherst to compete in the chemistry Olympiad. Congrats to Richard Hall who placed in the top 10% and will advance to the second round. Meanwhile, in the arts department, the outstanding arts award from the Connecticut Association of Schools will go to Sienna James and Jazelle Santa, who were honored earlier today with a banquet. Artbeat, which opened earlier this month, remains on display as an annual celebration showcasing student creativity
097and providing opportunities for public recognition of their work. And this is in partnership with the West Hartford Art League. On the athletic side, we are proud to recognize the boys ice hockey team for winning the state championship. We also congratulate Ben Putnham, Connor McHugh, and Ben Goldstein for becoming allconerence hockey players. and to seniors Quinn O'Neal, Thomas Hussie, and Solomon Levy for being recipients of the scholar athlete award given by the Northern Connecticut chapter of the National National Football Foundation. We further congratulate our swimmers honored at all state swimming and diving as well as girls indoor track allstate athletes Alex Golder, Claire Furya, Lucy Vargas, and Kira Bond. Finally, hall students are looking forward to traveling over over April break with three trips to Europe and one to Nashville. We are so excited for those
098students to have these wonderful experiences. And that's all. Thank you so much. >> Thank you, Kayla. And um and just congratulations again on Connor. And I know it's a healthy rivalry between Connard and Hall, but your turn your turn will come around, I'm sure. So it will be um but it but it's just it's it's an amazing uh thing for the whole community and I know thank you for your uh congratulations for that and um any questions from the board for our students? >> Congratulations. >> Okay. All right. So, now we move on to unfinished business um where we will be reviewing adoption of the 2026 2027 board of education budget. Seeking a motion that the board of education review the superintendent's proposed budget in the amount of $228,23,321, make revisions as necessary, and adopt
099the 2026 2027 board of education budget. >> So moved. >> Thank you, Jason. >> Second. Thank you, Miriam. And we will be joined by Barbara Rua um to present on the budget. And I did just want to start out with some framing for the discussion in light of some of the comments that were made from the community um and all of the other uh feedback and input that we've received over the past weeks. Um, so I just want to start out by saying that we arrive at tonight's meeting after weeks of review, candid conversations, and most importantly, deep and committed community engagement. As we prepare to revise and adopt the final 2026 2027 board of education budget to send to the town council, the board will be fulfilling one of its most s significant responsibilities.
100Over the past month, we have heard from a very wide spectrum of our community. We have heard the concerns of taxpayers regarding the fiscal trajectory and the need for discipline during a time of economic pressure and strain. As well, we have heard the passionate advocacy of parents and educators who see every day the direct impact that class sizes, enrichment programs, specialized supports, and instructional resources have on our children's lives. And through it all, we recognize that our public educa education system, as was consistently echoed throughout the commentary tonight, is the foundational strength of West Hartford. It is the primary driver that makes us a destination town for families and a vibrant, sought after place to live and work. Our challenge tonight is to find the middle ground to identify efficiencies that respect the financial reality
101of our residents while refusing to compromise the quality and excellence that define West Hartford Public Schools. We have looked closely at various cost drivers and revenue opportunities to ensure that every dollar is working toward our core mission. As a board, our charge is complex. We are stewards of public funds, but we are primarily the guardians of our students futures. Our mission is to ensure that every student who walks through our doors is prepared to thrive and succeed in a rapidly changing world. Tonight is about striking that balance with transparency and heart. And so we will get underway and I want to turn it over to Superintendent Binus to add any additional context. >> Thank you so much. Um I want to begin with a thanks to the board. We're closing out the month of March.
102March aside from uh many things uh and we heard about women's history month, we've heard about other celebrations. I think I I launched with its board appreciation month and uh I do appreciate the role that you need to play this evening um in exercising one of your most important responsibilities in terms of passing a budget u for consideration to the town council. I also want to thank um not only the community that is here who have come out and spoken so passionately about uh the strength of our district. I want to thank um there are quite a significant number of um administrators and teachers in the audience as well as our students um that are that are here in support of the excellent work that happens. Um, now as you know, you know, I provided
103a budget recommendation to this board that I referenced as a maintenance budget with the with the intention of assuring that we can continue to maintain all of the outstanding educational programs and services uh that the town of West Harford and our parents and caregivers have come to expect. And I think you've heard those expectations very clearly this evening. um the impact of our schools on on what is our town brand, education. Education is our town brand unquestionably. Um I was so interested but not surprised to hear in this small um sample of parents and caregivers that are attending how many folks move to West Harford with the specific intention of living in this community for our schools. It is unquestionably our and on our board. It is unquestionably our brand. Um, and it's without question
104that it that it's the major reason for accolades that are placed onto this community. Not the least of which I'll remind the board that recently the town of West Harford was recognized by US News and World Reports as number 19th place best place in the country in the country to live. 19th best town, number one in Connecticut, number one in the New England region. Um, and it's the strength that our academic programs bring relative to not only the uh award that Connor has won, but Hall Connor are are historically in the top two to 3% nationally. You've heard me say that uh it's year over year over year that they continue to earn that recognition. And that recognition is shared with our elementarymentaries and our middle schools. But as you heard in the student reports
105this evening, all of the different athletics, all of the different extracurriculars, all of the different arts, you know, the one that we win just year-over-year is the uh is the NAMM best communities for music education. That's just one. The Artbeat show that's on that was mentioned by the kids and we mentioned it at one of the recent meetings is just incredible. Um we recognize the importance of that and we celebrate it. I heard a comment this evening that um I want to just take the opportunity to uh you know provide some clarification or detail relative to the detailed outcomes on return on investment in and data that we do share transparently and systemically through the board of education reports. uh we have a series of reports that we give every single year kind of on
106the same calendar to provide you and the community uh with the with the deep understanding of how different programs impact our student learning. Um and I'm very very proud of that and proud to continue that. um as you know the changes this year um and and I and I heard you know comments things that are that are facing you know pointed at classrooms um and and it and it and I want to make sure that any comments and discussions that we've had as a board are not misconstrued because we are doing everything we can do to point things away from classrooms. Um my recommendations that I provided came forward with a very modest adjustment uh which was a decrease of only 2.6 six positions overall, but came at a dollar value increase of just under
10763,000. Um, but the roll forward cost in the budget is is over 14 million, just slightly over 14 million. Um, and I and I love the phrasing that one of the members of the public said in terms of considering that increase as a strategic investment in these schools. You know, again, we we've talked about that we're a destination. to hear one of the people in the crowd say they came from Massachusetts to live here in West Harford. Understanding that Massachusetts beats it's the only state that beats Connecticut in terms of its educational returns. That speaks to the power of this district. Um I want to talk very briefly just to remind the public um and the board that the drivers of our budget remain unchanged. their spiraling health costs, uh their higher salaries through market
108settled negotiated agreements and uh and every cent deserving to every person who works here. Their transportation um and utility costs. These are all variables that are that are outside of our specific control within this process um outside of our direct control tonight. In addition, there's impact of budgetary decisions at the state level that have created historical burdens, not new burdens on the district. Um, and they're carried by all districts, not just West Hartford. Uh, they include the less than full funding of excess cost reimbursement, the flat funding of educational cost sharing, although I'm hopeful for a change in that this legislative session. Um, and other existing or potentially new unfunded mandates that come down. Um the over reliance on property taxes does place an unfair burden on towns and taxpayers ultimately endangering the quality of
109services that we can provide as a school system and at the larger level at the town. And I know our mayor speaks about this in terms of trying to have some change. Um, as we navigate this process, you know, I I urge you that our core values are being tested as we try to exercise fiscal responsibility while balancing programmatic quality. Um, decisions that are made in any singular budget year, and I think we heard this loud and clear. Um, they have impact for years to come. So I am urging that we are extremely thoughtful in all of our decisions whether those decisions are to cut something from this budget or to sustain it. Um your purview as you know in this in this exercise is limited to the amount and nature of educational expenditures and
110what you pass forward will go to the town council who will ultimately decide the balance of spending uh reductions andor tax increases. um despite division divisions in those responsibilities and the limitations that that they raise, your voice in this process as a board represents the voices of our families and our caregivers and that of our schools. And so with that, um I'm going to review some of the recommendations that were made uh at our board of education workshops that have already been written up here um on the screen. Uh we'd like to take the opportunity to talk through each one. Um and then I have um based on uh your feedback and I understand and and folks have mentioned you know uh we had been kind of cruising along um fairly well and we are
111hearing of pressure that is coming externally uh relative to the need to bring our costs down and we recognize that. So, we have uh done due diligence to go back and and see if we can find additional cost savings that are as far from the classroom as possible. And so, I will bring up some individual things. Um, as I bring things up, Barb will um list them up there um and do her best to identify and we've we've we've met and list the potential um impact on our budget overall. Um, and as a board then, you know, we'll turn it over to open discussion where you may have additional questions, you may have additional suggestions. Um, and we'll talk all of those pieces through. Um, and then, uh, the suggestion would be once the the
112bulk of discussion is concluded, um, you can move back to the list and then do an individual vote. But I would encourage you to have as much full discussion and and identify all the possibilities you want to consider first before voting because you don't want to vote something and then change your mind later when you hear something that you might prefer to do instead. Um but uh obviously as you go to vote, as with any vote, you'll make a motion, have it seconded in order to consider it, and then you'll have the opportunity to talk further about that. Um if if that that's the process that we've historically used, if that works. So, if that is good, I'll I'll I'll begin by kind of uh reviewing some things and and we don't need to, but
113certainly welcome to spend time talking about each piece. But, uh at our previous workshops, we did indicate that when we built the budget, we know that the SP, that's the state partnership plan, which is our insurance plan, um came in with a high estimate. uh they were they told us uh when we first put the budget out in the first week of March the information at the time indicated that we anticipated a 12 1.5% increase since that time and during the workshops and has has already been shared uh they provided us with updated information that reduced that increase down to about 11 12% uh down 1% essentially which would enable uh a potential decrease to the appropriation we make to healthcare in in the amount of roughly 550,000. You have a more exact figure up
114there um on that. So that that's the first um recommendation that I'd be making. And if if that recommendation is clear, I'm not asking you to vote on it now, but if there are questions, you know, I could point you to where that lives in your budget book or or answer any fast questions about it. All right. The second item um up there then uh we also received during the budget process uh some in some uh updated estimates for workers compensation. Is that the second one? Oh, all right. So, oh, so I'll go in the order that Barb has it there. Apologies. I'll go to number two. Um there's also a related uh reduction uh that we talked about briefly at the second board of education workshop and this was information that really came out
115of the most recent financial examiners meeting um and something that you know we'll we'll also be presenting at the financial examiner's meeting but I think uh Ethan or John one of you brought this up last time indicating that we do appear that based on um a reduction in overall outofd district tuition costs this year based on the phenomenal work of Melissa Cabalero and her department to return students to the district. Um we uh we expect that we'll have an over we'll have a an an a savings in that line and and the um most prudent financial decision would be uh to take that money and apply it towards our risk management fund which uh which essentially is a fund that is used to smooth costs for variability in in health care costs and rising health
116care costs. um it's about 625,000 that we anticipate to have as an overage. And if we apply that towards our riskmanagement fund, we can amortize that savings over a five-year period and reduce the general fund contribution to active health care by 125,000 in each in this next year and each of the next four budgets. Um so so that is the recommendation that we would uh that that I would also be putting forward and I'll I'll pause for you know lengthier discussion on that as long as the the general idea is clear at this moment just to get through this uh through these five. Okay. Workers comp I I mentioned that uh started to mention that going out of order. Apologies. Um, we did get updated numbers and we do anticipate that we can reduce our
117contribution to the Warbicker's compensation, the amount that we have to contribute based on those updated projections by just over $50,000. So again, that's a great savings for us um right off of the top. Um, and then we've had conversation. And I know that in the budget proposal that I had made, we talked about um inviting um out of district tuition through uh through tuitionbased seats in our intensive behavioral program. Um and that and that would be uh something that we could do without increasing our number of teacher FTEEs and without changing any of the services. We do anticipate lower enrollment um not enough to necessarily cut FTEES. So, what it does is it provides us with the opportunity to fill open seats and Melissa has recently um had conversations with area uh directors of special
118education um and she did some of that kind of price benchmarking for tuition seats and gauged interest. There's significant interest and we think that we can benchmark uh to receive an additional $100,000 in revenue above and beyond what was in the original proposal. So that would that would come off our bottom line um in our general fund as a revenue source offsetting other costs. >> A question the minus one certified FTE is that supposed to be in that row in particular? >> What that's indicating is that it wouldn't be funded by general fund dollars. So what you see there is the FTEES that the general fund directly funds. So that would be one less position that the general fund would have to incur the cost for. >> Yeah. we could basically take those tuition dollars
119and pay for one of you know one of the IB teachers or a teacher in the budget. And then lastly, you know that uh for just for the review of what's already been spoken about is uh since the presentation of the budget and during the workshop period, um I met with our two high school principles and we reviewed all of the course requests that we have. We were anticipating um in my in my uh superintendent's adjustments to the budget, we did talk about the fact that we have flat overall staffing levels at uh projected for both elementary and middle, but we had a reduction in the number of students at our high school, which was equating at the time to two FTE savings. reviewing the um course requests, we do see that we can we
120can reduce by a third FTE without any impact to uh programming and offerings for students. So, um I would I am putting up there for your consideration um a reduction of one additional FTE beyond what was in the original proposal uh for the dollar value savings. So, if those proposals are clear, which I expect we've talked about them a little bit, what I'd like to do is uh I know that uh >> um one thing, >> please. >> Do you have a question? You go ahead. I'll follow up. >> Yes. Um, I was out of the room for a moment, but just considering all the discussion tonight on um, uh, studentf facing cuts, I do think it would be helpful to maybe talk about that high school FTE for a second longer if if >>
121Absolutely. And if I may, my suggestion will be um, we Oh, we could do it right now or we could we could do it during when you want to uh, >> Oh, you're saying let's do it all together. Well, I was going to say last year we actually the ones that we had already talked about at the prior meeting we went through and line by line voted then it helps us see what we're >> the tracking of the the lowering of >> where you need to get. >> Yeah. And these ones are for the most part straightforward. So if you want to answer the question about the high school role. >> Sure. Why don't you pose the question? So, um I guess I'm looking to just kind of in a in a I don't know
122regular uh language way like if if we're saying we're cutting a high school teacher um because we don't have as many students like help me understand like is there one less English teacher there or like what what's happening? >> Absolutely. Great question. So the way that high school u staffing works which is different from our elementary or our middle school um it's entirely driven by student course requests. So we um we receive all the requests um and then we analyze based on targeted class sizes within within you know our historical class size guidelines and certainly the uh information from the board uh to see if we can run all of the courses for all of the requests that happen. And inevitably what's happening is it's not it's not the same as I'm going to cut
123one second grade teacher at a particular school or or anything like that. It's it's little fractions of teachers. So, it might be one fewer English class, one greater science class, but two fewer social studies and so on and so forth. Um, and it average, you know, it could have been a 1.2 FTE. The idea that it's a nice round number is is just by virtue of kind of how how the numbers landed this year. So, so that's how it works. it it does not have an impact on um necessarily on anything that uh students might be asking to take where we would be looking and being able to provide all of those same courses. Um if you chose not to take that, what that would result in essentially would be they would have they would
124likely have the ability to um either have an additional section break. So, a particular area could have a smaller overall class size average. Um, or maybe there is a lowenrolled course um that we hadn't run and we'd have to think about, do we want to do that? But generally speaking, as you see in your budget books, um, anytime there's a course with an enrollment less than 12 students, we're flagging that for you because we want you to know how frequently something like that occurs, it's it's it's a more of an expensive endeavor. Obviously, there are certain times that we uh do try to uh protect a sequence of courses or a specific course and we always want to have a transparent look at that so you or the public can ask >> just one follow-up
125question. Um okay. So, so my understanding correctly then that it's not as if like me Jennifer is teaching you know halftime English, halftime science and like no I'm no longer going to be at Hall. It's that you kind of like added up a number of these I guess like opening spots and so like a a human isn't not going to be there. It's like we'll be consolidating payment or something of that nature. Is that accurate or are we talking about an actual teacher? That's what I'm not clear about. >> No, it's it's it's possible that it could be uh for instance if uh if a particular department had 11.6 six FTEEs this year. So, there's a part-time teacher that teaches uh three out of out of five typical and it's an 11.4 next year. Generally
126speaking, uh when we go through this, there can be staffing impacts. Um but what we try to do because we recognize, you know, the market for teachers being what it is, we want to try to keep people as whole as possible. So, when we're making those decisions about are we going to cut that section or not cut that section, we look and we say, "All right, well, um, is that going to create a part-time staff person? Can I pair that with something else?" So, we do everything that we can to be able to uh protect and preserve staffing. Um, the worst thing that we can have in general is to have staffing in a department that has what we call a hanging point two. So, we have all full-time teachers, but we need someone to
127come in and teach one class. very hard to staff that. Um so that analysis has all already happened. Um and what you're seeing here is a reduction really just based on uh what the demand for courses is. >> That's incredibly helpful and and makes sense. Thank you very much, >> Miriam. Thank you. Does this take into account the block scheduling change and potential needs going forward? >> It does. Um we are expecting that in general we we are hoping that the block scheduling change is going to be relatively FTE neutral. There are some reductions that occur but there was also an increase in terms you know a modest increase in the number of classes and electives generally it was in the arts um which we were we were pleased about because truthfully in English every
128student's required to take English every year every student pretty much takes a math and a science and a social studies uh but those were offsetting and uh we did not see any um you know major impacts and we we asked students to uh select courses the same way that you would. Um we do uh sort of set an expectation for our freshmen that they're going to have a study hall because we feel that's important with their transition, their management of of their workloads and all the rest. Um and we also program for that specifically with our freshman seminar I believe happening through that. So so by and large short answer yes. >> Any other questions? All right. So, we can start by moving through these first five and voting individually. Um, so seeking a motion
129to um adopt the revision relative to a revised state partnership plan premium rates for $551,198. >> So moved. >> Thank you, Ethan. >> Second. >> Thank you, John. All those in favor say I. >> I. Any opposed? Any abstensions? The motion passes and then we get to see in live time the calculation change which is exciting. Um, okay. Seeking a motion to uh >> Can I ask a question? >> Oh, sure. >> Paul, the um immortization of the uh healthcare is five years a standard or is it been less or been? >> Five years is historically what's been applied. >> I'm sorry. Five years is the standard that they've been advertised in the past. >> So in general, it's always been five years. >> Okay. >> Seeking a motion to make the adjustment relative to
130a reduced active healthc care contribution which would lower uh the budget by $125,000. >> So moved. >> Thank you, Jason. >> Second. >> Thank you, Miriam. Any discussion? All those in favor say I. I. Okay. Any opposed? Any abstensions? All right. The motion passes. Um seeking a motion for the revision relative to a revised workers compensation rate for $55,557. >> So moved. >> Thank you, Ethan. >> Second. >> Thank you, Miriam. Um any discussion? All those in favor say I. >> I. >> Any opposed? Any abstensions? Okay, that one passes. Uh seeking a motion for the increased uh intensive behavioral tuition seats um revenue for adding uh or to lower the budget by $100,000 technically revenue. Um seeking that motion. >> So moved. >> Thank you, Jason. >> Second. >> Thank you, Latoya. Any discussion?
131All those in favor say I. >> I. >> Any opposed? Any abstensions? Motion passes. And then moving on to the reduction of the high school FTE allocation recommendation uh which would decrease the budget by $100,000. Seeking a motion. >> So moved. >> Thank you, Ethan. >> Second. >> Thank you, Miriam. Any discussion? >> All those in favor say I. >> I. Any opposed? Any abstensions? The motion passes. >> Excellent. Thank you. >> Great. Thank So at this time I'd like to uh provide you with some additional recommendations and I'll go a little bit more slowly and carefully uh as this is new for all of you. Um and I'll do these in blocks and I begin with uh things that are as far from the classroom as possible. The first of these uh would be
132to decrease the appropriation for retirey health care using addition an additional expenditure of our healthc care reserve. Um and I would be recommending um decreasing the appropriation in the board of education budget by $100,000. So essentially using $100,000 of the of the healthc care reserve. Uh for context, um I think we've well I know I've talked about it with the board in the past, but I know many of you are new. Um there is a there is a reserve for our retirees healthcare. That's that was something that was created um by the town and the board many many years ago to be able to to be a a a fiscally responsible way to ensure that we could smooth um contributions and increases and costs over time and and and be able to be adjust for
133the volatility that can occur within the healthcare market. So great amount of foresight for that. I'm very glad because it's kind of kind of where we are. Um and um the the intention is to uh to have a spendown of that healthc care reserve that has a healthy amount of time for uh for the board to be able to uh basically uh minimize impact on the general fund budget. Currently my recollection is um you know if you look at the cost of health care of the health care premium or the health care package for our retirees about 45% of of that total cost is contributed both by uh the individual's participation what what the individuals pay in addition to the TRP contributions that they get the remaining 55% is picked up uh in one way
134shape or form here 35% of that uh comes from the reserve fund, 20% of that comes from the general uh from the general budget. So, we'd be able to be offsetting some of that 20%. Uh but by and large, those costs continue to increase over the years. So, we don't want to overspend that reserve because all it does is it shortens the runway until there is a you know, a significant cost in the general fund. So, that's the short explanation. I'm sure Barb can give it much better justice than I did, but uh hopefully that gives you a a basic understanding. >> Thank you, Paul. Any questions? Ethan, >> how many years does the reserve have left? >> Or I guess better question is how much was taken out prior to this adjustment? >> Yeah,
135excuse me. Uh we are in year six of utilization of the reserve. Um, and we've had some favorable results in terms of interest rates. So, I think that runway has been longer than originally projected actually. Um, and I would anticipate that we would continue to use it for the next five to seven years. >> And then what happens when >> we would use it in such a way that it would be a slow ramp up um in the effect to the general fund because the last thing we want to do is stop it, you know, in year eight um and incur the full cost. So it would be a slow rebalancing as the year as we got to the out years. >> So would it be possible to say that the savings you have to
136do the 100,000 came from the interest rate adjustment you were talking about? >> It's fair to say that that's what's put us the rates in the recent years have put us in a favorable position. >> Okay. Yeah. My only concern is five years from now but be much steeper. But thanks >> question Jennifer. I guess to kind of put a fine point on that then. So, is this um I guess a recommendation? I'm trying to figure out like is this something that is um it it seems to me with rising health care costs that taking money out of the reserve is not a wise long-term decision. And that's my gut instinct, but I also know that you all are very thoughtful folks. And so I'm trying to um understand what like it what the long-term
137implication of this is because I don't want to be um short-sighted in our thinking just to save money for this year. I know it's a very tough question, but if you can kind of opine for me that would be helpful. >> I'll start and you know Barb, if you have an opinion feel free to share. You know, there's certainly been conversation in the past um about with the board about its utilization or it or its presence of um having reserves, you know, a pressure to uh to potentially use those reserves instead of creating a tax increase. And we listen to that feedback very carefully and try to balance exactly what we were just saying that fiscal responsibility relative to what's the impact tomorrow and what's the impact two years from now three years from now.
138So, and balance that in light of uh you know, if we needed to find an additional 100,000 um is that better found in something that's going to hurt us in a different way, whether it be student facing or some other some other cut. So, um we we have, you know, Barb and I have probably talked about this for uh quite a length of time. Uh over the class last last several weeks, I've had conversations with our town manager about um our plan so that we could demonstrate that, you know, we are um trying to make cuts. We are trying to utilize available funding sources to include our reserves and at the same time we are trying to be as fiscally responsible with an eye towards the future um as we can and we do feel
139I think you know um that this is uh preferable to some other uh some other cuts that could be made. It's it keeps it away from the classroom. It's not a significant usage of uh the reserve itself. and uh and at the same time you know we we do have the positive um interest and you know the way that the this reserve is invested has has as as Barb said has helped to grow the the longevity of the fund. So um we we do feel it's a responsible use. >> John, >> so uh what were the earnings this year on the reserve in terms of investment and interest? >> We were projecting to earn uh in the current fiscal year I'm anticipating approximately half half a million dollars. >> Thank you. >> I'm just curious
140what percentage return that equates to. Um it was approximately uh 6%. >> Sorry, just I I do this in my day job with investing some of our uh reserve and I'm curious what the investment strategy is with that account. >> Sure. It's actually the town that manages the reserves of the uh risk management fund and so it's um consistent with the policies that they're that they are beholden to. Any other questions or discussion? >> Okay. So, you know, I would say you can hold on voting. We'll get through a block and then ask you to vote. Um the next uh item on my list um would be to reduce the allocation to our adult education program by a modest amount, $30,000. Um you may recall and you can see our allocation uh to adult education
141on page F23. Uh this number comes by not in any way, shape or form in an effort to cut our adult education programming uh but in observance of the fact that when we look year-over-year as to you know we allocate $300,000 to the program and there's typically a a positive variance u a savings you know leftover money at the end of the year that they haven't spent. Um and so we're basically kind of trying to look everywhere to say all right well we've given you this much um we can rightsize uh the allocation without any impact on programming and have um you know a modest savings to the board of education budget. So it's as straightforward as that. I'll leave it there. If there's some questions I don't I don't we don't need to vote
142on it right away but I want to offer clarification. Jason, >> do you know uh what the reason is that that 30,000 doesn't get spent year after year? >> I mean, I'm going to say it's, you know, it's number it can simply be number of people serviced um just hasn't hasn't reached uh the the threshold that when when we put a number out there that that we have, but I don't know if you have specifics in terms of where it comes back. >> Yeah. And so um we always want the program to have the resources available that it needs to them needs to to have. Um and so there is a state component match. And so between the the state available resources and the contribution from the general fund um they just historically have had
143the ability to save a little here and there that's resulted in it related to also the number of um participants they've had. And so they're just carefully looking at some of those expenditures. >> And I and I'll offer this, it's like any other program that we have in the budget. You know, we budget for a certain value based on what we project. Some budget lines might run over, some might run under. Um, you know, our effort is always to make sure that we're providing all of our programs the resources that they need. >> Latoya. >> Yeah. So I guess I just have a question then about because I know there's like some concern around space and like the expenses with you know paying for space and so I guess I wonder if there's an extra
14430,000 that we could reallocate then why would the concerns the spending you know 20k on space be a concern that we're needing to resolve. >> Yeah. Was it 20 or I think 20 is what we currently pay. So the space thing is a is something that's come up new and this year I know that we have a new supervisor for it and um I am very very appreciative of uh the passion the vision that's that she's bringing to the program. It's exactly what we want and need. Um and uh the space for the program currently we're being housed out of a couple of community spaces. Um and we get some of those at no cost. And some of them there's a modest charge of 20,000. And there is a a request and an interest to
145upgrade the space that we'd like to go somewhere bigger, someplace perhaps more room, more conducive. And um you know the ability to use our schools which would be free um doesn't work because many of the classes are being given during the day. So we don't we don't have the available space um in the buildings that we own that we operate in town owns. Um so we've gone out and looked are there other spaces and what we quickly realized is that the 20,000 is a dramatic dramatic bargain. Um we can't find space for less than that. That's, as I understand, that's 20,000 a year. And you know, the costs that we pay to use facilities, you know, we have our post-secondary program that's located on the American School for the Deaf Camp deaf campus. And it's
146just the costs are much much greater um to be able to use facilities. And so that that's the piece. We could maintain a $30,000 contribution, but it's not going to be, you know, you'd really be talking about making an addition to the budget if you if we want to act on that um recommendation to move the program. >> So, just to follow up, so the district isn't concerned about the financial component of paying the 20K for space right now? >> No, we have the 20K. What they're looking for is a new space. >> Okay. And then my other follow-up question is looking at this 30,000, does that mean that the special ed department has won't have any fin uh sorry special ed adult ed uh won't have any um financial wiggle room? >> Um I
147think it it they won't have 30,000 in wiggle room. Um there's always wiggle room for them. Um, but their their expenses over time have uh have been uh I would say somewhere near that 250,000 270,000 mark. So again, if there's something that they need, it's not it's not like we're going to say sorry, you're you know, your balance is negative, you're you're cut off. Um we >> Thank you. Any other questions? >> Thank you. All right. So, the next item on my list um is to decrease the appropriation to our extended school year program which uh by $25,000. Uh I will remind you that our extended school year program is a special education program where we where we provide for uh coursework over the summer. We do have a it's located on page E16 in
148your book. Um, we do have a new supervision model this year that I uh I don't recall if I spoke to you guys about this at the workshop or not. I'm thinking I didn't. I apologize. I'm losing track of some of my conversations. Um, we have a new supervision model. We've previously had a teacher supervision model. um we uh changed that from an hourly paid position to a stipended position that already provides us uh to one of our administrators that already provides us with some efficiencies in the budget. Um but the the big story with this is that our administrators, they just have a they have more experience with scheduling. Um they have uh the ability to uh based on their work year to be able to dedicate some time to this in advance of
149when the program kicks off and uh and basically uh do a better job kind of chasing down whether or not people will participate which which then has you know efficiencies within the scheduling. Uh I had a conversation with Melissa about this earlier today. Uh we think that we've already identified in the neighborhood of $10,000 in savings from uh from what we're projecting next year to now. And we expect we'll find the other $15,000 um without any change to what we're doing uh the the services we're providing. It is, you know, an efficiency um in how we're scheduling and using staff time in order to pay for the program. any uh Miriam, >> thank you. So, I guess I'm curious about potential enrollment. So, what are the numbers look like based on needs and people incoming
150to the district? How are you anticipating and planning ahead for potential expenses including an increase number of students who require, you know, extended school year ESY? So, I'm just wondering how that would factor into kind of current numbers, projected numbers, anticipated need going forward to make sure that there's sufficient funding for that. >> Yeah, thank you. >> I'm going to use the phone a friend feature and have Melissa come to the podium and speak a little bit to that. >> Thank you. >> Hi, good evening everyone. Um, so as Paul said, this would not change any of our programming, but to Miriam's point, as you know, our population is growing. Um, however, what we've seen with ESY is that's something that's considered annually at a student's annual review PPT, and it's something that's considered every
151single year. So, if a student was eligible the year prior, it doesn't necessarily necessitate they'd be eligible the following year. What we see within our enrollment numbers is they're relatively stable around 400. So, for the past five years, we've been around 400 with slight variation. Um, we've seen varying attendance rates, and I think I've reported that at the board, it was one of the key drivers that led to our decision to change our ESY format. Um, was based on feedback from stakeholders. We originally were in a six-week model, four days a week. We moved to a four-week model, five days a week. Given the low attendance and and participation this summer, we we're taking some additional safeguards. our registration actually closes um before April break. So, we'll have an idea of students who are eligible
152for the program and be able to staff it better um with the knowledge and understanding of of students who will participate. We've also added a family survey because parents while we offer the program and determine students eligible don't often like to tell us that they might be traveling. Instead, they feel guilty or bad about missing those extended school year um services, which we certainly do not fault families. We understand that there's many obligations and things that um opportunities that families might take advantage of the summer and we certainly support that. But we do continue to offer the program for students if they want to attend part-time or full-time. But the survey allows families to identify if they will be taking advantage of the program for part of the time, all of the time, or not
153at all given their summer um obligations or choices that they're making. So, we're hoping that that will help us. Um, we certainly will continue to look at, you know, growing trends if that number does become variable, but at this point it's stable. >> I just have a follow-up question. Um, what about students who might have PPTs after April break if that happens? >> Yep. So, what we do is we typically anticipate which students might need to be enrolled. We still have a rolling admission um process, but we kind of have a general number. As I said, our number has been around 400. We anticipate that being very similar again this year. Um you know we do have just as I talked to you about trends within our special education population similarly within our ESY population.
154So we do have um our standard ESY hours but also extended day. And so we might see variations but those will be offset by maybe a um shorter classroom um day being offset by a longer classroom day and that staff would just move. >> One more question. Out of the 400, how many surveys do you receive back? >> I would have to check. This is our first year doing the survey. We have not done it before. >> Thank you. >> But keep you posted. Any other questions? All right. Thank you, Paul. >> All right. Thank you, Melissa. Um, two more and then I'll let you guys talk. Uh the next recommendation uh would be to increase our paytoplay by $25 per individual uh $50 on the family cap. Uh you can find the pay to
155and we would we can find the paytoplay on page D66 of your budget book. uh we would anticipate a roughly $50,000 uh revenue which would allow us to offset costs uh in the transportation so uh line for athletics. So at the end of the day this would be uh you know reducing our appropriation to the athletics uh through this increase in pay to play. The paytoplay um is something that hasn't gone up uh I apologize >> in how many years Barb do you recall? It was last increased in um 2017 to 2018, >> although we did turn it off during the pandemic. So, I want to be transparent about that. We turned it off during the the pandemic because, you know, we were concerned about a number of things to include if if people were
156working, if they had money and we did have the ability to fund uh, you know, the equivalent of the pay-to-play fees entirely through ESSER at the time. When ESSER money finally dried up, um, we turned it back on. So, uh, the the the nature of the costs uh, for paytoplay uh, have remained static overall. We've done some benchmarking against kind of costs in other districts and um what I'm told is that our athletics program is a bargain. Um so that is the proposal and uh any clarifications? >> Uh John, >> I would just add this as somebody who's sort of in the depth right now of travel of you know various travel sports and other programs. I think uh even even going to 200 especially knowing that we have that you know that we have
157a cap for those who are unable to pay you know who are those cap for the whole year for uh families generally as well as relief available for those who are unable to pay um I think to $200 per sport it's an absolute bargain um given what our athletes do get from our you know from West Hartford again comparing it to say you know $6,000 for a travel baseball program it's a uh really a steal >> and thank you for reminding us I failed to mention we do have um you know waiverss or reduced prices for families with economic need. >> Jason, >> and so if if I heard you right, this would directly offset a $50,000 increase in transportation tied to athletics. >> It would offset uh transportation costs associated with athletics. And so
158we're anticipating approximately 425,000 in athletic related transport. So the cost to run our athletics has gone up. How we pay for that has been stagnant. >> Correct. >> Ethan, >> so the um I was going to say the waiver is that something somebody has to request? >> I don't um have firsthand account, but I understand it's it's fairly easy if you disclose uh that you would are requesting a >> W. I'm watching my two high school principles shaking their heads. Yeah, you you request the waiver. Uh but this is something like uh you know we provide this information to families especially as we as we learn you know >> my my only comment is just from my experience being treasure of the soccer league for about 15 years nobody asked for a waiver but >>
159well I know that >> it's just for just there so >> we get them >> okay >> any oh John >> I mean I would just add just from you know from involvement with youth baseball I think with $200 for a season fee is very consistent with what all the other recreational sports leagues in town are getting. So, I mean, if they weren't if they weren't paying it to um our athletics program, they'd be paying it somewhere else. >> Miriam, out of curiosity, what are the costs for sports? >> Please. Thank you. >> If you turn to um page 32 of the data supplement, um at the bottom there's a pay-to-play history segment. And so this would propose um that an individual sport would move up to $200 from $175 with a family cap of
160$750. And just to circle back, Ethan, I'm certain um you know, when when flyers or printed material is sent home to families regarding the um the costs associated with paytoplay, you know, both currently and and under this um it indicates right on the form, you know, instructions for folks. >> No, I understand. I just >> I have a problem forcing kids to pay for pay for play sports. That's just me. Miriam, >> do we know how many families pay the cap? >> Given up. So, just give me a minute. Fell apart. It looks like in the last school year we had 63 family caps. >> Thank you. And how many students pay to play? >> Uh it looked like an overall paid participation of 2583. Any other questions? All right. Thank you. >> All right.
161Last uh item in this chunk um would be looking at our school budgets um to essentially reduce the school budgets across the board by 5%. This would not be the entirety of school budget. So, in in the budget process, you know, instructional supplies, all those all those sort of routine purchases um that schools may make, we would look to make a 5% reduction that would um that would amount to a savings of roughly $100,000. Um what we use to uh develop a school budget is a per p. We we look at the size of each school and we have a per pupil uh amount that we allocate. Um there are additional funds that then schools get you know there are magnet funds that schools get um and there may be other pieces uh and to
162include the copier budget uh for schools that we are keeping separate from that. Um though you know we are really just looking at the thing money and saying hey we're going to just have to be tighter with our spending and potentially buy a few less 5% less things. Um, so that's a pretty straightforward one, but if you have questions, we're happy to answer >> questions. Jennifer, >> um, for this one, you know, what pops into my mind is, you know, I've had more than one teacher mention to me like, oh, I finally bought a new reading rug, like someone mentioned, you know, after having the same rug for, you know, 10 years or whatever. Um, and certainly I get lists sent home from teachers saying, "Can you give more glue sticks? Can you, you know,
163ziplockc bags?" Whatever the case is. Um, so I'm curious if this money would further that problem. Um, and I guess I'm overall hesitant to um I'm just curious of like examples that you think this would be. Um, I don't want to make folks lives more difficult or or it feels to me like teachers are already struggling with their budgets and asking for outside supplies. So, how is this going to be affectuated? >> Um, it would be effectuated with schools to determine. I mean, uh, how they divide up their their funds across, um, what they do is they have allocations. They do have typically some allocations for for teachers to be able to buy certain things that they might need. But, you know, as we've said in the past, the schools will use their instructional budgets
164for um any range of expendable items, things that kind of get used up year-over-year. um they might have different things, class, you know, class awards or um certificates or things of that nature, but then, you know, we're we're trying to keep it away from their operational budget, so it wouldn't impact the toner, the copier, the things that they need to be able to run the school. Um would it would it have some of those impacts? It certainly might. Um and it's, you know, none of these things were obviously in my original recommendations. It's a it's a cost controlling measure to tighten the belt. Um I had a conversation with Ann about this earlier today in terms of hey do we do a 5% across the board or do we leave you know the instructional supply
165money that lives in some of the central office budget as kind of the overflow. So when you have a need for something um and there's no relief valve because the school budget is too tight uh we would have the ability to be able to support that. So, we're not trying to do an across the board cut uh but we're trying to have that focus up uh centrally so that you know it's but um and it's interesting relative to the beginning of the class lists I've you know I've been around this district for a long time and um you know I know class lists at the beginning of the year for for supplies and things is something that's you know not unique to West Harford but we've had boards when when they've heard about it they've
166said hey we want to cut that out can we afford to you just make sure that we get all the glue sticks and stuff and and generally the answer at the time was sure we could um u and at this point in time I don't I I can't say that's going to be like one red le one less red marker or something but uh the idea being that we recognize the financial need and and we'll just need to be more thoughtful about can we get one more year out of that rug or um you know do we really need uh whatever that expenditure future might be. >> Thank you for that. Just um I I do want to clarify because I am uh very guilty of wanting to buy school supplies in the beginning of
167the year and I love those school supplies lists. So I am actually not speaking to those which we could talk about separately. But in all seriousness like the my kids classrooms right now like I get emails this week saying we need glue sticks, we need tissues, we need ziplockc bags. So it's a middle of the year problem. um which makes me hesitant to um touch that kind of funding. Um and I appreciate that this is not your recommendation necessarily, but things that you're you're trying to um meet the the question asked. So, thank you for that background. Mary, >> thank you. Does this mean that um you know principles or assistant principles might have to choose between like new curricula and glue sticks and supplies and rugs? So I'm just curious kind of how that
168would shake out. >> Yeah. No, thank you. That's an important question and I'm glad to offer that clarification. So the short answer is no. Absolutely not. Um you know this this would be in school budgets. the curriculum um you know specifically new curriculum is generally funded out of central office uh because it it's it's passed out and and around to every single um every single school district excuse me every single classroom at a particular grade level for a particular content area. So it would not have any impact on that. Um these are oftent times the things that someone might be nice to have. you know, it is even tied in uh you know, we've heard a lot about, you know, tech and a particular teacher might say, "Oh, I want to try this app." You
169know, so that can be something that might come out of a school-based budget and this would tighten up on that, saying, "Hey, we're going to really rethink that expenditure." >> And any other questions? >> Great. Moving on. So that that's a block that um I do have a couple of additional ones but you know but they kind of uh these are as far from the classroom as possible and um although you you know you see that modest encroachment uh but I would offer it up to you unless you want me to I really only have two more that >> I think okay move on to the two more. >> Sure. So these next two kind of kind of have different impact on they're more people impact or or or even um programmatic impact uh although
170as slight as possible. So um did take a close look at uh number of positions across the district and wanting to stay away from uh our school buildings and anything that's going to be directly student facing. Um, I could propose the elimination of a clerical position, secretarial support position, something from central office. Um, and that would come at a cost savings of roughly $85,000. Uh, I would look to try to do that up here somewhere in this building. And you can see a summary of uh the number of positions uh and the types of positions on page F5. Any questions? Jennifer, um, you know, eliminating a position I think is always, uh, a very challenging decision. Um, I guess could you help us understand um, you know, what would be lost in this transition and
171um, I guess any other information that would be helpful to for us to figure out. I mean, this just seems like a a big change. At the same time, I hear the concerns about, you know, folks are feeling like the administration is very large. And I know that you've educated us on other nights about um you know when you say home office like what that means because a lot of folks that may have previously been in the home office are now vice principles in schools and so some of the um perception of administration percentages versus teachers may not be completely a full picture um and and within that context help me understand a little bit more about this position please. >> Sure. So um obviously it you know it means redistribution of uh current duties.
172It means um you know a leaner meaner force. Um it's you know it's it's never easy. It wasn't something that I was recommending obviously. Uh but but to your point it is responsive to some of the uh some of the feedback that we've gotten and and and it's an effort to demonstrate hey we we hear feedback. We'll take a close look at it and if we have to make tough choices relative to how do we bring um the overall budget down at the end of the day as we know uh more than 80% of our budget is tied up with people and salaries. So we have to find a way um find a way to create that savings um through people. Um I would never want to say that the um the work of any
173individual you know is not necessary. it is it is going to mean that we will have to find more efficient ways uh to to operate. Um in terms of looking you know we did look also at the administrative positions. I don't want to um to skip over that. I was going back to look uh somewhere in my notes here I I reran that ratio. I think we ran it at the last workshop. um someone had quoted someone in public comment had quoted you know some effective range uh that I don't necessarily recall off the top of my head uh but uh you know we have 69 well I count on my on my leadership team we have 69.6 six administrative positions and I had totaled up over 900 was it 920 uh teaching positions. So
174it's uh so it's somewhere in the 7% range. Um I'm not recommending uh a change there. There's a at this time there's a lot of uh there's a lot of work that needs to be done and and eliminating one of those positions. uh if it's at a school that has an unquestionable direct impact on on the operation of that school and the interactions with students that happen on a regular basis and if it's happening up here at this point in time um I'm counting quite a number of initiatives that we're trying to take on uh not the least of which you know our new high school block schedule uh a very clear message being sent in and around a close look at tech integration very nuclear uh school climate initiatives that are underway, uh curricular
175initiatives as it relates to the science of reading as it relates to um career and technical education. And so, you know, in my mind, this is not the time to arrest the importance of those initiatives by by cutting the workforce. >> John, oh, just real quick, um that's that's very helpful. Thank you. you and I just I want to just point out that I feel like cuz for me when I again when I think of administrators I think of people sitting in town hall. So when you say there's 69 folks on your team like that includes principles, vice principles, >> correct? >> Other professionals I can't think of that are actually in the schools. Thank you. Department chairs, correct? >> Um so I just for folks that are listening at home, I don't want you
176thinking that there are 69 folks in town hall that are that are administrating the schools. um that's a very broad term that um includes many many like actual in the school building folks. So I just wanted to clarify that because I learned that myself. >> Yeah, the overwhelming majority live in the schools. >> John, >> and uh just in terms of the operational impact and the people impact of that elimination, uh would I understand correctly that that would be consistent with the vacancy that we currently have uh reflected on our salaries in terms of say that vacancy you're seeing where >> so in uh in our general in our financial report uh we've had an unfilled secretarial vacancy at 85,000 so would this be consistent with that >> no I believe that position was just
177filled uh but thank you for the question there are in terms of the human impact um there are some uh known pending retirements that are going to happen so uh this won't result in a person's loss of employment it will result in one fewer position and the person will have the ability ability to uh pick up one of the open positions. >> Sure. >> And uh just a follow-up question uh on one of on one of Jen's points in terms of the department heads. Uh do our department heads have teaching responsibilities as well? >> So in math and science uh excuse me in math and language arts, they do have teaching responsibilities. However, when we made the shift to uh from the curriculum specialists at the elementary to the assistant principles, we reduced the overall
178number of department supervisors um within world language uh within social studies and within science. So that um so that now there is only one supervisor in those content areas and they oversee uh well in world language they oversee all 16 of our schools. Um in science they you know they oversee our five secondary schools. Um likewise in social studies and so they do not carry teaching responsibilities due to the magnitude of the supervision requirements and the curricular oversight. >> Thank you. >> Any other questions? >> Okay. >> All right. And then the last uh recommendation I'm putting forward this evening um is looking at our high school summer program. Um we run a 28-day high school summer program um for both credit recovery and students who get ahead in credit. I am recommending um well
179I take that back. I am not recommending anything. I am proposing um a reduction in the program by four days. um with an approximate dollar value savings of $25,000. This will obviously maintain the program itself uh but create some cost efficiencies. Um, I have a note somewhere that I had brought uh from my summer school coordinator that let me know that um in terms of it let me know the total number of students that we that typically participate in this. I know it's over a thousand. It was somewhere near,00 um and I believe off the top of my head uh 300 of the students maybe participate for credit recovery. They do not uh they do not pay any tuition. We had made uh tuition for credit recovery free free years uh during the pandemic and
180we've maintained that. I think they just pay a nominal $25 registration fee so that we know they're likely to show up. Um and then the students that are attending for Get Ahead do in fact pay um a tuition and that tuition they pay for the summer program generally covers the cost of the instructors. Um and then out of the general fund we're contributing toward uh the transportation for the program. We're contributing towards the school nurse and the um the over the supervisor for the program and some other you know modest costs like that. Any questions? Miriam. >> So, how will this affect the students and their learning and course requirement? >> Um, it it should not have any impact. It will it will make the program four days shorter. Um, but it would carry the
181same credits and um we would tell them I I won't say we'll tell them to teach faster. We we know we'd have to we'd have to shave uh you know four days of instruction off of the overall breadth of curriculum. >> Miriam, sorry. which is how long how long is the program? >> Uh it was 28 days so it moved to 24 days. You're okay. >> Um just I'm curious a question related to the get ahead percentage since that seems to be the larger group participating this. Um just wondering I I'm not my child is benefiting from this herself this summer. Just trying to understand what the cost you said it's it's the tuition they're paying is mostly covering those costs for a future discussion. Would it be possible to know what that because it
182that seems like a program that is I hate to say this maybe more need I mean nice to have than need to have. Um so just curious if what cost it is incurring for the district for the future not for a conversation this year. Yeah, if you want a future presentation on that, we can do that. If you want to know tonight, we can give you estimates up to >> I don't want to touch it this year. I'm just thinking it's something good to know for the future. >> Okay. >> Um Jennifer, did you have a question? >> Um yeah, I guess like on the face of it, my, you know, gut reaction, which I'm not saying is different from yours and it's your recommendations, is like, you know, we're going to be reducing by
1834 days for, you know, about 300 kids that need that help. And again, on first blush, it feels like the kids that are using it to get ahead while, you know, worthy um perhaps should be, you know, paying for more of the program. Um and it it just um I I have concerns about this one, I guess. Just I don't have a question. >> Any other questions? John. >> Yeah. Um, yeah. In in terms of the kids who are coming in to get ahead, uh, if there's a family need, are there waivers available? >> Yeah, we always have. Yes, we have u tuition waivers if and and tuition assistance if you're uh soio economically disadvantaged. Yep. Pretty much for any program that we run in the district, the answer is always going to be yes
184to that. Um, related to that, I think building on it may be too late since enrollment has already started, but could another option be to increase the fees for the get ahead tuition? >> I mean, that's that we can always raise the price. Sure. Um, it might be outside of our window right now for this year, for this current year, for this summer. Jennifer, >> is there some sort of um I know we have a lot of good math wizards here. Some sort of good fast math that we could do to figure out generally like what sort of increase would get us the 25. >> I think it's in the neighborhood of $30 more per I was doing 25,000 divided by about we have about 900 paying customers. >> It's very fast math. >> I
185use my phone. I don't want to make this more complicated than it needs to be, but um again, I don't know if we ever going to get to this thing, but I just I guess I'll throw it out there now to think about if we want to like add a fee. And I guess I'm curious whether if if we can't hit it for this year, you know, would doing it next year help this budget at all? like could we make that uh sort of leap or >> Well, Barb, can you answer that? If if if we raise the price not for this current summer, but for next summer since they're paying it in the next school year, does that impact that budget? >> Uh we do uh allocate the revenues based on the number of
186days per fiscal year. So if summer school started in June next year, we would uh divide the income accordingly. >> So is that a yes? That's a yes. Sweet. >> But not the full dollar value. Is that >> correct? Not the full value. It would just be >> a small percentage. >> It would be a small percentage. >> Yeah. >> The lion's shares of the days are in July. >> Oh, I see. >> Yeah. Sorry. Sorry, I think I misunderstood your question. >> So, do we want do we think that would be a formal proposal or not real realistic for the coming year, but we'd have to think about it the following year? Is there a way to try the four days shorter for this summer and see if it has significant impact? So we
187could always return those days back the next year and then make up for that cost with the tuition increase. >> Returning those days is not a complicated endeavor. >> So any other questions? And does that conclude your >> That concludes my proposals. Um but I'm open to other board discussions that you'd like to have. But um >> yeah, >> I'd invite you to vote on these if if if you feel safe in doing so. >> Yeah. Does everyone support voting on these so we can see the impact? Um all right. So starting with line uh item six, seeking a motion for the adjustment related to the increased retiree health reserve utilization at the amount of $100,000. >> So moved. >> Thank you, Ethan. >> Second. >> Thank you, Miriam. All those in favor say I.
188I >> I any opposed? Any abstensions? The motion passes. Moving on to item seven. Seeking a motion on the reduction of the adult education allocation in the amount of $30,000. >> So moved. >> Thank you, Jason. >> Second. >> Thank you, John. All those in favor say I. >> I. Any opposed? Any abstensions? The motion passes. >> I'm voting no. Um item eight, uh seeking a motion on the decreased appropriation for the extended school year program in the amount of $25,000. >> So moved. >> Thank you, Jason. >> Second. >> Thank you, John. All those in favor say I. >> I. Any opposed? >> Nay. >> Thank you, Miriam. Miriam opposed. And any abstensions? Motion passes. Uh item nine, increase paytoplay uh $25 per individual and $50 for the family cap uh resulting in additional
189revenue of $50,000. All those in I mean sorry I'm seeking a motion. >> So move. >> Thank you, Jason. >> Second. >> Thank you, John. All those in favor >> actually sh just one one brief discussion. >> Uh just one brief discussion item on that. I would just say I plan to vote in favor of this, but I also, you know, given that it hasn't been increased in a couple years, but I'd like to not see this be a regular um occurrence. So, I'd like I'd like not to see $25 or $50 every year. Um I I think we should just be careful about that moving forward. >> Thank you for saying that, Jonathan. Um, one of the things we do with this and some other of the things when we do have increases, we
190try to stagger them two or three years apart in order to uh to not have that feeling of perpetual increase. >> I appreciate that. Thank you. >> All right. Uh, any further discussion? All those in favor say I. >> I. I. >> Any nays? >> Nay. >> Uh, Miriam and Ethan, nay. Um, any abstensions? The motion passes. Item 10, seeking a motion to reduce school budgets uh by 5% across the board for a savings of $100,000. >> So moved. >> Thank you, Jason. >> Second. >> Thank you, Ethan. Any discussion? All those in favor say I. >> I. >> Any opposed? >> Nay. >> Two. Two opposed. Uh any abstensions? Okay. The motion passes. Um, moving on to item 11, elimination of a clerical position in the central office for a savings of $85,000. Any
191discussion or sorry motion? >> So moved. >> Thank you, Jason. >> Second. >> Thank you, John. Any discussion? >> All those in favor say I. I. >> Any opposed? >> Any abstensions? That motion passes. And item 12, seeking a motion to reduce high school summer school calendar by four days for a savings of $25,000. >> So moved. >> Thank you, Jason. >> Second. >> Thank you, John. Any discussion? All in favor say I. >> I. >> Any opposed? >> No. >> One. And any abstensions? Okay. So, the motion passes. So we are now at exactly 6%. And there we are. Um all right. So now we will open it up to any other uh proposals from board members. >> Ethan. >> Yeah, I have two. Um, one is the um, teachers assistance the uh, the
192data supplement page 17. >> Ethan, could you just put your microphone a little bit closer? >> Thanks. >> Okay. Is that better? Okay. Uh, data supplement page 17. There's 52 teaching assistants not specified. I'm simply saying because I I'm going to do the same with the paramedic par not medics, pair of professionals. Um, it just seems like a lot between the two. So, I was going to propose we put three into each school and then for the pair of professionals, which is all elementary school, I originally was going to propose four in each school because there's 71 in total. But given the cuts we've already made, I was going to raise it up to 55 because we basically cut the same amount, which would put us basically to about 5 a.5% I believe, which is
193double the rate of inflation CPI. So if I may um and I'll try to talk about them separately if we talk about teaching assistance. >> Can I just add one thing though? >> Sure. >> Part of it is I was trying to do this without >> trying to do this without impacting the teaching without impacting people's services and I had no information on the pair of professionals or minimal in on the teaching assistance. >> So happy to have the discussion tonight to provide whatever information I can. So, I just want to have for Barb, you you're proposing reducing the teaching assistance by how many? >> Um, I changed the number. So, 16. Mike, >> sorry. >> 16. >> So, you're proposing to reduce by 16 teaching assistants. >> Oh, no, no, no. Three teaching assistants.
194>> Reduce by three. >> I apologize. Four. Go from 52 to 48. >> Okay. So, you're proposing to reduce by four teaching assistants. um >> give each school three. >> So just just so you know uh right now I know my elementary principles that are in the crowd if there are any would are salivating because they would love three. They they don't have three. They have two teaching assistants per uh per elementary school and then uh some of the balance of that is the greater number of teaching assistants that that are at our secondary schools which are which are larger in size. Um so they are afforded um teaching assistants are generally afforded on a per pupil uh ratio um to uh and if I have it correct it's like one and I want to
195make sure this is not the pair prop numbers but just to explain what teaching assistants are in in case there is any doubt um these are individuals u that uh will go in and they will They will serve in a teacherstead uh when a teacher needs to leave the classroom for a PPT. Uh which is their which is the planning for the IEP meeting. Uh a 504 meeting uh what's called a student success team meeting. So that's a that's a building based meeting uh when a group of teachers is going to get together with with uh service providers to talk about uh intervention needs uh before a student goes to 504 or before a student goes to IEP. And then they're used uh when there's a teacher absence in the school uh that is unfilled
196by a sub. Uh I know that I talked with my human resources department earlier today. Our typical uh subfill rate, so percentage of number of subs we get versus those that we request is somewhere near 50%. Um, and that's an average. I can tell you that on Mondays and Fridays that's much lower. Um, but that is what uh by and large that is what teaching assistants do. Um, so a cut of four would would essentially cut into that. And and you know what I'm going to tell you is where you're going to feel that is you may see an increase in uh your substitute ratios which I know if you're thinking about those financial examiners reports sometimes we have a savings in the >> in the overall there because it's just a game of tugof-war
197whether >> do we have someone who's consistently available and reliable at the school to be able to fill those absences um or are we relying on an itinerant worker um for the subs Uh that's just an explanation. I'll leave it to you guys to debate or I'm happy to answer other questions. >> Well, one thing I'd add is I was coming up with three per school. Whether you put all three in one school or you change I I don't have the knowledge. I was trying to understand what they did. So I defer to you guys. But I just think if we need to make cuts to try and get this again, this is double the CPI. Um that was where I saw lease harm. So, >> so does your proposal remain as is? >> Mine
198does. >> Okay. >> I do any do we want to discuss >> anything? I had a pair of professionals do. >> You want to put that in as well? >> Sure. >> Okay. What What is your proposal? >> My red I was looking to reduce because I believe that's all elementary schools is where they're at. So go from 71 to 55. So reduction of 16. >> So you're looking to reduce pair of professionals by 16. But um >> I took that off data supplement page 16. >> I see. Um I do want to share that they're not all at the elementary school. >> Oh, I'm sorry. That's what I thought it said. >> Uh unless you're talking specifically about classroom. >> I'm just talking instructional. I'm not talking people's services. I stayed away from people's
199services. Oh, I see. All right. Let me have uh let me find. >> So, that would be um hold on 12 clerical 40 to um it says instructional and then thought there was library. Hold on. Library six, school administrative 11. >> Okay. So under um under PAR educators uh we do have you know what I'll say is an an average of uh three per school there are additional PAR educators allocated to both Smith and Charter Oak to support student needs over there. Um as we've talked about in the past uh the way that we you know the way that they're they're generally utilized um is supporting instruction and small groups in both kindergarten and first grade. Um I think you you know heard from heard from some folks in terms of um if there you
200know those are the youngest grades. So the ability for students to when you want to get into a small group and a teacher wants to work with like five or six kids on a particular reading lesson the need for independent work for the other for the other students. um having another adult in the room who can uh supervise that small group is is kind of critical because they don't have the maturity at that time to to to work independently. Um so that's why those those uh we call them classroom or instructional pairs typically spend the majority of the days in those. You have an increased allocation at Charter Oak where you've got a greater number of kindergartens, greater number of first grades. Likewise Duffy for the larger schools. So we do follow again we do
201have kind of a formula that we try to follow for the instructional para educators based on per pupil and and also oftentimes they'll advocate for need. So if we were reducing by 16 um in all honesty that would be a pretty dramatic impact on our teachers abilities to run small groupoup instruction. Um I understand >> I was looking >> where you're coming at it from a financial point of view. I'm just trying to talk about the impact. >> I would say one, I'm not trying to tell you where they should be. You guys know where they should be. And I'm willing to say given what you said about Duffy and Chad Oak, pull it back by three, maybe make it 13. >> Uh, John, >> given what I understand to be the fairly low salaries
202paid to, uh, Paris and teaching assistants for that matter, what would the savings be from that proposed? because I because I I'm really uh you know yeah I mean h having had an email box just fill up in an hour and a half of public comment tonight about class sizes and the strain on our teachers. I'm having a really hard time even contemplating the idea of doing anything to reduce the amount of assistance they have especially in our higher need schools. So, I mean, I'm curious, but I have a feeling this is going to be a matter of being very uh pennywise and yeah, that's it. >> Latoya, >> hello. Um yeah, I have to agree and just given my own experience um working in schools, teaching assistants and pair professionals are um in a
203position where they can provide targeted interventions that really help close some of those achievement gaps. And again to second what you're saying, John, as well um given what we've heard about classroom sizes, they're paramount and a lot of paras end up in the teacher pipeline, too. So double win. Yeah, >> Jason. >> Yeah, somewhat redundant, but I I think the paras in essence give us the feel of a smaller class often. They allow those smaller group sessions to take place, that more individualized learning. Um, and I too would be uncomfortable with taking that, which is direct student facing positions out certainly um here at what are we uh 10 o'clock at night without the ability of the public to to weigh in on what those pair professionals mean to their children. Jennifer, >> round it
204out. Completely agree. I do not want to cut teachers or teachers assistance. Um, I think we've heard the opposite of that. And, um, from my own experience, I think I agree with, you know, what the folks before me said. >> John, >> I just offer on on the teaching assistance as well, given that they offset, you know, or they could be offset by substitute expenses. Um my own experience with our schools has been that when you've had that teaching assistant available in the building, it's just much better for the kids to have that, you know, to have that known face come into, you know, come into the classroom when the teacher's out. So I would just, you know, I'd offer that. So I think again given that there'd be fairly minimal value given that be
205offset by bringing in a sub who's potentially less reliable. Ethan, >> so to clarify because it's not cutting teachers, it's cutting pair of professionals and cutting teaching assistants. It's not changing class size because that's the teacher is still there. I tried to avoid doing that. So again, it's trying to balance off the increase of over 6% or 6% relative to what the CPI is and trying to do it in a way that's has the less impact. >> Jason, >> so two points on that. My my original point was that the teaching assistants and the pair of professionals give the teachers the flexibility to have those more small group type settings which I think offsets some of the concern. Not all of it certainly and and we'll talk I think probably later in our individual statements
206about class sizes but it it does give I think more flexibility to have individualized learning certainly more in small group session. The other thing is trying to tie the education budget to the rate of inflation I think is just it's not an appropriate metric. Um first of all when you look at it our salaried employees so you know teachers even pair of professionals teaching assistants those folks the administration the you know department heads very very specialized highly trained individuals um who also are in a market that is shrinking. um there is a teacher shortage, there's a shortage in all of education. And so I I think to tie some of these inflationary metrics to uh you know the standard inflation that out there just doesn't work in education. It's not a business, right? It's a
207core public service. >> Any other comments? Yeah, and I I'll just layer in I think because we've had such um consistent discussion about trying to as minimally impact direct studentf facing programming as much as possible. I think often these are the professionals that are more student facing than anyone because they're they're able to be more fluid and flex like agile and move where they need to go and therefore their day is very full in being with students when teachers need those times to step away and address other things. And I think that this would uh without a lot more data and discussion to inform how we would think about this going forward, I would not feel comfortable advancing this at this point. Miriam, >> do we know how much professional development our teaching assistants and
208pair professionals receive and at what cost? >> So, we do provide professional development. It's part of actually the state law recently came out that requires professional development for them. Um we provide it typically um it it should be by and large costneutral because they're they're work days um during parent conferences. Um you know they they're required to work but classes aren't aren't in session necessarily. You know we have that early release. So, we're often running uh professional development for them during those periods of time. Um likewise at the high school, we can do it during different exam exam days or things like that. There have been times um when a teaching assistant might not be working like on an election day or something like that and we've invited them specifically to come in and we
209would compensate them. Uh but that's minimal and that's not always a 100% of people. that might just be making something available to a small set. >> Ethan, >> so clearly it's not my motion is not going to w, but it would be very helpful to know what exactly the pair of professionals and teaching assistants are doing with more detail because there's still a lot of them and I don't question their use intelligently, but it'd be helpful to know what they actually are doing >> for future. Okay. Go through it again, but I can I can give you a we can do like a board report or a shadow. >> Um, I'll tell you right now, no, uh, I can't speak on Westire for specifics, but I can speak as a former parah. Paras do everything.
210Everything. They put out fires. They do small groupoup instruction. They help they help co-e. They help cover recess. They help cover lunch. They they do they are like an integral part for very little pay. And I know cuz I remember pinching those pennies. They do everything. They are an integral part of the schools, which is why they end up, if they so choose, uh making excellent teachers because of the relationships they're able to build with students and families. So they're helping set up events. They're helping cleaning up in the lunch. I mean, they do everything. So just speaking from a from a former parah and I'm pretty sure um West Harford Paris would probably say something similar. Miriam, >> and also just to point out regarding this, you know, I think a really important piece
211of not only the board feeling like we want to make sure we know exactly what they're doing, um, but also making sure that the teachers have the support and the time they need through professional development to train the staff. Um, because as we know, we have lots of students, lots of needs, um, lots of curricula. And so I think that's an important piece of this is to make sure that somehow when we're factoring all the needs of all the teachers and making it easier for the teachers to make sure that our paras and our teaching a you know teaching assistants um have you know the time and the training to really implement all the things that would be most helpful given class size as it stands right now. So, I just wanted to >> No,
212absolutely. And, you know, to to Ethan's point, like the understanding and and it it speaks to the it speaks to the training. It speaks to the varied roles like our instructional paras, they are very much classroom pairs, they are very much jack of all trades. They're kind of doing everything and anything in the building. Um, our special education paras, um, there are there are many their different type. We have uh we have extraordinary needs paras that work with some of our highly impacted students and have to do very challenging jobs with them. We have our um our ABA paras that that have specialized training that do behavioral analysis. We have our RBTs are uh which you know they're working specifically with student behavior plans and and observing behavior and making recommendations relative to how to
213best uh provide for educational programming to support individual needs. So there's there's there's a there is a wide variety. It speaks to the different training that our pairs get which which differentiates them from other non-certified positions and makes them excellent candidates for teaching. Any other questions discussion? Miriam, do we know what retention rates are for our staff in let's say like who's an RBT or training to be a BCBA and they're currently in a program or they're a parah studying in a particular course. Do we know how many of them then become part of our district? >> So, um what I can share first uh relative to if I heard you ask like the retention question, our par educators typically have greater longevity in the district. uh that position comes with benefits. Um it's it's
214not highly paid but um but that is the pool by which um we are seeking out you know as part of the state programs that are out there for um alternate pathways to certification. Um that's that's like our TR our TRP program teacher and residency program where um we are looking and we're looking specifically at special education a shortage area as a place to to do that. And we've got um we take them two at a time um two in a year. So so we don't have like a long maturity in this program, but um but we have at least you know four that are in the special education pipeline because it's a two-year process. Um we're looking to potentially even expand that through a new program that's coming up through Central. our TAs. Um
215they're folks uh historically they had been folks that were um wanting to become teachers and maybe maybe didn't land that job in the first year and needed that extra year of experience. Those positions don't carry benefits. They they turn over more quickly just based on that. Um but that's kind of the nature of who has historically applied for those positions. So I don't know if that hopefully that answers some of your question. All right. Um, moving on to any other proposals, Jason. >> So, it's it's more of a beginning of a discussion. Uh, so we we've talked a lot about class sizes and it mostly centers on the elementary schools and and I was wondering if you could talk a little bit about the the class sizing at the middle schools and how that works
216with the different teams formats and and how that progresses throughout six, seven, and eight. Um absolutely. So uh class sizes in your middle schools and you can see uh the actual class sizes in the data supplement uh beginning on page three of the data supplement. Um you'll see in the current school year for instance uh average class size at Bristo's, you know, uh really across our three middle schools is uh for this current year is just below 20 at 19.3 or high 18. Um that's based on uh we did have some smaller cohorts at Cedric and King Phillip this past year. They were too large to run the half teams. um but uh but they were smaller by comparison to other cohorts where we've had three full teams but we made the decision to have
217three full teams. We have larger cohorts coming up uh at our middle school. So um but it it does position our middle schools based on the team structure where you know you have uh essentially you know a team of 105 110 kids spread across five classes. you know, you're you're you're landing, you know, the goal would be to land somewhere in that class size of uh 21 22. Um I don't know if that's the goal, but that's that's kind of the the metric of a team, how it how it's built. And certainly, I think part of the team aspect of it certainly going into grade six is a probably a comfort level during the transition to middle school. Is that that correct? Because it didn't always function. They weren't always teams. Is that >> No,
218100%. Um, you know, teameing uh is something that's been brought up as a question um under a under a budget consideration, we've had a board of education report on the value of teameing and the importance of teameing. um unquestionably in sixth grade as they're making the transition from essentially a single classroom, a cohort of 20 to now having a cohort of 100, 105 kids from outside of their elementary school. You're mixing with a lot more. You're changing teachers for the first time. Um the team environment provides stability. It provides the opportunity for um you know basically that level of care. Um as they move up in and along middle school, I mean they're all formative years, but there's a maturation process that happens from grade six to grade 8. Uh then in high school, the
219teaming um no longer exists and kids just kind of change classes and intersperse uh just based on nuances of schedule and course they've taken. So, keeping kind of that theme of transition and maturation, what would it look like and would there be a benefit to um go taking away the team structure at the eighth grade level so that then that looks more like a transition to the high school structure? Is there any cost savings there? Um, there could be cost savings. I mean, um, we've looked at it in the past. Essentially, if you're um if you're if you're on these pages in the in the data supplement and you're looking at classes that end up running under 12, 12 to 15, 16 to 20, the the classes that are a little bit outside if if
220in a grade level, you know, and certainly 8th grade would be the only potential one I'd even I'd even dare to consider And it's um certainly nothing that I'd be recommending, but um you you could run you could attempt to run a high school schedule, which is to say just uh students aren't teamed, so they're going to they're going to run um classes and and get filled up with the with the hope and the expectation that you could have a greater fill rate um closer to that average class size of 21. Um, I know that when we've looked at it in the past, uh, you might say somewhere in the neighborhood across across the two big middle schools, it wouldn't really have any impact on Bristo because they're only one team. Um, and we do
221have a bigger seventh grade, so maybe three FTEEs. Um, three and a half at most. it would um but it wouldn't necessarily be clean because what you can see on the pages is you can see a different distribution of English, math, science, social studies of lower enrollment. Um they don't split out evenly. So it's, you know, it goes back to what Jen was asking earlier about the high school. When you have a reduction, is that like one less teacher of, you know, in a particular area? And it would be it would be a fraction across our three middle schools. So it would create uh you know some some in order to try to make them whole some traveling teachers between Cedric and King Phillip. >> Would it result in higher class sizes? >> It would
222result in a higher class size in in whatever you know and if if if grade 8 was the suggestion, it would result in higher class sizes in grade eight. Right now you're going to see just just for transparency grade eight is of the of the three cohorts in middle school currently grade eight is is small grade seven coming up to grade eight next year next year is larger. So it but you can expect to see um I mean if if you look at the average class size in a grade seven currently versus a grade eight you can kind of see some of those differences. So just to clarify the in so if it the teameming structure was removed at the eighth grade level class sizes would go up to a still reasonable ratio. Um there'd
223be savings potentially in FTEEs with a redistribution of where they might be um instructing. And I mean from a from a developmental point of view, I see a benefit in getting eighth grade students more prepared for what's to come in high school. It's sort of a gradual release to this increased level of intermingling because it can be a shock I think when they then get to high school. So I kind of like the idea of this transition um plan and it's not So you're saying it was on the table as an op option? >> We looked at it in 2017. Now, in 2017, we had a very difficult budget year and like we were trying to look at proposals to find millions of dollars in savings. And so, it was like everything was on the
224table. We had every program that existed up for consideration and review. And so, as I, you know, I've looked at those materials over the course of this last month. Um there was a proposal at that time to remove seventh and eighth grade with an anticipated savings of eight FTEEs. So you know with due diligence we review all the old proposals. We review different things. Um and that's where you know somewhere between three three and a half um FTEES in the coming year just based on cohort. It would it would vary year to year uh based on just the size of a cohort. Um it would be it would be a different experience for the eighth grade. Yes. In terms of maturity, I you know I would I would tell you to run away from it
225in sixth grade. I am not a fan I'm not a fan of it in seventh grade. I'm not a fan of it in eighth grade. I mean I I um but it would be the least impactful if that were where it was. But it it does uh it does change that experience and change the some of the you know the eyes on a student and the and the arms that are wrapped around a student that exist within the team structure. There's a a board report that our three middle school principles gave on the teams uh the teaming concept some years ago. So, >> um, >> I mean, I'm I'll say I'm sort of as a parent of a current middle schooler, I'm kind of intrigued by this, but I, you know, again, given that it's
22610, it's almost 10:30 and I think this could be the kind of thing that could have a lot of public impact or perceived public impact and maybe it's not the thing we want to do tonight, but I can certainly see it as something that's worth at least exploring, workshopping, and keeping on the table as we're as we return to the same position uh next ap you know next March >> orpril or April for that matter >> um also just to piggyback you know I think it's would be a lot of change given high schools are moving to block schedule so um I understand that the conversation certainly is you know if there are pros for development and preparation um and there's a financial benefit but I think there's just a lot of change. So maybe
227to hold see how things go and to revisit potentially at a later time would be my thought. >> Yeah, I know I'm the one who started this conversation, but it violates my first rule, which is not doing anything without the public being able to weigh in on it. It also is kind of run flies in the face of what we were talking about with class sizes. So it definitely warrants further discussion if if we head down there. Um and and again I I don't want to do anything right now with this budget that impacts students and what we're delivering now. So I will not be moving forward with it. I think it was a useful discussion but uh we'll take >> a very helpful discussion. Any other proposal? Miriam, >> I'd like to propose um
228eliminating all non-mandatory technology spending. Uh putting a freeze on purchasing any new iPads, Chromebooks, etc. Uh reallocating as needed. And I think it's certainly something we can discuss in the policy committee in terms of a lot of conversation around K through K through2 usage. Um and also uh not uh eliminating any edte software that we are not mandate mandated to require or update um as needed. So, I don't know where all of those line items are, but uh I would also suggest that if we're looking at um eliminating non-mandatory spending that this would probably have a direct impact on our IT department that is 15.5 FTEES. So, potentially to look at a reduction uh in the need of that entire workforce as well. >> So, I'll be honest, I don't know where all of that
229lives either. Um that's a big statement. Um, and I'm, you know, I'm curious to hear to more from you on that, Miriam, in general. But I did want to, I did want to share a couple of things. Well, since you brought it up. Um, first, um, just as a point of clarity and and something more for the town to discuss. I know something got mentioned in public comment about bonds. Um, and in my conversation with the town manager and with my own IT um, uh, director, I I don't believe that that statement uh was fully accurate, but I am not the um, I'm not the person to speak on that directly. That that that's a that's a town function and I would I would just say those questions are best directed in that direction. Um
230uh other things were mentioned you know in general techfree days and the amount of technology integration and I I thoroughly support the um the conversation that's that's emerging from the public. It parallels conversations that we're having um with in our curriculum and our educational leadership teams. But I don't, you know, I really, really, really don't want to conflate a curriculum issue, um, a supervision issue with an operational budget. Um, and that's not directed to you, Miriam, as much as some of the public comment that came out, uh, relative to, um, you know, the cessation of funding for, um, you know, basically what we call tech refreshes, the the replacement, the the necessary and and scheduled replacement of of of infrastructure. uh because the infrastructure still needs to be maintained for things. Um such as, you
231know, our state testing beginning in grade three going all the way through grade uh um you know, all the way through grade 11. Um our advanced placement testing, all of that occurs online. The SAT, PSAT, those are all online assessments. And so those those devices are a necessary expenditure. I've I've tried to clarify at many many venues some of the um whether it's a a lack of understanding or sometimes some misinformation that comes out relative to uh you know the the amount of time that we uh have our devices on hand as I've shared we keep them through end of life support uh which is generally 10 years uh but we do have a significant you know I've looked at those figures with my IT director ctor as part of this process to understand we
232did have a big purchase that occurred during the pandemic um through a $ 1.4 4 million grant that we received at the time. Um, which means we have a significant number of devices that are going to be uh starting to approach end of life and some from before that that uh, you know, so he's targeted for me specifically fiscally you know 27 28 and 29 when we're going to see a big fall off on devices. So we have to be proactively looking at that so we don't have a big expenditure coming forward. The other thing I want to make mention of is is um you know for some of the necessary um expenditures just relative to those things um we have a matching e-ate grant. So we get a dollar fordoll match um and you
233know that's how we that's how we fund those things. So arresting that kind of leaves money on the table uh that we could be taking advantage of now that we might not be able to get that for later. So, all that said, I want to work hard on reducing screen time. I want to work hard on that. I just I I just don't know that that's a budgetary effort as much as a um curricular effort. >> I hear that. Uh I also wonder like what don't we need because surely there should be, you know, things that are optional that we don't need. And so the question is how do we uh extract those from the current budget which like um I wrote one note but I don't know if it's it on C3 um you
234know we have a 5513 that's in a combined fund for example of computer software we have um I know there are others all throughout um but again just trying to understand with some of these that you know are several hundred,000 and I I think the question was asked previously or maybe via email you know how much of that actually is mandated like what is optional and I think that's what I'm asking is like there have to be optional options within these budget various budget line items for technology and I would like that then under closer review so we could add that potentially here um and show what is mandated what is necessary for curricula and what is not. >> Yeah. So, I know I know um I don't know the level of detail if it
235was sufficient. I know we talked about some of that at the last budget workshop. Um curricular expenditures that might live under there are like um we have some of the reading a toz. We had some of the science um programs that I can I can recall Anning at the table. Some of the stuff that's not you know to your point and and your point is very well taken like hey what's not mandated? we we had talked about, you know, there's there's some dollar values that don't live in those central budgets that, you know, some of those apps or, you know, uh I can't there's there's one that I'm not particularly fond of that I know is Quizlet or something like something that's used. Uh sometimes it's a it's some teachers are are fond of it.
236um those things are typically purchased in the in the building based budgets and that's where you know some of that reduction that I talked about or the 5% you know the expectation and and that's where I kind of talked about the supervision saying hey we want to set some parameters that um those could be the things that can go um if they're not part of the mandated curriculum they're not part of um you know some of the mandatory stuff that I know is tied up into this is the um the I believe it's I Ready for math uh MCCAST dibbles for for literacy that are that are tied into the state state mandates for um intervention screening and progress monitoring of students who have um you know tier one tier 2 kind of uh needs
237there's lexia um so those those are the overwhelming percentages there are smaller values that we you know that we find and we have a we do have a process you annually we scrub what programs ended up getting requested purchased at a at a more individual or local school-based level and then you know so I think those are the things that we would target for reduction >> m so were any scrubbed in any of these line items reflected in any of these line items >> so that's the that's the classroom >> oh the classroom budget that goes to the 5% >> okay I guess I'm still wondering you know potentially where the excess is and is if there would be based on you know just thinking about like what you shared right now like those are
238several programs that you know are that we need for various reasons. So, like is there like a ballpark number that like maybe we don't need out of, you know, a $300,000 or a $400, you know,,000 line item for tech or computer software that we could >> um now we trust me, we've been looking at tech's come up early and often in our community meetings and we've taken a close look at I've looked at the staffing as well. Like I said, hey, did our staffing creep up or grow in the last four or five years? and it and it has been flat. Um so I haven't uncovered big savings you know the the issue that we find with tech and you know whether it's some of our some of our systems like power school our our
239web-based providers those those prices go up each year in the same way that our transportation and our utilities go up. So that drives some of the costs. A lot of these things are built on uh per seat uh licenses. It's it's pretty much how ed software has figured out how to make money and profit off of schools. Um that said, you know, I do want to assure you and everyone, you know, that's come out to our meetings, uh our conversation about this is not is far far from over. you know, we need to do and continue to do in-depth scrubs and what and you know, essentially remove the things that that aren't necessary in an effort to uh reduce screen time at the same time while ensuring that we're preparing kids for a future that
240does involve technology and making sure that they do have those skills. So, we are, you know, it it's a very nuanced and balanced conversation. Um, but I think it's I think it needs to first be attacked through curriculum before the budgetary impacts are going to be fully realized. So I'm not prepared to say I can reduce X number of dollars from this technology budget. So any further discussion or >> I guess there's no line item. no line item, but it sounds like a commitment to review this for the future year because I I think we all are looking for a tech diet desperately. So, um uh any other proposals, Miriam? Yes, I do. Um and before I propo make my proposal, I just wanted to share a couple words. I'd like to make it abundantly
241clear that I believe in equity as it means equal opportunities for all students. I understand this to mean that our students need the education content and support to reach their potential. After all, education is the foundation for the American dream. And as the daughter of an immigrant and a mother of a child with multiple disabilities, I understand this firsthand. Despite the questions being raised several times over the last year or so, there have been zero metrics presented to demonstrate how the Office of Equity Advancement has affected equity gaps, let alone is closing them. There have been zero metrics shown for how conversations across the district have reduced equity gaps or how these conversations have increased the sense of belonging, which has translated into student achievement outcomes. It seems that if anything, these conversations have taken
242time away from classroom learning. I remain concerned about our reading and math scores and, for example, the hundreds of students as early as kindergarten receiving literacy support. According to e education recovery statistics, a partnership between the Stanford education opportunity project and the Harvard educ Harvard education policy re education policy research um reading our and its reporting on our district reading has modestly and partially recovered and math continues to decline. If our tr if our district is truly concerned about equity as we say we are and given our budget situation, let's not ignore the facts in front of us, it's time to prioritize spending on supporting our students in the classrooms for direct instruction. I also wanted to mention um that our strategic our five-year strategic plan which started in 2425 um around three years after
243the office of equity advancement advancement was formalized uh lists some strategies to reduce gaps uh measures and if I'm understanding those correctly um it's to reduce gap measures for achievement and growth by 3% um and then we have also goals around chronic absenteeism um uh and school climate. So, I'd like to propose the elimination of the Office of Equity Advancement going forward um for everybody's consideration. Thank you. >> So, thank you, Mary. I just want to because I expect this might be a lengthier discussion, give our student representatives an opportunity to exit if you need to be on with your evening and get school work done. Um but thank you so much for being here and have a good evening. So um all right so over Paul did you have >> just a quick reaction
244and I I I would welcome discussion from the board on this but um you know I I want to address uh you said zero metrics and uh I just I just want to challenge that a little bit or or pre present my perspective on it. So the district has a very long-standing commitment to equity advancement. Um it's it's something that we've talked about for over a decade before, you know, before it was became such a widespread uh effort across you know all walks of life in in in the country. And our approach at the board table has always been around um a belief that if we create opportunities that achievement and um measures will follow. Um, and that's been an ongoing effort. And the most recent, easiest very substantial pointing to it that I can
245provide would likely be our most recent AP report where um, you know, we've made and and heard a little bit about it. Heard Shannon, you heard a little bit about it when you went to the Connor meeting for the school of the year. They talked about a video. Someone talked about a video that was made where um it was an effort to to basically have some marketing done so that a a wide cross-section of the uh high school population could see themselves as an AP student that it was this identity factor that this wasn't just for those kids and something else like I could see myself with other folks who looked at me whether they like me whether they were students of color, student athletes, females, male, you know, regardless arts type kids could see
246themselves and um that opportunity uh has you know increased. When we did that last AP report we looked at over a period of years the the dramatic increase in the number of students um disagregated uh by race ethnicity who participated and um their percentages of success. I mean, it was a it was a compelling report and and I appreciate if you're new to the board, you don't necessarily um have all the history uh with that particular effort, but but that's a very very specific and a very very impactful metric of of efforts that we've undertaken related to uh diversity um and equity. And the other thing, you know, I certainly don't want to in any way, shape, or form cast any shadow of doubt on what you're describing about some national reports. You know, those
247are all very valid, but you mentioned math and decreasing math. And I just want to mention that those reports because people throw out a lot of reports and research and say, "Hey, here's how stuff is happening in the world." But I'm more interested in how stuff is happening in West Harford where our math scores have increased yearover-year. And this is the second year in a row that we've reported our highest math scores ever. Um, previous our previous benchmark was 1819. Um, we exceeded that in 2425 and then we exceeded the 2425 mark in 2526. Um, and it's my hope that we exceed it again. uh but if we're just shy of it, I'm not going to be counting that as failure because we're operating from the record performance that we've seen. So, um I know
248at the last meeting I read quickly um some statistics that speak to the number of professional learnings, the number of school visits, the number of uh conferences and and and a lot of the other, you know, really exciting things that are happening with that. Um, and I could remind the board of that, but I would I think it would suffice to say that that proposal would be the most significant departure from what has historically been our brand. Um, I just don't know how I could how I could oppose something more strongly. >> Mary, >> and just a question. um you know how do we know that it's through this department that more students are taking APs and whatnot than just their teach than perhaps their teachers or peer pressure or other kind of circumstances and
249also I remember um a presentation I think it was recently I don't know if it was last year um about the AP scores and I think it was in math so hopefully I'm remembering correctly that there was some percentage of 55% of students and I remember exactly in which category, but there was concern that 45% still weren't up to par. And so, you know, my concern is it's not that, you know, it's not all bad. There's a lot of good and there's, you know, we're here because we believe in our education and that is paramount. It's about how do we continue to promote and enhance protect our education, promote and enhance it with the resources we have with what we know works and that's educational content and the support in the classrooms. And so I
250guess that's where I'm trying to figure out how do we focus and hone in on what we know works where we know there are stressors already and if you know where we have departments where that our stated goals to you know reduce or eliminate gaps but again we're looking at the facts we don't have facts we don't have the data and the department has been around for several years so I'm wondering too like why after several years don't we have any data to show what our gaps look like um and how we're closing them. Um and this has been something that was brought up um by others in terms of asking for you know data across the district so that we better understand exactly kind of what's going on, what's the impact, what's the reach.
251Um, so I think this is kind of where >> so a couple of things and I know there are people chomping at the bit the talk as well but um we do report on academic you know we report on the academic gaps every year every report they're disagregated by race ethnicity every single year all the time um and we've seen closing of the gaps over time um what I would say about you know how do we know it's from this office. So, the office represents uh a total of three personnel and they're charged essentially with um kind of supporting the professional learning that gets down to every teacher level. So, at the end of the day, is it about teachers encouraging students having created that welcoming environment in their classroom? Yes. Yes, it is. You
252know, that's who's carrying it out. But that work is being led by um you know a very small team asked to take the vision that we've aspoused for years and years, translate that into actionable professional learning, actionable community outreach, um and continue to enhance our teachers ability to implement at a classroom level those specific things and it's and it is, you know, it's not as clear-cut as, you know, the the score on a math test. I mean, there is it's it's like a social science component to it. But I think that um the the picture of where we live um on the academics, we h you know, we have presented and we can I can make that even more transparent to you. Uh but you know the board has asked for for new metrics uh
253as it relates specifically to school climate and we've talked about that this year being able to provide you some of those statistics so that you could kind of see that. Um there are, you know, there are great things happening with a community outreach um that we've talked about and again those are those are school climate you know uh family survey type things that we can provide more metrics around. Um, but I know I know you weren't here for this, but there was, you know, one member of that team that we were looking at that was serving in a liaison. And that was a question about a cut uh last year, the year before, two years ago. And if you think you heard a lot from Quest Parents tonight, you can go back and watch that
254meeting about the impact that that individual had on families. it was um pronounced I is is such an understatement. It you know this there must have been 30 families who came and talked about individual stories and efforts and support that was provided. So so your point is well taken but it's not it's not as easily measured exactly. So um but I can I can always strive to do better on that. >> Latoya. >> Yeah. Um just a couple of things. One, I just like want to point out a couple like one historic thing. Like I think in general when we talk about DEI, I feel like no, not I feel like I know cuz the data is out there. The assault on black women in these roles. I'm just going to name it. Um I
255think you know these roles came up for a reason. Um and it's not a coincidence that it's black women who stepped up to take those roles like we have always done. we've always stood up for everyone, even even for the people that hate us. And so, I want to call that out um because we can stand for equity, but also be antilack. And so, I want to just name that and and the assault on black women in these roles. Um, the second thing, uh, you know, in terms of history before I get to my third point is, uh, within the black community in general and, um, our unwavering partnership, which is why we make great, uh, equity leaders, our unwavering partnership with marginalized communities when we ourselves are marginalized. World War II, black soldiers went
256and helped liberate those camps and then came back to a country that was hanging them from trees and still wouldn't give them the right to vote. And so for me, I just I I want to put all that out there. Um that, you know, Equity Office and and the initiatives that come out of there, they don't they're not creating issues. They're not anti-Semitic. They're not homophobic. They're not racist. They're enlightening. Do they push us to be uncomfortable? Absolutely. And the the the major point that I want to hit is while there are some metrics around some new initiatives that come out, you see us pushing on restorative justice. This is legislation that's come out. We're trying to normalize it in our district. Obviously, it's something I'm passionate about. Um in terms of equity metrics, the
257the whole thing with the equity office is it's infused in every part of the district. And so you can't measure it the same way you would everything else. And case in point, like if we want to get even more specific, Teresa hasn't even been in the district that long and she came into the district under some very content. There were contentious things happening, racism happening in our schools. And so I I just want to name all that. She hasn't been there that long. And it takes a long time to unmask a lot of that stuff, especially when you look like this and you have a small team and a small budget. And so you're she's this team is having to go into schools and in the community and actually fight against resistance to equity. So
258that setting that foundation can take a few years just to even get people to open their minds to engage in these conversations. And I know this because when I ran for board of ed, I was called anti-semitic. when I've been fighting for Jewish people for over 10 years and I'm married a Jewish man. My last name is Yagalof. And so it's it's just interesting that our our town has had these struggles. We've made a lot of progress, but we are not there. We have racial disparities. We've overpunished black and brown children. We've been punitive. There's been racism. It's been recorded. It's been in the news. We need this office of equity and advancement. And it doesn't just advance um and support black and brown kids. It supports all kids. I see the Office of Equity
259and Advancement at every single community event. I don't see every board member there, and I'm not trying to call anybody out. I just know I be out there on them streets, and I always see that equity office out there, and I see them engage with people, talking to people, connecting people with resources. I also know that um the equity office is is okay with engaging in difficult conversations. All right. Me and Teresa, we don't agree on everything. me and uh us with Paul and and the things that we don't agree on everything, but let me tell you something. I can sit and go toeto toe with that office and they're going to listen, they're going to be engaged and they're going to take it and they're going to go back and they're going to think
260about it. And I think like being someone who's in that position and being the only literally the only black person that I see coming up here and representing the admin team in this way, that's big. That's huge. We have no idea what they are carrying home with them. Folks living far away, driving far to get here, to be here, to be committed to stay here these late nights. And I know this is long, but I'm just going to say it all because people don't really understand what it takes. And I'm speaking on behalf of all the black women who have taken these roles because it's been mostly black women who have taken these roles and continue to get attacked and assaulted. And I'm not just talking about um asking to get rid of their offices.
261I'm talking about the vicious behind the scenes assault on them as humans. And so I'm I'm just going to throw it out out there. I'm against this. I'm going to stand 10 toes down on that. And anytime it gets brought up, this is this is the energy is going to get met with. Thank you, Jason. >> Somehow I always get the following the toya and then the the impact is blunted and um but I do have a few thoughts for for what it's worth. Um, first of all, I think the metrics are there. I I think we have the test scores are up. Uh, the achievement gap is closing. Is it closing as fast as we want it to? No. There there's work to be done. Chronic absenteeism is down. So, there are metrics that
262we're looking at and there's more metrics to come because we've worked on on getting more metrics because we know that's important. Um, two, I I think the work is beyond metrics in in so many respects. And I think back to a presentation we had probably last year sometime about the amazing work that that Shannon started at Aken about what the impact of that really looks like in schools and what it boils down to is making sure that no single student is lost and not only does that have a benefit in educating our students. Um it's also a safety issue, right? Our schools are safer because of that because students have a sense of belonging because they have trusted adults they that they can go to. it's less likely that we're going to have students who
263are lost in that. Um the other thing is I think you can't separate this out um from what is going on in the country as a whole. And I take great pride and I think the election results in West Hartford show that the town of West Hartford takes great pride in the fact that we are bucking a national trend that seems to say that cruelty is the order of the day and that picking on the weakest and the most marginalized among us is is essentially where it's at. Um, that's what DEI protects. That's what DEI elevates. Um, and and I think my my only other thought on on this is that if you thought the room was filled tonight, um, if we do this on the cover of darkness uh, without any debate, um, the
264entire town is going to turn out and rightfully so. Ethan. >> So, if we're going to have this discussion, I think it's more important we have clear what we're looking for in the department. And I'm frankly not all sure what exactly it is. It's in each person's eyes. So, what are the how do we define success? What are the measurements? What are the expectations? What is quantitative? What is qualitative? And what is the expected achievement? Because we see the results. We don't see the what was the expected >> I think that'd be >> pop in there. I don't think we've done this for any other department. So unless we want to start going through the uh results and the quantitative analysis um for every department which I get grumpy late but I'll do um I
265don't know why we start here. I find it frankly appalling >> easier to measure. >> Agreed. This is not this is not probably the number one. So, we can we can certainly go over every department, but I think we need to be careful what we're asking here. And I think it I'll let you finish your question, but I it's it's um it feels very racist and um targeting of not white people from the national conversation to ask a question about um the return on investment on the singular department that is charged with um diversity. And I think to pretend it's something else is is not really fair and not honest. And so I'm, you know, why are we asking this question about one department at 11:00 and not every other department? >> Well, I I
266didn't choose the timing. >> Why this department? >> Well, because I think this one's harder to measure. This one came up and so if you're going to make statements, it should be definable. I don't I think it's healthy. And you know what? I don't have a problem if we did that for every department because you know there's expectations and you know the math I know has gone up but what was it expected to be? What should it be? And just I mean that's standard for any non forprofitable organization >> which I realize this is not. >> I was gonna say that it's not and if it were standard then we wouldn't be bringing up the DEI department um solely tonight. If it were standard, I would imagine we might start with something else. So, I
267don't think that's true, >> but I I want I certainly don't want to interrupt from Paul from answering these questions, but I think it's um I'm not interested in pursuing this line um of data right now. I'll I'll lay that out there. >> Yeah. No, I appreciate that very much. Um you have two board goals that speak to this directly as it relates to student achievement. You have board goal number one that talks about reducing disparities between and among groups as well as accelerating achievement for all students. But that one relates in my mind. Those are the metrics. Those are the achievement gaps we were talking about. Um we also talk about, you know, you could also talk about disparities. Jason brought up a lot, you know, chronic absenteeism, all of these other pieces. And
268then you have board goal number two that talks about creating a self safe and healthy learning environment with high expectations for all. and I often characterize that, you know, the way we get there is developing a sense of belonging. And that's where I see the connection as we measure our school climate figures. Um, we've talked about disagregating additional data as it relates to discipline. Um, but we also talk about, you know, how do you how do you measure students sense of belonging when we ask kids, you know, what's your sense of belonging? Do you feel you belong? Do you feel like you have a trusted adult? Someone who do you feel that your voice is heard? These are these are these are questions that we ask kids. And uh to me that's how we measure
269it. That's what success looks like. That's it's you know it's hard it's hard to quantify. Those are the ways in which we're going to try to quantify it. But those are the two things that I point to in the board goals that speak to this directly and speak to the necessity of the department in order to achieve those goals. >> Done. See, I've had my concerns probably on a broader more national scope in terms of where certain pract certain DEI practices have translated to criticism of actions of Israel which are then sort of crossed over into a fine line of anti-semitism. I've we've heard from the community on this and I understand these concerns. I'm struggling with them. I've tried to educate myself on all aspects of this both nationally and with what we're doing
270here. I'm also aware that sometimes um well-intentioned events can go arai such as with the guest speaker at the breaking bias event. I fully get that. But I want to emphasize that this is a budgetary discussion and budgets are about values and I do think that equity and belonging are very strong. as and diversity are all strong attributes and values of the West Hartford community. I don't know that the budgetary room at 11:00 at night is the place to resolve this. As I said with uh conversations we had just last week about, you know, some of the issues that might attend Quest. To the extent there's issues with the program, we should address them with the program, not on the budget lines. Ethan, I >> just want to say the breaking bias was not a
271function of West Tarford or or the department. It was a function of the individual giving this keynote speech. >> Agre agreed. Yeah, absolutely. No, I Yeah, I agree with that. I'm I'm saying more generally in terms of >> I don't want I don't want them to be blamed for that. >> No, no, I appreciate that. Thank you. >> Miriam, you wanna Sure. Do you want to put a formal proposal and then we'll go go through? So, so I just I guess I wanted to stay focused on the fact that I was looking at facts and we're talking about budget and we're looking at how are we impacting our students and how do we really separate impact and I do agree that we do we should be looking at this for all departments and I also
272think that a lot of what is um available for us to see about the office of office office of equity advancement makes it easier to look at it in this particular time frame. I'm hoping that the comments from my colleagues on the board were not personal and I hope that they understand that I'm trying to look at this financially and also to support our students and make sure that we have very clear idea of how we're best supporting equity needs and in a time where we have a lot of fiscal constraint and cons I'm concerned about the budget how are we closing equity gaps are we closing them with enough teachers with enough support with education content for all students. I'm concerned about that and I would like and I do believe that the focus
273should be ensuring that all students have the education and the support they need to be successful. So, I'm hoping then that we can continue this discussion in a productive way, that it is not personal, that we are talking about not just all of our values and how we support our district and ensure that our district is also following its said board of ed policies. Some need to be revisited. That's for us to discuss. And some need to be we need to be held accountable for for those policies as well. So going forward um I still would propose a reduction um in the office of equity advancement. Um and that would be my suggestion. Um and certainly understand for us to then decide as a board going forward how we would like to see measures for
274all departments going forward for you know the years to come. >> Latoya. >> Yeah. And I again I'm I'm all about us supporting the program. I do want to say I want to clarify because I know that you know the personal not personal thing. Um you know for me this is going to be personal. Um and I'm not going to be taking anything out on you. I'm I'm I'm a board member at this table. But I'm also here for very personal reasons. Right. As you can see I'm the only one who looks like me up here. I'm also the only one who's been in who knows what it's like to be in Teresa's position. Um, and I'm also the only one up here who's been in every role in the school system and understand that
275that nuance. So, this is personal for me. I think the attack on DEI um has been an assault on black women and I do think it is tied to anti-blackness and racism and that is very personal for me. Um, doesn't mean I'm going to hold a grudge against anyone, but I'm just saying the passion that I'm bringing to this is because it is it is very personal for me. >> Jennifer, >> I was just going to echo that. I think it is personal. Um and um you know it's obviously personal for people in different ways but um I think when we talk about um DEI it's in it's in it's incredibly personal. Uh I think probably everything with school is personal but again it's not um uh to Latoya's point it's not um that I
276would look at I don't know >> it's not adversarial. It's just like it is. I mean, it is it's something that's uh touches um you know, people that are really important. I'll just leave it there, but it's it is. >> So, I think we're kind of at a impass on the conversation. So, the proposal's been made. Do you want to put a a a value on it or keep it as more of a concept proposal? >> Uh it's a great question. We would need a number, right? So that's what >> I think to vote on it. >> I think to vote on the concept, we don't necessarily need the number. >> What were you voting on? >> Give it >> the concept is a reduction in the office of equity and advancement and then we
277could vote on the premise of any reduction. >> It's well we haven't done motions for any of the the these are like a accumulation of proposals from board members. >> So we've got two from Ethan that we haven't voted on. This is a new one from Miriam. Yeah. Okay. So, I think we can vote on the concept based on where I think >> the the sentiment. You want to put what? >> Nope. >> I can put a number if you would like me to put a number. >> I think we should vote on the concept because I think we have some a sense of where people are stand on this. Um, >> so can we back up concept being >> any reduction to the office of equity and and advance >> that but that's not
278a budget recommendation that's a conversation >> that starts to enterain. We were going to see if there was any other final proposals because we were going to do them one by one. So can we can we leave the table this for now >> and then are there any other proposals from board members that we have not discussed? I have a general question, not >> Jason proposals. Um, I don't know if anybody remembers way back to 7 o'clock at close to the top of the 7 o'clock hour, uh, we had a a uh presenter cite a number that the board of education budget in 2015 was 58.1% of the town budget. The proposed um budget this year is 58.2% of the town budget. Is that accurate? Uh, >> I know the current value is accurate. I
279I don't know if if it's exactly accurate for 2015, but generally speaking, you know, we're roughly 60% of the town budget um year-over-year. I know that's been the same from my recollection. And I know that is not distinct to West Hartford. That is pretty much every school district is roughly 60% of every town budget. >> Right? So, as a percentage of the town budget, we are not increasing. We are not >> any other proposals. >> All right. >> Just one comment on that. >> We were like number 130 at that point in time >> rough. >> I know but still >> in terms of per pupil expenditure. >> Yeah. We've gone all the way from number one all the way down to if we're down to 130, that's pretty darn low relative to 169 towns.
280So, yeah, we've we've run the gambit on that. We've generally been in the lower third and we're we're right at that precipice potentially coming out of that, but >> and I would argue our outcomes have improved significantly in that shifting. our our outcomes have traditionally been in the top third while our per pupil has been in the lower third. So >> So then we are moving to items 13 through 15 for uh for action. So um with item 13, do I have a motion to reduce teaching assistance by four? >> I believe I did that. I already made the motion. >> Ethan, we need a second. >> Second, >> Miriam. Um all those in any discussion all those in favor say I. >> I. >> All those opposed say nay. >> Nay. >> Any abstensions?
281The motion does not pass. Item 14. Motion to reduce pair of professionals by 13. >> I'll make the motion. >> Ethan. >> So moved. >> Second by Miriam. All those in favor say I. >> I. All those opposed say nay. >> Nay. >> Any abstensions? >> Yes. Abstain. >> Abstain. So one 51. Okay. Um and item 15, a reduction or seeking a motion for a reduction in off the office of equity and advancement budget. >> So moved. >> Thank you, Miriam. A second. >> Second. >> Thank you, Ethan. Um all those in favor say I. >> I. Those opposed say nay. >> Any abstensions? >> So 151. So those two motions do not pass. All right. With that, we have no more proposals on the floor. So, we would at this time typically move to
282check in with each board member on how they plan to vote on this budget as it currently stands where the uh total increase would be 6% for a final budget adoption of $226,856,566. Um, we can go. I think have we gone historically in roll call order? >> Am I? >> I'll go last though. But if you >> Okay, Miss Marman, >> I can go last. >> Oh, Miss Dagalof. >> Uh, yeah. I plan to to vote on this budget. Um, I, you know, first of all, just want to, uh, give gratitude to our district, to our superintendent and team, our teachers, all of our wonderful school staff, all the hard work that's put in, um, every single day, especially at a time like this. It's really tough to work in schools right now. Um, and
283so I'm just incredibly grateful that, uh, not only do I get to support and represent this district here, but that I also, um, am able to be a proud parent in this district as well. Um, and so a couple things I want to share. Um, I know we heard a lot from the community about Quest, and I know, you know, that, uh, I did bring it up last time, and while I, you know, I'm not have not made any proposals or anything like that to cut Quest, I there there are some things that I'd like to just put out there and see because there are things that I've brought up in the past. And so, um, I again think about our black students who, um, you know, right now, just based on diversity and just
284kind of the history of the district are not fully getting a culturally immersive education that's necessarily has the representation um, and that's centered in liberatory practices. And it's not necessarily the fault of the district because you can't control like you know how many kinds of teachers you have. But because there are students that that have marginalized identities in our district and parents like me who had to make a choice to come to the district at the expense of giving up culture and belonging for my black child um and and tra and and and the trade-off was getting a good education. I think about programs like Quest and how we can look at those more culturally. And when I talk about equity with that, I'm thinking about, you know, when I hear students say things like,
285"I I find my people and those kinds of things." And I know that's the conversation we're having in the black community, our black students saying, "I want to find my people in the district." And so I am going to be looking at Quest to see um how we can think about being strategic around diversifying that program and looking at it that way. And so um that that you know that's where I'm coming from on that. Um, I want to just mention really quickly again the state reimbursement. The state is not reimbursing us um at the the 85%. We're getting 67%. I love how our community turns out here. We need our community to turn out on the state level. We need our state delegation. We need um our our local elected officials. We need folks
286to turn out the state and really apply the pressure. um to our superintendent's point earlier about us being a destination like we need to we need to put some feet to the state's fire and some fire to the state's feet. So, I want to put that out there. And then um I'll say this briefly. I know my colleagues will touch on this more um at the end of last year. I know we had been hearing a lot about classroom um classroom size guidelines and it's something that we plan to uh be thinking about and talking about in our own uh policy committee. And so just wanted to say that we're not just hearing you and like it's not something we're going to address. It is something that we are talking about and that we do
287plan to um you know kind of figure out w within our group and then hopefully bring to the public. So thank you so much. Thank you everyone. Thank you to my colleagues. Um this was a really long process and I appreciate everyone and all everyone involved and yeah again I I plan to support this budget. >> Mr. Gagnon. So, I I had some prepared remarks, but uh the events of tonight have I'm calling an audible. Um first, uh I you know, seeing the turnout tonight, just you know, I'm not from Connecticut. I'm not from West Hartford, but I am I am really proud that this is where we chose to raise a family, and I'm I'm proud to call this my adopted home. Um I'm going to echo what Latoya said. We need that energy.
288I don't know what network was alerted but or networks plural but they all need to be alerted because we need you now more more than ever um the state delegation right we we need to fix what is going on at the state with the way they fund education with the way they fund the towns that's in their power I think I said this last year but uh if you're not fully funding education you do not have a surplus that is fake um and they need that message the governor needs that message this is an election year is very important um to the to the governor um and and to many others on the political scene. Um so we need you um come out. I I know the the town will get this budget in in
289a few days. Um they need to hear from you because right now when we do the town forums, they're not hearing from a lot of parents. They're hearing from, you know, others in the community that that have legitimate concerns. And that that's my other point is I don't want to make light and and I know no one at this table makes light of of the affordability issue here in West Hartford, here in the state, here in the country. Um it's not lost on me that every time I walk into a board meeting, we're passing by the food bank, the town food bank. It's real. Um, but I go back to what our charge is as the board of education and it is to maintain the legacy that that we have built over these many years
290that that West Hartford committed to so many years ago. And there was a very powerful speaker at the town hall forum um over at Noah Webster who talked about the legacy of William Hall and what his vision was for West Hartford, which is essentially if you have the very best school system that you can provide, young families will always want to move here and make their homes here and that will happen generation after generation and that has been borne out. Um and so I think our charge is is is to maintain that and it may be that you know the town um the people of the town decide that you know we can't support it at this rate anymore. But I think that's a much broader discussion that's a town discussion and if that happens
291you know we'll come back and we'll make the you know the extremely difficult decisions that have to be made. But as I said at the last meeting, I cannot in good conscience turn to the the parents, the students, the teachers, the staff and say, "We're going to provide you less than we did last year." That that education no longer is the state religion of of West Hartford. Um to the people who came out and and you know really talked about the class sizes, talked about technology, I think, as Paul has indicated, uh we are definitely going to look into the technology side of things. I think where there's it's not a a um the secret. I think there's a consensus building that we'd all like to see less technology and I think there's so many
292ways to to collaborate on that in the community um on class sizes. Um you know we owe it to um the town, the district, every family uh to look at that to look at ways that we can do that you know are there possibilities that are budget neutral? If not, what are we looking at in terms of costs? Not only do you know we took it up at public policy I think at the tail end of um the last board. Um we need to do that. We need to bring that back up, but I think we also need to do it at this table in a very public way and hear from from the people and and and what they want. And so this is a difficult budget. I I I I have struggled with
293this because of the balancing of what our legacy is, what we provide, and the tax burden that is that is on residents, right? We're all taxpayers here. We're all parents here. Um you know, I know Ethan had kids in the district, so he's he still counts. um you know and striking that balance that striking that that balance is is is important. Um I think that I think this does this um you know it's not the budget I think any of us would want if we could craft the budget we wanted. Um I think we'd all like to be putting numbers up there that include smaller class sizes. Um, but to just keep where we are. Um, you know, in the same year that we have Connor being named the high school of the year. Um,
294I I don't think we retreat from what education is to West Hartford. Um, so I am a yes, >> Miss Hers. Um, I am also a yes. Um, I want to take a moment though to thank um, all of the work that went into this budget. I really appreciate you answering all the questions and um you know the way that you answer them um with such thoughtfulness is just really appreciated. So thank you to you and all the staff um for that. Uh I just you know taking a step back um I I look at this um in a couple of ways. one, you know, kind of to Jason's point about the town budget overall and like potential of tax increases and, you know, we're all taxpayers here and and trying to find a way
295to balance that. You know, I I I would say um it's really challenging when you kind of look um overall at our budget and you know, 80 plus% is tied up in salaries which obviously makes sense considering you know the importance of people in this profession but there's not a lot of um wiggle room so to speak in in um school budgets and I think you know being new to this process it's also something we do annually which I think makes it quite challenge challenging as well. I mean, I don't think most businesses would try to do a new budget every year. They would do, you know, longer planning kind of in that in that vein. So, I think there's a lot of challenges to this and I think that we've hit a really good
296balance of identifying areas um that we can save money while ensuring that we are keeping um the same level as last year. Um the final thing I just want to add in is you know I also heard um the the voices on class size as well as tech in the classroom and I also want to look at that um you know certainly in the coming months to figure out how we can you know address some of those concerns. Um and I just want to thank also I guess all of my colleagues here. Um I appreciate the discussion and um all of your thoughtfulness in this as well. Mr. Weiner. >> Well, thank you. So, as I said earlier, um a budget is a reflection of a community's values, and I think guided by our professional
297staff and all the painstaking work that they did to realize some savings, uh we've arrived at a maintenance budget that will allow us to continue, you know, really to continue providing an education that is in fact the state religion of West Hartford. Um, as we as as we could see by Connor's, uh, recognition just yesterday, um, we have a lot to be proud of here and we have an obligation to maintain it. Um, I think we're all certainly aware of the difficulty in repeated budget increases and sustainability, but what's less sustainable is the idea that we're going to start cutting into our, you know, cutting into programs that really make us stand apart. Um, I would add that under our state's constitution, education's ed education is the state's responsibility, but it's delegated to us. And
298with that comes the state's responsibility to fund us. And because the state has not done so at the level that we need and at the level that we're entitled to, we're forced into these discussions. Um, like I said, I want to I want to thank the professional staff. I want to thank all of my colleagues and I especially want to thank everybody in the community who took the time to engage either in person tonight or by email. Um, as some of you, as members in the community may know, um, by board policy, we don't necessarily respond individually to emails. That's done largely through the chair. But every one of those emails got read and they all meant a lot. And one that really resonated with me was from somebody who moved here from Florida who
299said, "Please, please, please don't become Florida. We've moved to West Hartford for a reason. I think we have done our absolute best to keep costs down while giving that, you know, while satisfying the bargain that we made with that person." And one final thought is I just want to give credit to all the kids who are here tonight. I think their voices were the most powerful. So, uh, my appreciation to James, Ben, Charlotte, Miles, Amy, and Emily for all of their time tonight and to their parents for bring for bringing them here and making them part of the process. I will vote yes, >> Miss Bleach. >> I'd like to start by thanking the superintendent and your executive team and leadership for all the work that you've done to prepare this budget for us. I'd
300also like to thank my colleagues for a conversation, continued conversation and lots of collaboration I hope and look forward to. As well, I want to thank the community members, staff, parents who took the time to write us emails who have come throughout the month to speak here publicly. Uh you're very brave and I really appreciate it. Uh also to all the students who came out, you guys are awesome. um people who wrote letters to the editor um and those who are watching certainly um I've read as much as I can. I look forward to reading whatever is still waiting in in the inbox um and really appreciate people taking the time to reach out. I have concerns. I think I've made them pretty clear. Um my overarching concern is for our students. It's to make
301sure that all students get what they need, equal to opportunities for all students. Um, we're here so that they can learn and reach their potential and succeed and have every opportunity in front of them. I believe that wholeheartedly and I believe that our in especially in times when our budget is constrained that that should be the focus. Um, and one of my colleagues mentioned, you know, the budget is a reflection of values and I agree and I would say it's also about how we implement those and hold ourselves accountable for implementing those. I think that's really important. I am concerned about the lack of data for all the departments. I mean it's it's a really tough position I think for us to be in to be making decisions and where there is data available or
302obviously where it's missing leads to conversation about certain things and about goals and values and where we put our money um and at what expense potentially. So I think going forward there's been a lot of conversation and I hope that that will translate into um especially with the updated financial examiners policy that we will have more transparency about the budget more conversations throughout the year going forward will be occurring that we'll we will now hopefully have more metrics more clarity in those metrics to really be able to pinpoint the impact of a certain department potentially and how their what is their outut put what is how are how how are we looking at impact and student achievement scores. I also want to uh just highlight something that a a student who spoke tonight said and
303and uh the comment was about quest giving the student unity by mind. And I thought that was really powerful because the question about the the conversation about our differences is natural. It happens and we have to talk about those things with compassion. And I was really struck to hear him talk about unity. How are we uniting and the conversation around unity? And I think for me part of that is um again the focus on if we're looking at all students then that should be uniting. We're all united around our education and the rigor and the and protecting it and making sure that our teachers and our support staff and our special education and quests and language and sports and arts are protected and enhanced and we're giving all of our students the best possible opportunities.
304I'm not here to play oppression Olympics. So, I just want to make it very clear that I'm not looking at who's doing what. I'm looking at what is happening, what is going on and what are the data, what is the data and what are the metrics and what are the facts. So I will not be voting in favor of this budget. Um I think there's a lot outstanding and I'm hoping that for whatever information we can still get that would be great. If not, um certainly again my proposed thoughts for next year hopefully will make this more timely, more more seamless, um shorter evenings. So, thank you, >> Mr. Goldman. >> Thanks. I think I'm last. Um >> no, >> oh, sorry, forgot. Um, so I also want to thank everybody, especially the people in
305this room, people watching on cable, and the people still watching on the internet because I'm here because I have to be. >> That's true. I understand. But, uh, and thank the staff and everybody who was involved in the process and the questions, the emails. It was like the last week has been incredible. Um with 2020 hindsight this was going to be a difficult budget year uh particularly give the salaries and then also the or the salary increases and then also the healthc care acral. Um to me looking at budgets there are two gauges. One is the overall cost per student but two is also the momentum of what the percentage is yeartoyear because that does impact people. I think our responsibility is to do come up with the optimal mix of an increase assume it's
306an increase not a decrease but also giving enough resources to the school and so that was important and to me 6% just seems too high. I realize there's no perfect answer but I would have liked to see it lower. So, um, as I've said before and I'll say again, we just need to start the process sooner and we've done that, I believe, with the financial examiner. So, I hope we will get started and that's uh me and Jonathan to set up the process and the procedures. Um, so anyways, uh, I'm going to vote no, but thank everybody for their support, >> Miss Marman. Um, thank you and thank you everyone for your comments and and um just really impressed with the thoughtfulness and the deliber deliberations of tonight and all the previous nights this month.
307March has been a very long month, but we've accomplished a lot. Um, I do want to share that I plan to vote in support of this budget proposal. Um, the budget we're sending to the town council is the result of a rigorous process that is give and take. Um, and there is no version of a budget that can perfectly satisfy every competing priority in a town as vibrant and engaged as West Hartford. However, I believe that we are voting what we are voting on strikes the necessary balance between fiscal responsibility and our non-negotiable commitment to academic excellence and opportunity for our students. While we have made difficult decisions to identify real efficiencies and streamline our operations, we have done so with a steady hand on the essential instructional supports and classroom environments that our students
308require to reach their full potential. To the many community members who reached out tonight and in recent days and weeks, your advocacy has been heard. whether you wrote to us about your fiscal about fiscal constraints and concerns, the preservation of specific programs or to even request additional resources in certain areas. Myself, I would love to see more career teched. I'd love to see more afterchool programming. We know we can't have all of these things. Um but that engagement has pushed us to look deeper and do better and we will continue to do so in the year to come as we plan for the budget in the following year. Uh we recognize the immense value of the unique programs you have all championed from our world language program other enrichment programs like quest and our commitment
309to equity and advancement. These are not extras. They are the fundamental elements that provide our students with a well-rounded, globally competitive education, and it is what has resulted in Connor being the high school of the year for Connecticut, which is awesome. Um, similarly, we have heard the concerns regarding class sizes. As my colleagues have said, we are consistent currently with um classroom size guidelines as prescribed by the board, a previous board, but we do remain committed to reviewing these guidelines to ensure our educators can continue to provide the individualized attention every student deserves as weighted against budgetary implications. and to the taxpayers who urged us to find efficiencies. We looked closely at the full scope of the budget in order to realize some cost savings and any further cuts without further discussion, deeper review and
310input from the community would have been irresponsible at this point in time. It's also important, as others have mentioned, that these choices should not rest solely on our local shoulders. Um many have talked about the state's uh responsibility here and when the state fails to fully fund mandated costs and commitments that are legally required um the financial weight is shifted directly onto our local taxpayers. True sustainability requires the state to make good on its commitment to our students especially those with our the most complex needs. I want to express my deepest gratitude to Superintendent Vicinus. lot lot of phone calls, a lot of conversation, a lot of questions he's answered. Barbara, you're amazing. You are just a steady uh sail at all. And I know you're you're working feverishly at all times to try to
311figure out answers to our questions. So, thank you the entire district leadership, all of my fellow board members, including our student representatives, who I'm glad got to uh get get some of their night back. Um, but we're doing this for them. So, it is it is wonderful to have them here. Um, the level of transparency, data, and tireless work provided by the district staff throughout this cycle allowed us to make more informed, responsible choices, and we will continue to do so as we move forward um, and start to plan for the following year's budget. To our educators and support staff, thank you for the passion and professionalism you bring to our classrooms every day. You are the heart of this district and our primary goal throughout this process has been to protect the human element
312that makes our school district so spirited and vibrant. And ultimately the strength of West Hartford lies in our schools. As many have said, as we look toward the future, the success of our local economy and the health of our community depend on a prepared, connected, and supported youth population who becomes the future citizens we all want to be and need to be more than ever. And by investing in them today, we are ensuring that our graduates become the leaders of tomorrow. So, I believe this budget is a reflection of our shared values and our steadfast belief in the potential of each and every student and I look forward to casting a vote. Um, in terms of a formal step, do we need to do a new motion for the revised amount or just vote based
313on the changes we already >> So, you have a you have a standing um motion for a revised budget, but um I think you could offer the clarification that the vote is for a final budget of 226,856,566. So, uh, seeking a motion that the board of education, uh, approve a revised budget, uh, in the amount of 226,856,566, um, and adopt this as our 2026 2027 board of education budget. >> So moved. >> Thank you, Jason. Thank you, John. And we'll do a roll call vote. >> Miss Maramman. >> Yeah. Yay. >> Miss Yagalof. >> Yay. Mr. Gagnon, >> yes. >> Miss Hers, >> yes. >> Mr. Weiner, >> yes. >> Miss Bleach, >> no. >> Mr. Goldman, >> no. >> The motion passes. We have a approved budget for 2026 2027 that will advance to
314the town council. Um, and thank you again to everybody. People's tummies are starting to growl, I think. So, um I know there's a little more of our agenda, so we're going to keep moving quickly. I know. No, it's >> nice try. >> We're going to go. We're going to power power through. >> Board appreciation month is almost over. >> We're going to appreciate you all the way. >> I apologize a couple legally required things, but they're quick. >> Finish up before appreciation. >> Yeah, we're going to move fast. All right. >> All right. seeking a motion for new business that the board of education ratify the negotiated agreement between board of education custodian 3 employees and the board of education for the period of July 1, 2026 through June 30th, 2030. And we will be
315joined by Julio, Shannon, and Barbara. >> All right, we are going to be quick and efficient so we're not celebrating April together. >> Wait, one, there was a motion. And someone needs so moved. >> Second. Sorry. >> Thank you. Sorry, I'm tired. >> All right. So, I'm here to recommend for ratification the negotiated agreement between the custodian three employees and the board of education for the period of July 1st, 2026 through June 30th, 2030. So, we currently have four custodian 3es and they work at our larger secondary schools. So those schools are over 150,000 square feet and they have bigger facilities which require more oversight and management for the head custodian. Um they're a wonderful team. We have custodial three staff at Connard Hall, KP and Sedwick and we're so thankful for all of their
316hard work and all that they do to support our schools. Um the negotiations were completed on March 5th. I've outlined some of the highlights of the agreement. I won't take the time to read through everything, but I do want to know, I apologize, I made a mistake with the salaries. Their salary structure does not have step movement, but the general wage increases that are there are correct. Um, longevity is a one-time yearly stipen that they're given based on years of service. Um, and then also we have the premium cost share for the insurance. And on the second page is the pension contributions. Any questions? We're happy to answer them. >> Ethan, >> number sort of there, but just what's the uh cumulative increase year-over-year? I realize it's between 2.75 to three, but >> in dollar.
317Oh, just >> percentage. >> Oh. Um >> I'm just thinking in terms of next year. >> You mean over the four years? >> Yeah. For the bud? Well, just one year. What's is there an average or >> it's just 3%. They don't have steps, so it is just truly the percents you see there >> earlier category. Okay, I got it. All right, I misread. Sorry. >> Any other questions? All right. All those in favor say I. >> I. >> Any nays? Any absentions? The motion passes. Thank you all. All right. Uh, moving on to staff communications and reports. A superintendent report >> pass for this evening. Thank you for all of the conversation on the budget. I appreciate it. >> Thank you, Paul. Um, other staff reports and board discussions. The non-renewal of non-tenured personnel
318personnel report pre presented by Shannon. So every year at this time we present a list of the non-tenure teachers whose contracts will expire on June 30th. And according to state statute, the board has to vote to nonrenew these contracts. And then once that occurs, we're required to provide written notification of that vote to the impacted non-tenure teachers. All. So, what you have is the list of the 17 staff members that are being non-renewed for this year. All of these individuals are in interim positions, which means that they're filling in for someone that's out on a leave of absence and will be returning next year. So, when they were hired, they were aware of the status and they knew that their contracts would expire at the end of the year. Um, it was a very strong
319pool of candidates. We're very appreciative of the work that they've done and I hope that next fall when you hear my personnel report that you'll see some of those same names because you know it's our hope to be able to keep them in the district. Um I'm happy to answer any questions that you have prior to voting. Any questions? All right. Do we have to make a motion then on the recommendation? So, uh, seeking a motion that the teaching contracts for the presented names of of the following non-tenure teachers are recommended for non-renewal. We don't >> So moved. >> U sorry, >> I'll second it. >> All right. So, Jason first, Latoya second. All those in favor say I. >> I. Any opposed? Any abstensions? The motion passes. Thank you. >> Thank you. And I
320just do have to collect the folders. All right. Moving on to routine matters, financial report. Um, seeking a motion that the board of education approve the financial report for the period ending January 31st, 2026. So move. >> Thank you, John. >> Second. >> Thank you, Jason. Who will be presenting? >> I'm presenting this month. I will give the extreme highle version. Uh as you all have the written um you all the written report in your packets and it's available online. Um as of January 31st uh 2026, the projections are for a general fund surplus of $5,000. Um we've gotten there by being $35,000 under the overall salary lines with an overage of the $125,000 due to the addition of six elementary school se sections being offset by the CTC grant new teacher hires. Um, we've
321had savings on vacant secretarial and custodial positions, but somewhat offset by overtime on the maintenance. Uh, the benefits amount is over by 625,000 due to higher enrollment and increased healthcare expenditures. However, purchase services are under by 665,000. Uh we've had a significant savings on out of district tuition of 825,000 which we've uh offset by transportation and 100,000 190,000 for uh services purchased not inhouse. We have applied those savings as was discussed earlier to the risk fund um over five years of amortization. So that was $125,000 that we applied to the just approved budget. Uh grants fund has 6.46 million uh in it. 6.1 million available for school use and a small amount of multi-year grants will carry over. We do have more pending awards to be determined and they'll be added in when obtained. Uh
322nutrition services is currently running a 70 approximately $75,000 a year loss. Um that's all I have in terms of the overall report. Um everything else is in writing and I see Barb is here as you go as she always is these days. >> Any questions or discussion? All right, moving to a vote. All those in favor say I. I. >> Any opposed? Any abstensions? The motion passes. Thank you, John and Ethan. Um, approval of the minutes. Seeking a motion that the board of education approve the minutes of the regular board of education meeting of March 17, 2026. >> So, moved. >> Thank you, Jason. Thank you, John. Second, >> Jason and John. >> We'll get there. Um, all right. Any uh question, discussion, Jennifer? >> Um, I don't think I'm listed as here, but I
323um I was trying to remember if I was, but I remember the traffic issues at Webster Hill, so I'm pretty sure I was on the 17th. >> Me, too. But I remember that um >> discussion about Webster Hill, so I feel like I was. But I guess we could check the tapes. >> No, I was I was going to be and then uh Bradley shut down and so I came ended up coming. >> Yeah. Well, Bradley didn't shut down, but the flights were canceled. I I just had one I just had one edit on uh I think page three of the minutes which was just it was the I reported on the upcoming mock trial state competition and it was actually Hall who participated not Connor. >> So I I I I know we couldn't
324let that stand >> those those with those amendments and changes we can move to >> Oh yeah, it looks like I voted to abstain from a vote. So I so I think yeah I was >> so you need to be added as attendant. >> Okay. So with the those two uh adjustments um we can move to a vote. All those in favor say I. >> I. >> Any opposed? Any abstensions? The motion passes and then we'll get revised minutes that we'll sign. Okay. Great. Um moving on. seeking a motion that the board of education approve the minutes of the budget workshop of March 25th, 2026. >> So moved. >> Second. >> Thank you, Latoya. Thank you, John. Any discussion? >> All those in favor say I. >> Any opposed? Any abstensions? The motion passes. All
325right. Information and reports. Do any board members have communications or reports from other boards and organizations? Any other information or discussion? Okay. Uh future business announcement of future meeting dates. Our next meeting, uh we'll have a little bit of a a break with the spring break coming up. Um Tuesday, April 21st, 2026, regular board of education meeting at 7 p.m. here in Town Hall, room 314, followed by Tuesday, May 5th, 2026, regular board of education, 700 p.m. here in town hall. Then Tuesday, May 19th, 2026, regular board of education, 7 pm here in town hall, and followed by our last board meeting of the school year on Tuesday, June 2nd, 2026, regular board of education meeting, 7 p.m. here in town hall. Uh, do we have a request for any future agenda items? Miriam? Yes.
326I would like to request that we review class- size policy in the policy subcommittee if I have support on that front and also to confirm that the belltobell policy/digital safety conversation also be moved to the policy subcommittee or confirm that it is it will be on the agenda. >> Both currently live at the sub in the policy committee agenda. They were just tabled when we yeah when we switched over boards. So they're both there. Yeah, I would I would uh depending on what you want to do, I know I know that it was tabled so you could be brought back up for class size, but a suggestion I might make is if you guys wanted to make it an agenda item, have some discussion, do a special meeting as a whole board so that you
327could give the policy subcommittee some direction as to what they were looking for as as a that's one way to do it. Unless you know I I don't know what the policy subcommittee would come up with um absent full guidance but that's up to you guys given I mean the one I think the constraint with policy is that they're hourlong meetings and this probably would be a more involved conversation that would have some potential rever reverberating impact um on structures and staffing and budget. So a workshop makes a lot of sense. Would we be able to do that before the end of the school year or something? >> Totally up to your schedules. >> Okay. >> I work here every day. >> Okay. So, we could work on that. That would then give the more
328focus for because then we'd all hear that information and then be able to drive more focus to the policy committee. >> Gotcha. I guess my only other question was if we bring it to a policy subcommittee, we have the benefit of having shipment at Goodwin's area of expertise potentially give us some information, some background, what's being done. We might have some more content information in addition to whatever research we kind of do on our own. So, I'm just curious about that angle as well. open to budget workshop, open to policy subcommittee, just would like to make something happen and be responsive to our community and the growing conversation around it. >> And there's I think we could request Shipman and Goodwin either way. Um we and think about what their role might be or what
329information they could get give to us. >> Think about that in what they would have. >> Well, it would be sample sample policies. more maybe a cave thing. >> I was thinking there's a lot of other research out there that would not have the the legal lens specifically, but would be more like pract like more what does best practice say about >> Yeah. open to put you all in a room to figure out what you want >> then bring it to the legal council on the policy subcommittee to craft a policy that actualizes what you want. >> So budget workshop >> Yeah. Yeah, I apologize workshop. Special meeting >> class size workshop. >> Classize workshop. Sorry, I said budget. We're here. Class size. Sorry, it is on the mind. Yes. >> So, class size workshop
330and then bring and then revisiting um the bell-to-bell cell phone policy at a futures policy committee meeting. Okay. Anything else? My eyes are closing. >> Stay awake one more minute. Um any any further comments from visitors? Nope. >> All right. There is no executive session. So seeking a motion to adjourn. >> So Miriam, >> who is second? >> John, >> I'd like discussion. >> Meeting adjourned at >> 11:47 p.m.