All >> in favor? >> I >> All right, we are open. Good evening. This is a meeting of the finance committee. It's Thursday, March 19th, 2026. This meeting is being audio recorded. Uh please rise for the pledge of allegiance.
I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, and liberty and justice for all. Thank you. >> Yeah, since our meeting is not being
recorded and we don't have a full quorum, this is uh anformational meeting that O Colony is uh going to present us. So, we have our superintendent, Mr. Aaron Galansky. Business manager Sarah Griffith, >> Shirley Burke. >> Shirley Burke. I should remember that. >> And Nancy Suza.
>> And Nancy Souza. Okay. So, welcome everyone. >> Thank you. >> And whoever wants to speak first. >> Sure. I can start and I'll uh pass the torch at some point. >> Okay. >> Thank you for having us this evening. >> Absolutely. We appreciate the opportunity to present the budget to you
along with some enrollment information that always drives the budget. >> Yes. Um we always like to state our mission before we start and we always come prepared. So we have the presentation in uh printed form uh just in case the tech wasn't agreeing with us
and tonight due to the tech issues I'll apologize to folks at home but we will make this available to anyone who would like a copy. We could send a digital copy to the fincom members and they could share it out if they'd like. >> Sure. Um but our mission is to prepare and support students for the global
demands of society and the workforce through rigorous vocational, technical and academic courses. This foundation is established within a safe environment that values students interests, needs and diversity, fostering responsible, productive citizens in our community.
And the next page that we will share with you is just a copy of our admissions trends. And those are admissions trends that run from 2018 to through uh through 2026 uh to date. And what you'll see uh is the date on
the left hand side that shows the year uh of of each piece of data. The second column shows you the number of applications received and the number of students accepted with a percentage to the right of that and that's the the percentage of acceptances. So you could
see a peak in 2025 with 53 of 79 students accepted and you can see uh this year with the introduction of the lottery. Currently to date we have 43 students from aushnet out of 98 that applied who will be
attending and that's about a 44% uh acceptance rate. To the right you can see that broken down in graph format uh from 2018 to 2023. If you were to draw a line through that graph, you'd see a peak in terms of
the number of applications and then you'd see a little bit of a dip and a spike again this year with the lottery. So, um the lottery is something that was mandated by the state. Uh we did not have a choice in how that operated other than to be able to create
allocations by town to ensure that no town would be inundated by an overdraw. uh and we we were very adamant that that had to happen because if you were to draw 150 students from one particular town, the inequities that would result would be a fiscal disaster. So I share
that with you. Um our total enrollment for FY27, which is the upcoming um uh our total enrollment trend for FY27 um for the upcoming budget is 207
students from Aushnet. uh and for FY26 it was 194 students and that's shown under the word admissions trends on this uh graph that we've shared with you. Move to the next page and preview through staples.
Uh the FY27 budget is a level service budget. The FY27 budget consists of a 4.8% 8% increase of which 1.1% is attributed to insurance increases and 2.26% is due to instructional salary
increases. Uh our major increases are attributed to the following insurance increases of approximately 9.45% for active employees and 12.9% for retirees. A conservative placeholder for
contractual obligations. Future planning. Uh we're entering the final year of a 5 plus2year bus transportation contract and we feel that's a very important piece to share with you. Our budget preparation begins in the
fall. It's fine-tuned with the release of the governor's state budget proposal. Her recommendations were released recently and old colony did not see major increases in chapter 70 funding. Uh we've shared our recommendations as part of a draft budget and met with
representatives from our member towns during two meetings that took place. One in February and another in March. Um our March meeting had representatives from every town. Unfortunately due to some un um foreseen circumstances we did not have every member town at our February
meeting which is why we scheduled a second meeting. Uh we always ensure that we sit with everyone to get feedback. Um, we're mindful of the challenges faced by all of our member towns and we appreciate the cooperation that goes into this budget. We've provided a
breakdown um of every single line in the budget and that has been given to you in packet form. Uh, I want to thank Sarah Griffith for the work that she does because what she does creates a clear picture for anyone to really delve into the budget and break down line by line
exactly what's happening at Old Colony. Furthermore, Sarah has worked very very adeptly in looking at our insurance situation and a few years ago had us switch insuranceances um to ensure that we wouldn't be part of what we felt was
a was a program that wasn't operating um in a way that was going to be beneficial for us in the long run. Uh Sarah's decision to make that move resulted in some really beneficial uh fiscal outcomes. But we continue to look at this as part of the work that we do
because of the landscape not only at the state level but federally. So um I'll turn it over to Sarah or I'll turn it over to the fincom because if you have questions or if you'd like further explanation around anything we'd be more than happy to address that for you.
>> My only question I'm just curious on the lottery how does that like how does that happen? like is it is it little is it like a bingle thing? Is it a night that all the names are pulled out? >> That's a great question. >> Is it televised? Really is what
>> is it's um it's a digital lottery. So there's a program where a button is pressed and literally the numbers are spit out. We have no names in the lottery. So every student has a number and then every student every number receives a lottery number. >> Is that happen on a specific date?
>> Yeah. So, it happened on March 3rd at 3:00 and it was um put online so that people could see it as it was happening. >> Yes. >> Yeah. And there's still a recording online um if people want to go back and watch the lottery. Although it's not very exciting. You just see numbers, you
know, pop up on the screen. >> But what happens is now there's a set number for each town until a town exhausts their weight list. >> Right? Once the weight list is exhausted, >> what will happen is we'll backfill with
the other four towns. >> Sure. >> So that being said, any fluctuation from the existing 43 students probably will not exceed any any more than if I had to guess 3 to five additional students. So maybe a cushment by the end of this
might be at 48. But I don't anticipate you will see a spike because what will happen is any reallocation will go will happen amongst the four remaining towns once a town has exhausted their weight list. >> A cushion it will not exhaust their weight list because we had 98 students
apply. >> Sure. >> Does that make sense? >> Yes. Um but what you could see happen is through that reallocation that number could grow minutely but it would never jump. Where in the past there was no rank and order other than someone earned
their spot and it was very much random because a student was in a position because of the five criteria used for their admission. >> Sure. >> Um we were in favor of that model. I'll say openly. I spoke at the board of education because I feel like it's good
for for students to work towards something. >> Absolutely. >> Um but unfortunately we don't have say and the the the direction >> it's statewide. >> Correct. >> Yeah. >> Does that answer your question? >> It does. I was just really wondering like so there was transparency. It is on
the web or whatever. >> Yes. And it's actually required by the state. So there's no um we have to have the lottery date posted. We have to publicize the lottery. Uh we have to have um a live introduction to the lottery. So all of that was posted
online. >> Okay, great. Thank you. That was a good question. And just because I was wondering myself that, you know, say there are some Kushnet kids who didn't unfortunately get picked, you know, by the lottery, but they they really wanted
to go there. If some kids from other towns back out, and I think you already just spoke to that, right? So that that's the whole back filling. >> Yes. Okay. >> And students know exactly where they are on the wait list. That's one benefit is we drew the entire pool
with the exception of late applications. So a late application was an application that came out came in after the January date that was set. If it came in after that, the late application actually falls beyond the weight list. So we had over 300 applications, but 20 I want to
say 60s something were on time. Yeah, because there's a decent amount of kids that applied, >> right? >> And this percentage >> big interest and it's a growing interest. >> Yeah, it really is. It's a, you know, I think finances are finite and we always come
to the table and understand that not only here but also in our advocacy at the state level. Um, the Fair Share Act was created to hopefully help K through 12 education. Uh, the allocation of the Fair Share Act
has been divided between transportation, K through 12 and postsecary, but I'm hoping that somehow someway there may be ways to access Fairshare Act money um, >> vocational >> into vocational education. Some of that has been done. Um, we wrote for an
expansion grant, uh, an equipment grant recently. We're hoping that that will offset capital costs for our member towns in the form of an allocation to, um, bring some of our shops up to modern day. Um, but again, those are never
guarantees. Those are competitive grants and we'll keep our fingers crossed. Can I just as an aside um to this conversation, I am the the chair of the finance uh subcommittee, but as you know, I'm also
the chair of the building committee. And when you look at that graph that shows year after year the interest of all the kids that we cannot place
because of the size of our school. I'll let the rest of it hang because you know what what the next sentence is. Yes. Hence why and I understand that but but we're not turning away as many students >> who want a vocational education
>> and this is just a question >> but but it's similar but this is this these are your children >> right >> your children who want vocational education who we can't we can't help in any way >> is the is the lottery system is that
something that gets reviewed every year >> so this is the first year in the lottery. We were promised uh in August when the commissioner started that this would be the alpha run through. There'll be a beta phase obviously where we can
evaluate. My biggest source of advocacy right now, just to be transparent, is that I truly believe that we should be able to mirror that of a charter or a private school and that siblings should be considered because we're splitting up families. There are twins where in some
districts where one twin got in and another twin didn't get in. And if it were an equity model, then if someone earned the right, they earned the right and there's no argument there. And if a parent says to both twins, these are the five criteria. Work your tail off so you
have options. Let the cards fall fall where they may. But when it's a random lottery and a family has zero control over the process, I struggle with that and I'm open about that. And I don't think that we should be separating children in the form of a random draw. I think if it were equity based, I would
have no problem with that. The other issue I struggle with is I do believe that for our staff members as well, they should have an opportunity to have their child considered because just like at the private schools or the charter schools, that person's driving into work
every day and sometimes they might say, "Guess what? I had planned on my kid. I told my kiddo they had to work really hard to get in. Otherwise, I might have to leave because I have to drive them to a different school in the morning, right? So, there's a lot of considerations that I think could be refined. Those are two that have come to
mind for me. Um, and we've done a survey statewide through the vocational organization to gather feedback. As of yesterday, we had 36 responses. 20 from the 29 vocational technical agricultural schools and another uh 16 from the comprehensive high schools who offer
vocational programming and also have to have a lottery. So, we'll review those and share those with the Department of Ed. But I do think that in its initial stages, it does warrant a review. Doc, to your point, >> I guess that was going to be my question in your communication with other
superintendents from both schools. And now all you guys are all on the same idea, right? You you all agree about the need in the vocational and the lottery system. >> We do. >> How it needs to get modified. >> Yeah. There's a we we actually did a
presentation last night. uh we were with the Massachusetts Association of Vocational Administrators which was why we couldn't be here and we presented on the lottery because I've done some research uh that I shared with the group with the membership and I really feel strongly that there are common trends
where the concerns lie uh and where people have said these are some positive outcomes right because it's not all negative but sure >> there's there are concerns that seem to be patterned and so we want to be able to address those pattern concerns Um,
just real quick, just I just kind of just went through this real fast. >> Um, there's a cut in the graphics communications. Are there they changing the program? >> It's a retirement. >> Okay. >> So, we had someone retire that was at Top Step. with the school district for
>> over 30 years. >> 30 years. Okay. >> Um and so her replacement is coming in at a lesser salary. >> Okay. So it wasn't like a changing program. >> No, there's no uh this budget does not present any increases in any staffing or
any decreases in any staffing. So it's a level service budget with last year. the the salary contractual increases. It looks like it's like a standard 2% cola. For the most part, from what I
see, >> it's a cola with steps and lanes for teachers. Um it's actually as well as Ashley Ashley. Um so we we are entering
into negotiations with them as as a placeholder right now for um teacher and maintenance and custodians cola step and lane. It just gives you an idea of where we
think we'll be at >> next year. very conservative for the groups. >> Just to give you guys an idea of what, you know, we're facing in town. Um,
so Jamie Kelly is still the town administrator. He had sent a memo out to all our departments maybe in December. Um and he want what he wanted to see from all our departments was
one budget that was basically level funded and then the other one with department requests which would be you know all the the wish list basically or >> you know any oblig any contractual obligations too. Um >> so that's where so so that's where our
trouble lies you know. Um, so most of your the majority of your increases in your budget because you're categorizing as level service >> are all your salary obligations. >> Yes. >> Like you said, you're >> insurance increase in health insurance
which we're all facing. >> Transportation. >> And transportation. >> You say you're in the last year of that contract. >> We are. We're in our final year of our second option year with for student bus company. So we'll do a bid um next year.
>> And who's the bus company? >> First June. >> How many buses does >> you have? 12. >> 12. >> Mhm. Part of our regular day contract >> and that can fluctuate year to year. We don't identify a bus to a town. We use
uh the bus company through our bid uses Versatrans which is a software where they identify where the students are in our towns because it fluctuates so much year to year. One year you might have a big balloon in the Kushner and you might need an extra bus coming down Main Street. The next year it's Carver and
you know those kids are on the bus for an hour in the morning. It's too long. >> I think of Kusha right you guys pick up at P Park or something. >> Yeah, we pick up a few different places and we kind of it's it's tough in a Kushner because there's two main roads. We're all funnling down those two main roads in the morning. Um, but Carver is equally as difficult. Uh, those kids can
be on the bus for an hour and that's a really long time in the morning for them. Some of them are getting on the bus before we're leaving for work in the morning. You know, it's early for a high school student. So, we always pay attention to where they are and um how to create the most efficient routes for them and for us. So, sometimes we float
one of those buses around. So, it might be that you know comes through Madois, picks up Maquois and Rochester students. We don't identify specifically to a town. >> You guys fall under the same uh issues that the um the primary schools go for
as far as minimum days per year like the recent snowstorm, >> the effects of that. >> Yes. >> What's the plan? I mean, I'm just kind of wondering like uh during during snowstorms, how do you work with the
surrounding towns like Christian school, but you know, Rochester doesn't or this year with the blizzard there was a phone call or there was a Zoom call >> and there were 17 superintendents on the Zoom call. So you guys called before pretty much. Yeah, we we spoke far in
advance and then what I did was I actually came out I have a truck and I drove some of the roads on the second day to see how what the egress looked like and I can remember coming in to work and coming down uh from Middbor onto I believe it's Spruce and then
North A and when I got into Spruce the car I was coming toward >> there's no room >> was backing up and then he waved me on and I pulled into you you know, al cove and then he passed me and then I drove and I said, "Well, there's my answer. The bus isn't going to make it. >> The bus isn't going to make it."
>> So, you know, it was a it was a few days of that and then we were ready to go at school by Wednesday. >> Yeah. >> Uh our crew was amazing. Absolutely amazing. I have to tip my hat to our our facilities crew >> because they really had everything cleaned up and ready to go by Wednesday
morning. We could have had school, but the kids couldn't have come in because the roads were still not ready. And that was no fault of anybody's. It was just that we were in blizzard weather and it takes time to >> Are you guys in parody as far as like I know cushion it they're looking to do
away. They in past they've had the Friday Good Friday off that they're going to be in school Good Friday. >> We did not touch Good Friday because it's a contractual date with our teachers. Okay. >> And so we didn't we didn't touch Good Friday. Uh we did have a full day PD
that we actually had school on. Um, so instead of having >> it's going to the 25th >> we'll go we will likely we put in a waiver request to finish school on the 25th. We have 1100 plus hours of school by the end of the school year. The
requirement is 990. So as long as you're over the 990 submit a waiver. Okay. >> So we've submitted a waiver and we've requested to finish on the 25th. >> Y >> So just I want again I'm learning still kind of
learning. And thinking out of the box, you had mentioned like we're just saying we got two main drives in question. >> Is it something that would be feasible to partner with our school for busing >> so that they're running down the same
roads. Grab >> old colony people. >> No, for two reasons. Age differential. >> Yeah. >> I don't want young kids on a bus with high school kids. There's too many liabilities and they're exposed to too many things they shouldn't be. >> Yeah. >> Right. And then the other thing is they
fall under different administration. >> So that would be a concern to me too because if you have an issue, it becomes a muddied water. We don't even let kids ride on different buses. >> Okay. >> So we'll tell >> you where I'm going with the trying to save a little bit of bus money there.
>> Usually um if it's not part of the school district. So if the transportation for instance is out of district or non-resident or um some type of charter school there is ride sharing that takes place but um not with
regional schools especially because we have to bid it. >> So we would have to all get together at the beginning of the bid, bid it together so the contractor knows what they're getting themselves into because it's a it's a fair process for everyone and then the reimbursement of it. Yeah.
I could see like elementary not go but like the middle and >> plus there's contractual concerns involved. >> Yeah. Yeah. There's uh the our bus company actually shares a union labor union. Um so for a student pays their bus company uh all their bus drivers in
accordance to the union contract. So there's there's those things to consider but really the reimbursement how do you know what portion of the reimbursement is yours and what portion of the reimbursement is ours? So that would become I think difficult when you try to report to Desi in the end of your
report. That's how they decide what the reimbursements. >> It never hurts to brainstorm though, Eric. It never hurts. >> No, it doesn't. >> Sometimes you say something and someone goes, "Hey, that might work." >> Sometimes positions like IT positions or food service positions, you know, if you
have if you outsource your food service department, you have a director and they're an FTE here, an FTE there. It I see it a lot with it. you had a shared IT position in town at one point, you know, pushed to have a shared IT with the town. >> Sometimes um other contracted services, we maybe we have a vendor that works out
really well for us and you say, "Oh, we'd love to have that school psychologist come here as well and do testing here." And sometimes you kind of share that information, but transportation probably is too complicated. >> Have you have you added any full-time employees? >> No, there are no additions.
>> So, no addition >> to any staffing schoolwide in this budget. included. >> Last year we cut one. >> We did not add that back. So that person >> that was from a >> was cut a classroom. >> Correct. >> Okay. >> So we cut a teacher. >> No additions to administration. >> No addition.
>> No. To answer your question >> under the travel you have. >> Yes. >> I'm I'm going to take it as that. That's just a placeholder because it's an even number 50,000. So um the situation that's happening with travel with Oak Colony is that we
have had a a grant. It's called the Reaps grant and it is a rural grant and we have used that grant in the past for travel and conferences for teachers who
need something called high quality professional development. It's part of our entitlement grant. So, this grant um helps us when we need to send teachers to professional development, say that they're newer or that they're trying to learn >> coaches. No >> curriculum coaches.
>> No. Um >> well, we don't have curriculum. We don't have we don't have any time coaches, but we have >> a mentor program required by the state, but no, not coaches. We don't have any type of contact teachers anymore in our in our >> um contract. It used to be that we had
coaches, but we don't. Um, no, this is for our new staff, for our experienced staff for AP teaching. There is a chance that that grant is not going to be funded anymore. >> Well, this is kind of filling that gap. >> It it helps us ensure that we can still
provide our teachers and supervisors with high quality professionals. >> If you've ever heard of like the research for better teaching program, that's something that we offer to staff. And so, it's not a coaching, it's not a coach, but it is a program where you learn The research behind effective teaching.
>> So to your point, Eric, that's a model utilized. >> Um, that's a good point, Shirley. The reap grant is a federal grant, comes straight from the federal government, >> which is where the uncertainty is. >> We're not sure how much that will will keep with that. So >> forecast say 85%, you know, you should
count on maybe 85% of title one funds. So that's going to be probably an $8,000 cut for us. We've already looked at modification of after school programs and what that might look like if we end up with an $8,000 cut >> right. So, we're trying to be anticipatory in our work and and figure
out what we'll modify >> um in order to make those ends meet, but it's >> there's a lot of unknowns right now. >> Yeah. In terms of funding structures, there's a lot of unknowns. >> That's right. So, we're really hovering, you know, um,
right above minimum, you know, in terms of what we put together. >> Try to if you look at the assessment sheet that, um, is in your packet. I think it's in the second second page, uh, after you start with all that finance assessment. Yes. Okay. Um, that's really, you know, we include the
breakdown of percentage. Our budget subcommittee when they meet, we really do, and I will say they they look at every single line of this budget. We talk about all of the detail right down to, you know, what contracts we're paying for, you know, technology and
everything. So, the first page of the finance packet is a breakdown of the percentage overall percentage increase. So, it's not a breakdown of the dollar uh budget to budget. It's a breakdown of that 4.8% so that our committee can
really see of our total where's the bulk of the the cost. The second page is the assessment sheet, which is really what our town um town administrators and finance committees want to see. What is our minimum local contribution set by the state? Um what is our enrollment for
the year? What's the percentage? And what will our assessment be um once the certified assessment is voted by the school in March? Um so you can see that here. Our goal uh as a committee and our philosophy is to try to get as close to the minimum local contribution variance
as we can. The Aushnit's minimum local contribution increased $297,725. That's a little bit more than halfway down the sheet in that first column. That is set by the state. So at a bare
minimum, that is what the state has um decided can pay towards old colony to educate our students. We try to get as close as we can to that number. Obviously with a Kushnet increase of 13 students, it weighs a little bit heavier on you anyway because you Ausha is the only
town over 200 students in the school. >> That just explains that after that it's really this what we get into which is that line by line which you know we were just talking about a little bit. Um you can also see the funds applied on the third sheet. Those are directly cherry
sheet right now. If the cherry sheet changes and chapter 70 funding increases, um your fourth quarter assessment will be decreased. >> I don't know what likelihood of that is, >> you know, it actually has happened. Um
it Yeah, over the last five years, uh we've red decreased fourth quarter assessment probably at least three times. The only >> I'm talking about the cherry. >> So what ends up happening is they go from We're at minimum aid right now. It was $60 a student,
>> $40,000 in total that that we received in chapter 70. If it goes up to $120 a student, we will receive more chapter 78. It's it's not a lot. It's minimum, you know, but but >> it's better than nothing, right? So, we we decrease fourth quarter assessments.
What's wrong with that? I've said sometime administrators say, you know, we don't need you to decrease fourth quarter assessments. We've already set our budget. It's true. You've already set your budget. You has already come out. You've already set your tax rates. You've already received your certified assessment. It's going to flow free cash. So, not really much you can do about it at that point. But at least
it's there and you have it in, you know, in real time in your hands versus us certifying our free cash excess of revenue and us having our END be in excess of 5%. Right? Then we're just sending the money back to you anyway. So, we send it back in real time rather
than wait. So our overall assessment increase was 410,000. Correct. >> Yes. Yes. With 13 additional students. Yes. >> We've had some towns flux way in the other direction. As you can see,
>> we had a huge huge shift. >> 22. >> Huge shift this year. So, >> and that's unusual for Rochester. >> Very very. >> But they're smiling. >> That's your home. That's your hometown. >> It is true. What do you think is the behind that?
>> The shift. >> Yeah. >> And the Rochester students, >> a one-year apparation. >> It is an aberration. But you're going to see, if I had to project what you're going to see next year, you're going to see a lesser number because of the lottery. >> I have to look at your senior class to
see what the departure is because there's a tributary in and a tributary out, right? >> But I don't mean a lesser number in terms of financial. I mean a lesser number in terms of enrollment because you never know what the financial implications of that will be >> but I have to look at your senior class to get a better idea. But if you have a
big senior class that sometimes what happens is big senior class because when you look at those enrollment trends that incoming class is pretty small if you go back to the graph. >> Mhm. >> Right. So may not be a lot but it's a small class comparatively speaking. On
the flip side, I you know, Matapo went up six. I don't know that Matapoet has increased six students in one year since I started in 2014. I don't think that's ever happened. And it was the first time the county administrator said, >> "Wow, like that's that's a that's a hit for us OC. They're never they never have
their assessment increased to to that degree." You know, it's usually around $30,000 that they increase year to year. So $160,000 for them. He was kind of like, "Wow, this is and I think that that will continue. You know, we receive from >> that falls in line with the lottery. Not
>> it does because we use two numbers, right? We use the average of your last three classes adult column, right? >> And the other thing we do is we use a we use the proportional data um which looks at the aggregate eighth grade size >> and what portion of that eighth grade is
your eighth grade classes and then that's multiplied by the number of seats we offer. So that historical data will shape >> one piece of it and then the predictive data which is the eighth grade class shapes another piece. >> Your predictive data brought your number down. Your historical data is what's
high >> because attendance has always been high pushing it right. >> But the predictive data in terms of how big your eighth grade class was compared to the aggregate really brought it down a little bit. The opposite's true for Lakeville. They have a much they had a much bigger eighth grade class so they
saw a bigger number. um and more growth. So we'll see what happens. >> How does the predictive data work? Does it take into account like the exist enrollments in like the district schools that contribers in district not necessarily in the school they can be homeschooled? They
can be >> school age. >> School ending. >> Okay. Cuz I we I heard some conversation saying that the our sixth grade is pretty large this year. >> You're what? Sixth >> sixth grade. So >> that would be a couple years out. >> But that's what I'm wondering. Is that for your long-term projections and
stuff? Do you take that kind of information into account where you break down going all the way back to like elementary? So kind of >> we try to keep an eye on the census so we can we can forecast somewhat >> but even forecasting doesn't you know when it comes down to it it's just whatever the number is in October 1st is
whatever we have to work with right >> kind of a good indicator too is when we provide the busing so that the students can come visit the school. You know, one year a school may say, "Oh, we only need two buses." And then the next year they might say, "Oh, no, we need three buses this year. We have, you know, 40 more
kids that that we didn't have last year." And so then when we contract for that busing with our bus company to ask how many students they have that are coming to Old Colony, that kind of gives you a good idea, too. You know, you have 150 students coming to the school. Kushnet's always been a really strong
partner, too, because some of the gaps that might exist because you don't have a 9 through 12, we've been able to fill um at the middle school. So, like we'll have a STEM week and because the Kushman doesn't have a high school to visit traditionally in town,
>> we'll invite them to be a part of our STEM week because they wouldn't have that opportunity otherwise, right? So, there are things that we're doing with a pushant that build rapport. The unfortunate part is when you're turning it, you know, this more than half the kids away, you get this pit in your
stomach because um you know, in many ways, we've been home for a lot of these kids. >> Um and and just a few years ago, we accepted close to 70%. So, >> it's a it's a job, right?
>> Yeah, it really it really is a shame. I mean, when you think about it, I mean, I just the thought of that, I mean, of, you know, a kid has his heart set on, you know, doing this for the rest of his life, >> right? >> And he wants to learn a trade. >> Yeah. >> And >> they're stripped of the power. I mean,
he or she didn't get picked for the lottery. I mean, I just >> that just it just doesn't it rubbed me the wrong way. >> So, straight up like it doesn't take into account any academic nothing. That's out of the window. So what they did, Eric, is they had this selective
criteria that you could utilize. And when you looked at it, the bar was so low that to use that selective criteria would have literally maybe taken a couple students out of the mix, if that, I mean, some districts used the selective criteria to give kids what
they call extra lottery tickets. >> And what they found was of all of the kids and all of the criteria, about 1% of the kids didn't get an extra ticket because the state set the bar so low. and we've advocated and said if you're going to have selective criteria, let it
mean something. Um, if you're familiar with Senator Duner, she was very vocal at the board of ed and she spoke about the lottery and her opposition to the lottery and she's a vocational school kid. She went to Norfolk Aggie, >> so she knows the intricacies of what
we're up against. Um, and I had a meeting with her on Monday morning and had a conversation with her and she's been one of our biggest supporters in terms of having a voice around this, but we also understand the reality that once it becomes a regulation, we're into finetuning now, right? So, um, you know
that we we understand where we're at. Um, and we have to we have to look at the pain points and be able to address those. Um and right now for a lot of the schools the pain points like I said before appear to be sibling attendance and the attendance of staff. >> So
>> what was the driver for this for this lottery system? >> What I educate me and yeah I mean >> that's all. >> Okay. >> All right. >> Never mind. Yeah question. Thank you.
Just curious, uh, no other member of town has, uh, like school choice for other vocational schools, do they? I mean, they're all the other member towns are locked in. >> The only time a student can attend another vocational school is if that
vocational school district offers a program that Old Colony does not offer. and >> and >> they have to have accepted every member before they accept a non-member
because of the new rags. >> So the new >> because we cannot ever take an out of district student >> because you can't >> because we have such a big weight list that we would be displacing our members. Right.
>> Sure. So that's the other piece. And to answer your question, where did this come from? >> There were a few schools >> that were not a mirror of their sending communities across the state.
>> Maybe maybe three or four. I believe that instead of those schools being addressed, and I'll say this openly because I said it at the board of education, >> instead of people addressing the issues at those schools, they painted the entire state with a brush
>> and we are the recipients of that >> outcome. Unfortunately, >> that's how it goes. >> Domino's. So going back to like the whole school district. So my my son we moved here from 2012 and I don't think were you
>> you weren't okay. >> 16 and I arrived >> when so we tried to go to Colin because he transferred from Davis. We were out >> Oh sure. Yeah. >> And I thought he was going to do his sophomore year. >> Mhm. and he couldn't get in because you
guys needed like I guess you guys have a pattern like you have to have a certain amount of >> Oh, it depends on the shop. >> Yeah. >> Yeah. So, but anyways, so we were tired of going back and forth. Well, what do you want to do? So, he's like, well, go to Bedford. And I'm like, I don't think that's going to work because your shop
isn't one of those because you do graphic arts. He's a graphic arts kid. >> So, the only thing that he could do is plumbing, right? Because you guys don't do plumbing at the time. So that's following up on your conversation that you could do that
>> but now that's changed now because now New Bedford has to accept all their kids. So yeah. So just kind of piggy backing off. >> But to address your um comment about plumbing, plumbing, HVAC
and dental assisting are three of the programs that we had identified. in really plumbing and HVAC across the state are drawing so many opportunities for students upon
graduation. They cannot fill the positions fast enough. >> No. >> Oh yeah. Huge demand for both of those. >> Huge. >> Huge. >> So if he did go to plumbing and I hope that he ended up in a really uh >> No, he ended up going to F. I know many people in local 12 plumbers.
>> True. Yeah. >> I think the other shop is the steam engineering shop that New Bever >> Yes. >> offers. Um because they have tied in directly with Mass Maritime. Mass Maritime goes there. Yes. >> Mass Maritime is a fantastic school.
>> So kids that take up that trade at that school, >> they have some great opportunities. >> Absolutely. because of that. >> But let's say, you know, when a Christian kid wants to take up that that shop,
>> what are the odds of them actually getting into that school? It's going to be highly unlikely. >> It's not going to happen. >> It's going to be highly unlikely because they're taking Redford Haven and Dartmouth first, all those residents, >> right? >> And none of it's based on merit now. So,
>> which is why we want to meet this demand really. I mean, that's we want to be able to meet the demand and the interest And it's it's just some of the I mean I I my son went to be >> hope >> okay and because his mom lived in
>> D so he had the chance to go there he wanted to apply so that's why that's why he went there um but I think in the beginning it was it was merit- based and then it changed maybe by his sophomore
junior year I witnessed the because I would go there and pick them up at school and with the the stuff I would see going on like in the parking lots and stuff, there was some kids that did not belong in that school. I just flat out say it. >> They well they didn't deserve to probably be there either. Um that's what
the lottery enabled. So I just I don't like I don't like the lottery system >> for that. >> I wouldn't I I would say you're not you're you're probably in the majority in terms of how people feel because the system as it existed was working
very well >> I believe and a lottery does not change representation you don't have a lottery and all of a sudden solve the representation that exists within a school that's just not the solution so when some when a a percentage of kids
that are chosen from the lottery does does any of their like history get looked at like after they're after they're in and they're picked by the from the lottery system are any of their like seventh eighth grade grades looked at attendance. Um >> after a student is accepted,
>> we absolutely look deeply we we look deeply into who they are, how we help them transition, right? Because the goal is to make sure that every student who walks every person who walks through our front door >> is treated like a million bucks. >> Well, hopefully that's what they deserve. Hopefully, they really want to be there.
>> So, yeah. No, >> this >> but there's not a review that would result to put Shirley's point in qualification or disqualification. >> Just so we It's really to familiarize ourselves. We transition. >> We have transition meetings for so many students over the course from now until
>> summer and then in August we'll have a two-day orientation. >> Was there ever a discussion about maybe >> doing like 50% merit based and 50% lottery? Was there was there >> so when when Greater New Bedford Vogue was targeted by the Department of Ed,
they voluntarily took on a model similar to what you've just described, Doc, >> but that was voluntary. As soon as this became regulation, there was no option to do that >> because I I mean I think even that would be more fair
>> doing it that way, >> right? But anyway, um, so just, you know, going back to the overall numbers, I mean, I mean, if you guys had to make any like cuts anywhere, I mean, where would you where would you look if you if you had
to make cuts in your budget the way it sits right now? I don't know. That would be a hard look because we're at level service. It's not a, you know, there's not, we didn't come in here with fat. We trimmed fat before
we got here. Um, and we really we came in conservative because of the landscape across the state because conversations as early as October were, hey, you need to be conservative in what you put together. It wasn't uh, and every year
those conversations exist. And then I talk with our locals and I say, hey, what's your number look like? And if someone tells me they're at 9%, in my head I say, well, I have to be way below 9%. Right? Um, or somebody tells me or if I read the paper and I see that somebody's at 14%. And I say, "Oh, guess
what? We're at 3.7 before insurance, then I think I say to myself, I think we're doing a really good job at percentage." >> I think your percentage is pretty much similar to where it was last year. >> It's very close. Yeah. >> 412 last year. I think >> that's cool. Pretty close. >> Yeah. 48.
>> And so in terms of, you know, being able to um do the work with what we have, that that's really what we looked at. Um, we know that grant funding could be an issue in some circumstances and so to Sarah's point when you see you know the line that you asked about u in reaps we
don't know if that will come in um in part of the contract we still have obligations to cover levels of professional development as we're able um and I do think that that's an important piece of the work that we do but we didn't come in here last year I could have told you that the area where
we cut was what we had planned to cut if we had to um and I still have a heavy heart about that because that's someone's livelihood >> and I had hoped in my head we might be able to bring them back this year and we were unable to do so because we know that the budgets are tight but if anything the flip side of that would
have been I wanted to bring that person back uh because they have call back time and that time will expire. But realistically, I think that we came in at a number that we felt was a responsible number and then simultaneously pretty conservative
even in terms of what we put aside for, you know, a negotiation that has not taken place yet. Uh we were very conservative, very conservative. So >> is is teachers contracts are they
>> coming up for the last year of their current contract contract we'll begin negotiating and you know that's for next year. >> Yeah I mean I just you know looking at your the details but we can see that you know it looks like most of the increases
are contractual increases fixed cost >> um you know health insurance >> you know all the the usual suspects um to speak. And you know, I've been doing this a long time and I just we would I was sitting in a meeting with our own
public schools with our vice chair Sudog was last week and it's just uh I was just it's so frustrating um because of what we have to deal with not getting enough chapter 70 funds, you know. Um >> you have $40,000.
>> That's nothing. >> Yeah. >> I mean that's ridiculous. >> You have 40 I think our schools are getting like what 150 I I think. I think that's the increase. >> Um >> yeah, >> it's just it's like these officials at the state level, they need to get
>> the funds are finding it, right? So we had a meeting I had a meeting very frustrating for me. >> Um >> especially when the um state keeps increasing the minimum local contribution across the board, >> you know. >> Well, what's happening is, you know, more and more is falling all in the
backs of the taxpayers. Yes. And I speak to that all the time as as a finance committee member >> and I've seen it getting worse and worse. >> You know, 20 years, 21 years I've been doing this and >> yeah, >> it >> you know, you speak to your town administrator and it's like, man, it's
not it's not going to be any better for the next 3 to 5 years. And it's like >> the last four years, >> it's like this is so frustrating. It's like banging your head against the wall >> postco. And that's why we've, you know, I I think if you look at a 10-year record from us, there's never been an
additional ask for capital as a warrant >> as a warrant item. There has never been in 10 years, we have never asked for an additional warrant item for capital because we chase competitive grants. >> Y >> and we are very aggressive when we chase
competitive grants. And so I know that, you know, you do those things because it's the right thing to do. But I think I am proud to say >> it has made a huge >> it has made a huge difference for our member towns because you don't see >> millions of dollars that we've secured through grants that saves our taxpayers.
Right. >> But at some point the levy has to break because we say you can only do so much. Right. >> Right. Um and and that's really um the piece moving forward that we have to be able to contemplate is what will that
look like as we face more and more um you know when we pick up this morning as I'm driving into the driveway at 6:15 and Cam Bakyaki is passing me in his truck filling potholes. >> My driver looks so bad right now, >> right? filling potholes. And he says to
me, you know, I got 500 lb to fill potholes and what we really need to do, Aaron, is we need to fix all the asphalt in this lot. And I said, can we pause for a minute because, you know, it's one of those things where you have >> Well, that's my I was going to follow up
on my questions from the building. We're going going with the hot items that, you know, you talk about the water tank. I mean, is there any >> We are >> obviously none of that is in >> So, I'll tell you right now, none of that is in here because we are seeking
funding from outside sources to try and do what we can in the short term >> because we understand that we don't want to tap taxpayer money when we're looking at a revote. >> The we understand that the >> it's the right thing to do, right? we
have to look at a revote and if a revote doesn't pass then we have to understand there's no zerocost option and doc and I sat together and we talked about the fact that what we didn't articulate very clearly is that there's no zerocost option >> and so we have to really be aware that
if for some reason we end up in a situation where we have to address these things that's when the levy breaks and we have to start to come to people and say hey listen this is our capital list >> and it can't exceed $5 million over three years because we hit triggers and if you read the newspaper about what
Somerset just went through because they're looking to repair a building, but they hit triggers and now they have to look at ADA accessibility and all sorts of other things. It's real, right? So, we want to put that on pause to the extent we're able. We're going to cover as much as we can through grants and we've written them and we're very
optimistic >> but it's critical mass because after the fall we'll have a better idea of where we're at and we'll figure out what the right thing to do is. But it'll be a collaborative collaborative. >> Well, it would be important for all the residents to understand to um that there
are all these potential fixes that are going to have to take place, >> right? >> And how what does that equate to a dollar amount and how it's going to affect them? That's the kind of thing that residents are going to need to see, >> right? >> So they can make a comparison. >> Exactly. >> And then make the decision, you know.
>> So it' be more information, >> you know, this this next time around, >> right? We also, I want to say, understand that um and we're thoughtful about how we build our budget. Once we build our budget and we assess the town,
that is subject to two and a half. We we can't if we build in capital like that into our budget, that does not help our towns fund that. >> That hurt it actually hurts how. So this
we have a very small holding. at $65,000 and we've rotated that every year since 2014 which is we purchase one or two pieces of equipment. We have a holding for technology where we rotate our
technology needs. So every year we say okay what is the next piece of equipment we need? What is the next piece of technology need? How do we buy a vehicle for our maintenance department so that they can plow snow? Right? We've done those things through that. >> It's a spiral plan,
>> right? So, it's spiral planning. >> Yeah. How often do you refresh your text in terms of like computer, laptop, like >> So, we have a a huge technology rolling plan because we have so much technology in the building. We buy at least one Chromebook cart a year
>> and rotate out the >> Is it a one to one? >> We do not have a one:1 policy or model, but we have enough technology in the building to ly all students with some piece of technology, >> right? It may not be like the lazy thing where it's where it might
>> and we don't actually have that onetoone policy where we're monitoring what that we don't take it home at the end of the day. Um because that's a whole another level of monitoring that would need to be done. >> So kids can be way bring
>> they don't need to but they can take it off the cart but they put it back at the end of the day. They leave it with us. it has everything it needs so that we can monitor their work during the school day. Um, so we we but the technology that we have in the shops, it takes that to a whole another level. Graphics has
Macs. >> They need those Macs to be a certain make and model in order to run software that you need to run in order to learn the curriculum that's required. Right? So there's this that is a whole another beast which we could dive into deeper but I don't think that people want to get into
>> because I was just kind of curious about like the one to one thing because our school is one to one. >> Yeah. We do not have a onetoone policy. So they're allowed to use the technology while they're in school. It's not >> so if a kid comes with a MacBook or whatever. >> Nope. >> They're not allowed to use >> they would not need to use >> they wouldn't need to because we have
the technology they need. >> Yeah. whatever they need we have for them. >> So you guys have MacBooks or Chromebooks or whatever. >> We buy Chromebooks for the students to use on a regular basis. So that's what's used in classrooms and shops and related. Um the only shops that have
higher technology are ones that need it for the curriculum that's being taught for the shop. So business technology, computer science, CAD and tech and graphics, they have the higher. Well, if you got a kid that goes in to grab the cards, he has a MacBook that is carrying him for Christmas
>> every there >> he could bring it and use it. >> He doesn't need to. >> They could, but they don't have to providing. >> We have 30 in the shop and that's what they use when they come in for the day for those two weeks if they're in shop and then when they go to academics they get a Chromebook that's available for math for academics. Just an example.
>> We know we all know technology is expensive. >> Yes. >> Adds a lot to budget. Every year we're buying something for someone for tech which we keep rolling that through and we monitor it through the vocational coordinator through advisory committee meetings is extremely important um through our technology director.
>> The person's grant is a vocational grant that helps us to fund some of this spiral plan. Right. So these are all things that we can tap into >> um so that we don't pass it on to >> and we plan. >> Yeah. Just for example I mean I could
see that the contracted services technology line item >> went up 35%. So that ties into >> what is that related to >> contracted services for technology are all of the services that the school is using to run our school. So student
management software um our teaching um evaluation software >> front line >> yep front line for time and attendance and approval so that our staff can see how much time they have left in the year. Um all of All of the contracts
services in the entire building um are in charge of that line. We're a small one building school. So that's how uh we built the budget for that. If you wanted to see more detail for we could definitely our our budget. So Quinn has already seen all the vendors that are
charged to that line, but we would be happy to provide it. >> So I'm assuming that there were like a bunch of renewals that all took place at once. >> Absolutely. Well, not just what drove some of the >> contracted services are up, right? uh to to have someone oversee
>> uh your say your firewall. >> Mhm. >> Um you know um our um payroll software. >> Yeah. You want more security because of all the hacking going on up there. I mean I get that >> everything is included in that line. So those are um contracted services that
align with uh raptor uh raptor >> raptor like when you come into the front office and you scan your ID for security that's a that's a obviously a soft >> check on that person coming in the building that's an additional cost so all of those costs have gone up and supply costs have gone through the roof
I mean our postage should see me >> well the going up also because the RAM prices hardware prices because of all the AI data centers Correct. >> There's a huge shortage in RAM prices and stuff like that that's going on right now. But yeah, it's
>> the other thing we do is we do ask if there's a software that's used, I'll say to a director, could you please survey the staff? I need to know what percentage of staff is using this. >> You do an internal audit about it. >> We do. So we do an internal audit. And as recently as days ago, I had someone say and they we're not going to renew
this contract. Right. So that's a that's a savings. >> That'll be a savings to that line. >> Yeah. But that's a $3,500 savings on that particular software because they said the teachers aren't using it the way they thought they would. >> Right. So if we're not getting the use, then we need to do the audit. So we don't want to invest in something we're
not utilizing. >> Sure. Constantly reinvestigating. >> Yeah. Always. Yeah. Especially >> Microsoft 365. We're doing Google. >> We are Google school. >> Google school. Um we have to buy Adobe licenses and Microsoft licenses depending on the shop.
>> Our business tech is Microsoft. >> Yes. And they compete. >> So like the administrative side is >> Google >> Google. >> Yeah. >> Free is >> business tech competes on the state national level. >> Yep. >> With Microsoft. >> So we buy the Microsoft licenses for business.
>> Good. >> Well, I always I always appreciate, you know, your detailed line item budget. >> Um, and I've always asked our schools to model that after yoursum because we always ask for that from our schools. And you always provided that
with us. So I said, "Look, you know, give us what a colony give us so we can see every where every dollar is being spent. >> You guys always come in prepared." >> So that's, you know, that's that's appreciated. You know, invite us on the fin
>> for sure. So I I think you guys, you know, you did a great job. >> Thank you. >> You know, we know times are uh are difficult right now, everybody. So >> Well, we tried to come in and shave the number before we get to you. We always do that. No, the number starts higher.
We were over six at first. >> We were at 11. >> Yeah, we were at 11. >> Well, I had >> didn't But that was also that also included higher. We had to estimate insurance because we didn't have any. >> So, I mean just
do that our own on town side where we don't know insurance, >> but we were we were able to get way down and that's why but I just just to be real. I mean, we were guessing at insurance at one point. So that's why we're at 11 >> that that 11% represented what you were talking about for wants.
>> Yep. >> And it didn't pass through um >> the screen >> the screen. So it's like no, you know, we can't go forward with that. And then Aaron's it came down to like >> 7% and then it was like
>> and and they just worked at it. >> We're going to share this with all our income members. I think uh you know once they look at it they'll I think they'll be pretty pleased. >> Pete seen it. >> I know because he joined us. >> Oh yes he came. >> So >> and he has some great questions. >> Yeah. Pete Pete's a very good addition.
Um and he's great as the liaison to colony with us. >> Yeah. He obvious he's very provides some very thoughtful questions >> um on our fin. >> So yeah he's >> he's great. I mean all our members are
>> except these two guys. Not only And then I know we're not having this in the police department because you guys were in trouble. We just couldn't get the >> My daughter asked me what you doing at the police station called me. I'm I'm
out there. >> It's always nice to have some, you know, some drug, right? >> We just go across the hall and just have a dispatch, you know, having a walk up. >> We had a laugh. >> At least we know we're safe here. >> Yeah. So, I feel safe. save the building in the building of this building.
>> But anyway, yeah, I I if anybody has any questions, >> they'll >> just so that you aware the school committee will be voting on this budget next Wednesday. >> Okay. >> Okay. >> We'll have a public hearing >> and that's an early car meeting. So car's meeting is in early April.
>> So we have a requirement to get numbers before they meet to get this finished. >> Right. So that's why we do that just just so people understand the rationale for that. you guys meeting with um our border flight yet or >> I talked to David uh this morning. I
talked to Bob Hingley last night. >> Okay. >> On the phone, >> Jamie at all. >> Um I called Jamie. I didn't hear back. Kevin's phone is full, but I did shoot him a text. >> Okay. >> Um but I have reached out to everybody on the select board and I just told them if they'd like us to come in, we're more
than happy to. But I also explained that our March 25th meeting happens when it does >> because of the Carver meeting. >> Well, and I can I can share >> and they typically do invite us in. So, we didn't get a call this year, but um like I said, we're we're happy to come in at any time because I know your
meeting is June their meeting is June 15th. >> Have you shared our meeting? >> We shared it with Jamie Kelly. We every time we share >> we share with every town administrator. >> So, they have they should have all the numbers that they can look at and if they have any questions, I'm sure they'll reach out to you.
>> And then we're in that transition phase too with the new town the new TA coming on. I think as of April 1st, >> so I believe Mr. Kelly is going to stay on uh during this transition to get us through our town meeting >> town meeting, right? >> Because it's unrealistic to expect
somebody new. >> It's a huge task >> who doesn't know anything about our town to come in >> spring >> and try to figure all this out. >> Yeah. >> It's like not going to happen. >> So anyway, thank thank you guys for coming. >> I did call and welcome >> your new town administrator. >> You did?
>> I called him on the phone. said when he's in town >> if he'd like to come in and you're more than welcome to join us cuz I know we sometimes do lunch together but anyone who would like to come in and have lunch and just we'll give him a tour >> so he can see the building. >> Yeah. No, I think that I think that would be a good idea. >> Yeah. >> You know, so we can kind of get
acclimated and get up to speed as quickly as possible. >> Yeah. >> Yeah. >> All right. >> Anyway, I think we are good. Motion to second. All >> in favor? I appreciate