[music] [music] [music] Hey. Hey. Hey. [music] [music] >> [music] [music] >> Um, hi [music] Hey, Dom. Just checking in to see if you can hear us here in the school committee room.
[music] >> [music] [music] [music] [music] [music] [music] [music] [music] [music] [music] [music] [music] >> Don, >> Steven, we're getting ready for the
countdown. [music] Not just yet. Uh, getting ready here. Yeah, let's count down. Okay, we're [music] doing the countdown now from the school committee room. Going to go live in five, four, three, two, one. Good
evening and welcome to the March 19th, 2026 meeting of the school committee. This is our extra March meeting uh focused on the budget. First up on our agenda is our consent agenda. We have our past records from February 26, March 4th, and our accounts payable report. Is
would someone like to move the consent agenda? >> I'll move it. >> Uh Sarah moves it. Suzanne seconds it. Donna, how do you vote? >> Yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Andy, >> yes. >> Carolyn, >> yes. >> Bob, >> yes. >> Is Mariah online, Betsy?
>> She's not. >> Okay. And I vote yes as well. Um, next up we have public comment. First up is Joshua Paradise, followed by Josh Goldman. You have three minutes and Betsy uh will start the timer
when you're ready. Is Mr. Paradise online or is he >> coming? >> Okay, so Josh Goldman and then Sarah. >> Hi, thanks for the opportunity to be here. Um Josh Goldman, my daughter Lily is a kindergartener at Lincoln School.
Um Lily loves her school. Uh she loves her amazing teacher, Mrs. Beaser. She skips and runs on our walks to school every morning. This past weekend, she took our family to school on Saturday and Sunday to play at the playground. Um, when we ask her about her day uh
over dinner, uh, my wife and I hear just one recurring complaint, which is we, our teacher didn't let us outside for recess today. U, the reason is because the wellness policy in the district requires that children stay inside if the real fuel temperature is below 20
degrees Fahrenheit. Um, and my request to you today is to lower the threshold to 10 or 15 degrees Fahrenheit. It matters because recess is important. Uh, kids need outdoor play. They need sunlight, fresh air, and so if we're going to deny them those benefits, um, then it should be clear that we're
preventing real harm. Um, the 20deree threshold is unnecessarily conservative. Um, and according to medical advice, and it's also out of step with other schools in the area. Uh medical safety standards are codified in the child care weather watch chart which is used by many uh US
school districts. Uh the caution zone starts at 10 degrees Fahrenheit. Uh and the danger zone is below 10 degrees Fahrenheit. Um the risk of frostbite on exposed skin in under 30 minutes doesn't become significant until wind chills are dropped below zero Fahrenheit. Uh the
American Academy of Pediatrics recommends against playing outside in outdoor temperatures below -15 degrees. Um, Cambridge public schools leave it to principal's discretion uh with guidance to have indoor recess if the threshold if uh the the windchill is below 10
Fahrenheit. For preschoolers, uh the Mass Department of Early Education and Care cautions that significant health risk begin at windchills below 15. Uh my younger daughter is two and a half. She attends an early childhood program in the Longwood area. Uh the guidance there
is everybody goes outside down to 15 and use discretion below 15. So for example, if it's a sunny day, they're more likely to go out. Uh and maybe they'll take the toddlers out for 15 minutes instead of 30. Um other parts of the country, of course, are much colder. And typically
in very cold environments in, you know, northern New England, and the upper Midwest, uh kids go outside at at temperatures down to zero and windchills down to minus 10. Uh and then finally, of course, here in Brooklyn, most of our student population walks to school. Uh so we go outside at those temperatures
as we do. They're already outside in those conditions. Um so I would encourage you to lower the threshold to 10 or at least to 15 with principal's discretion to 10. Um we give kids more outdoor time and we're going to do this without significant risk to any of our children. Thank you.
>> Thank you. Uh next, Joshua Paradise, followed by Sarah Gors. Good evening. My name is Joshua Paradise and I'm a PSB parent. First, I I want to thank you, the members of the school committee, the entire administrative
team, and more broadly the amazing teachers and educators across the district. I'm so grateful for your commitment, your hard work, and your passion. In the last budget crisis, I came before this same body with comments directed at
then superintendent Dr. Gillery and the then school committee saying trust once lost is difficult to regain. As much as I love the public schools of Brooklyn and appreciate the work you are all doing, I cannot ignore the past. When I
say you lost trust, I mean the institution of the public schools, not the individuals here tonight. You lost trust by asking for an override to preserve foreign language and then cancelling K through5 foreign language
programs. You lost trust by spending nearly threearters of a billion dollars on new buildings without a plan for how to pay for the people and activities that give those buildings value. You lost trust by causing our most
talented high school students to stress over whether there's enough space in AP classes for them to take the challenging courses they seek. You lost trust by reimagining nth grade social studies without any plan
for how to measure the program's success. You lost trust by agreeing to a union contract without a plan for how to pay for it. You lost trust by setting a strategy that measures the shortfalls among our low performing students while
showing no commitment to approving outcomes for our top academic performers. You lost trust by seeking to seeking to address disparities at the high school without examining how the K through8 system allowed those gaps to become so
wide. And you are losing trust by presenting this override as the only option to avoid calamity without, it seems, considering all options for savings. I appreciate that you are working to regain trust, but I fear it
is not enough. Tonight, I urge you not to treat the taxpayers of Brookline as an unlimited source of funds. Compromises need to come from all sides. The recent 642page report from the expenditures and revenue
study committee identifies other sources of potential savings and you should ensure that an override is conditional on achieving those savings. Several of note medical insurance premiums are identified as budget
busters. The 83% share the town pays is according to the report generous compared to comparable communities. Contractual steps and cost of living increases must be aligned with available resources. The alternative is to cut
hundreds of union jobs. And finally, I urge you to broaden the discussion to optional programs that are not revenue neutral. The report identifies beep and metco. Miss Gowarts followed by Miss Pollock. Good evening. My name is Sarah Gvertz
and I'm first going to speak on behalf of the friends of the performing arts at BHS. We know that if the override doesn't pass, there will be significant difficult cuts across the district. One of those cuts is a proposal to eliminate our amazing fourth through eighth grade conservatory program, which will remove all instrumental and coral music for
those grades in our elementary schools. And our middle schools no longer have any music education. As you know, our conservatory program in Brooklyn, every fourth grader selects an instrument to play for the year. This continues in fifth grade with the addition of chorus and band and orchestra. And sixth
through eighth graders, our middle school students have many choices of six different options. For many students, conservatory is just the start of a journey that will continue throughout middle school and high school and hopefully beyond. This amazing opportunity is only possible because the district provides it. This year, 500
fourth graders are learning an instrument for the first time. And 86 low-income students are receiving those instruments free of charge. In these classes, our students aren't just developing musical skills. They are learning how to listen, collaborate, and contribute to something larger than themselves. We also recognize that
conservatory is just a pipeline to the unbelievable music program at the high school. It is a program that meets the diverse needs of our students and supports students at all levels of abilities and interest. It's a program that levels the playing field, offering every student, regardless of income or background, the opportunity to learn an
instrument and participate in large ensembles. It is not possible to replace this outside of public schools of Brooklyn. While families with significant or sufficient resources and musical experiences find ways to provide those outside of the school, these opportunities are completely eliminated
for many children who will be left without access and never have the chance to realize their potential. This is unacceptable to communities in Brooklyn that value both equity and the arts. Now, switching hats, I'm going to speak as a parent of three children in the Brooklyn public schools, each of whom has taken part in this amazing
performing arts program. My 10th grader is taking three simultaneous fullear performing arts classes this year, and I'm incredibly thankful that his sophomore schedule has been able to accommodate this. And of course, that Brooklyn has amazing, robust courses in performing arts at the high school. I'm
obviously incredibly proud of his musical accomplishments, but most importantly, I would never have guessed when he started in fourth grade on the trumpet that we would be at this point. This is a kid who had very little frustration tolerance for completing his homework, reading books, and doing other challenging things. Practicing his
trumpet is something I've never had to force because it was his music passion and his choice. But the lessons he's learned in patience, hard work, and frustration tolerance have pervaded his academic and non-academic music and non-academic life. It's true of so many
students who find their passions in music, arts, sports, or whatever to have them bolster their academic success because of those things. It is proven and wellressearched evidence in support of the performing arts. So speaker on behalf of all parents whose childrens have participated in or are looking forward to participating in our
conservatory program, we ask you to recognize the value of the program in this community and vote against cuts to the performing arts department. Thank you. >> Thank you. >> My name is Nerra Pollock and I'm also speaking on behalf of Brooklyn High School's Friends of Performing Arts. We're a notfor-profit organization made
up of many parents and caregivers who support the arts. And we want to begin by acknowledging the reality of this challenging moment. We know that if the override does not pass or if a smaller override than needed actually passes, there will be painful cuts across the district, including the possibilities of lost positions, larger class sizes,
fewer key supports for our students. We understand that and we know that there are no easy choices. But my goal in speaking tonight is to make it clear that eliminating any of the key components of our highly effective and deeply valued PSB performing arts program would dismantle a core element of a Brookline education. You just heard
another phopa parent speak about the impact of the proposal to cut our fourth to eighth grade conservatory program. And last year when a similar proposal was made, nearly 1,000 PSP parents and alumni quickly signed a letter in support of preserving conservatory and our performing arts program. And you may
remember that I stood here a year ago and read that letter. And now we're again facing the possible elimination of this beloved program and additional possible cuts to the performing arts program in drama, dance, and music. So, I'm here again to communicate how important the PSB performing arts
program is to our community and the dramatic impact cuts to the program would have on the students lives. The performing arts program at the high school is a crown jewel of PSP. Accomplished students training performing multiple bands, orchestras, choruses, ac capella, dance, theater classes, productions. These experiences
propel BHS students into advanced performing arts groups in college to careers in the arts and most importantly lifelong joy. And the strength of the performing arts at BHS is a major reason that many of us choose to live in Brooklyn and send our children to BHS knowing that they will thrive there. The
performing arts program is strong because of the robust training and experience that students receive in the conservatory program. Growth as an as an artist requires lessons and practice, but it really relies on shared experience in an ensemble. And we all know that the value of arts education to mental health and development of
personal social performance and leadership skills and to community development can't be overstated. Cutting conservatory is not a quote reduction. It's an elimination with profound consequences that are immediate, permanent, and inequitable. Currently, access to music and performing arts is part of the school day for every PSB
student. But if this access disappears, families with resources may be able to fund arts education through other means, but many students will completely lose access to the performing arts. And critically, if you remove the fourth to eighth grade pathway, you eliminate the pipeline that feeds the amazing ensembles at BHS and you will decimate
those programs. This impact will not be limited to music. The BHS drama and dance programs are also specifically built on the artistic and ensemble skills that students develop in conservatory. So, in addition to the proposed cut to conservatory, we want to communicate the impact of possible cuts
to performing arts faculty at BHS. In this school year, 833 students are taking BHS performing arts classes. They put on more than 30 evening performances attended by the community, friends, and families. Musical skills learned in conservatory have propelled 500 students
into ensembles and music classes. 100 students in dance classes, 200 students in drama classes, almost finished, and 365 students involved in six afterchool productions run by our teachers who dedicate over a thousand hours to after hours rehearsals. These performing arts
programs are open to all students regardless of learning style. They support students at all levels of ability. They are rich, inclusive, valued, and a core part of a PSB education. Thank you. >> Thank you. Uh that concludes public comment. Next we have our FY27 proposed
budget review discussion and possible vote. Superintendent W. >> Okay. Thank you. I think Betsy will run our slides for us. Um and as she's pulling those up, I um
as I present tonight, I just reflect that every budget has a story and the story has been evolving. So, I want to remind everyone um that on the Brooklyn Public Schools website, there is a section that's called budget central. And just to
encourage everyone um to to go there and you can see all the budget presentations that have been made. You can see now several um what we're calling them FAQs, documents that are there. Um you can also see on the town website are also
budget documents. And so this story has been evolving and um and there's just um it's hard to come in at one point and really understand that everything that's come before and all that will move forward. And so tonight is uh a funding
update and also an overview of the funding options. Um since we've been talking about the budget, you've seen our initial projection, you've um heard about um town allocation or the capacity
of the town allocation and then our funding gaps and then some ideas about what would happen if um funding alternatives were not found and the impacts of that. So this is more to that point. And so in the next slide we do
have um new information around the GIK health insurance. So the GIK health insurance or GIC is um the health insurance that the employees of the town including those of the schools um provide that benefit. And recently the
premium for the for the JAC health insurance was determined and it's lower than what was initially projected. And so that means um there's a greater capacity for allocation on the town to allocate for the town departments and
the school department. And so the the increase in the allocation to the public schools of Brooklyn is $726,274 dollar. So that's good news. So it was an increase in allocation to the town and to the schools. And just to reflect
too that it's um a 59% allocation, 41% to the town. Um and so so we appreciate that allocation to the school department. What this means it it reduces the funding gap by that much.
And so the next slide, oh sorry, let's stay here. Um so this is the updated slide about um where where how we've been funded through the past fiscal years FY23 24 25 to the current year and what we're projecting for the next three
years FY27 FY28 FY29 you can see where um where our um projections for increase are and the changes in the allocation projected from the town and You can see
that for next year the allocation has been increased from the town to 2,466,980 which is an increase from approximately 1.7 million. Unfortunately for FY28 the
allocation is a negative $90,469. So that's a change from from previous report. Um, and then FY29, the town allocation projected is a negative $441,81. Keep
>> uh Thank you. Oh, so >> thank you. I thought Yeah, thank you. Thank you, Mariah. Um, and at the top you can see that it the allocations. So it's just a negative number that impacts our potent our projected increases but
also um standing budget as it goes forward. So the initial funding gap where it stood has improved to where the funding gap um where it is now. And so on the bottom line, the total funding
gap for FY27 28 and 29 um is now 7 I'm sorry 17 um 17 million 944,439. Um I do want to bring your attention to the potent the projected increases in
the FY27 28 and 29. The projected increases are at 4.91% 3.68% 4.57% and how that compares to the previous years of FY23 24 25 and 26. Um and so we
have really strived um to keep our increases in check and um and have made a an effort but this so what you're seeing is a gap that comprise mostly of projected increases for the next three years. They involve no new programming.
Great. Next slide please. >> Um there's not too many slides but I I defer to the chair. Okay, >> there aren't very many slides. >> Okay. Um, and to to to the com to the um
to the point um in public comment, the district has strived hard to be um financially mindful and and actually there has been reduction in programming since the last override which included the loss of the K5 world language program, math and
literacy coaches. Um and also in this year since our initial projection of the recommended budget from 155.6 million to 149.8 million representing a net reduction of 5.8 million. Um so that I
have to thank the team um and the school committee members and actually um comments from the public that helped guide us in the way we've looked at the budget. But this reflects a net loss of 22.1 FTE for next year. Um reductions in
tuitions and transportation account lines. We've reduced technology and technology support student academic supports reflected um in our paras and plus ones. And we've right sized staffing for our project enrollment with no further loss of programs. So, we're
actually very proud that we've been able to fine-tune um reduce our account lines, but we have saved programs um with the projected proposed budget for FY27. We've also launched new revenue generating options for FY27
um reflecting and taking input from from comment from our committees that um have offered suggestions and also reflection within our own membership on the board and look working with our staff on doing that. So much has been looked at and refined
that our non salary expenses and the proposed FY27 budget now stand at 12.5%. Typically in um school budgets from town to town, it's usually at 85% salary, 15%
non salary expense. We've been fine-tuning as much as possible our expenses. of course with uh the goal and our shared goal of protecting all our resources for um direct instruction with students and direct support. So we are
now our expense our non salary expenses are now at 12.5% of the budget. Next slide please. So, we feel we've we've taken a hard look at
reductions that could be made again to protect programs and supports for our students. Um, and so I will say at this point um when we anticipate the possibility of further reductions, there are no good reductions as we look
forward. Expenses are lean. any further reductions will necessarily import impact staffing and so district level positions will remain understaffed. So in in our projection we've reduced some more at the district
level in order to add um a district level person for for basically data analy analytics but will remain understaffed. Further reductions will affect those with most direct
contact with students and and this is a reflection of what we've done our our best to be able to eliminate everything else first. Additional reductions to staffing will move general education classes or case loads above guidance
because we've already rightsized the the numbers for our guidance levels. Um, it will eliminate educational programs. It will eliminate enrichment options and electives and it will reduce
general academic and counseling supports embedded in our systems defined by MTSS. And I do note that historically, and this is why we are so mindful of this, reductions once taken are almost
impossible to restore because you end up having to fund what you are already have and then you have to ask for an increase to restore what you've already once once you've taken a reduction. And so it's just something that we're very mindful
of and have been tried to be extremely protective as we created the budget for FY27 and in the out years. Next slide please. So there are operating override options
being considered. I know that that has been um fairly communicated through town administration and um it's also been in local media. So, I know that this is um not news to people and so it's and so I
am comfortable to be able to outline those options um in this context from the school department. Um there are at this time until they're voted there at this time um and things can change but
at this time um there is an option to fully fund the public schools of Brooklyn and town needs together together in a phased um over a three-year period. So to fully fund the needs of both the town and the schools.
There is a second option to fully fund the schools and the town again over the next few years, but that would be um an override that would consider taking more money in the first year and then
spreading it out using that money um in ways that you're able to fully fund the three years, but with an asterisk in that it would it would cause a funding cliff um for FY30. So fully fund our needs as projected for
FY27, 28 and 29, but would leave a funding gap um or or a deficit for FY30. The reason is because the money that would be taken in the first year added to the base of the budgets for the
next three years would um not equal increasing the base over three years. So what happens is you meet all your needs through FY29, but what you used in FY29 isn't necessarily fully reflected in what went
into the base for FY29, which creates a deficit to cover and then whatever increases you would need for FY30. And um and I say that and this is where I say go to budget central and then look at all the notes and it will help you
understand that as well. A third option being considered is not fully funding the request as presented at this time by the town and by the public schools of Brooklyn um but to to fund at 86%
of the projected request um for the proposed revenue gap. I think it's to be determined if it would be over a three-year period or would or would it be an in an amount taken up in the first year. And so so um if it were an amount
to be taken in the first year to be mindful that it would create a funding gap between FY29 and FY30 that would need to be overcome when you create the FY30 budget. Next slide please.
Um so the impacts to the public schools of Brooklyn depending on the outcome. Option one would yield the proposed um budget for FY27 as presented on February 5th in the amount at the start of this presentation. So again, we've revised
our our um our projections from that time to where it is now. So right now, the most current one is the one stated in this slide presentation, but it would yield yield the proposed budget. And again to remind everyone all the reductions we've made to be able to
present that budget. Option two, would you >> can I just just a clarification since February 5th, you made a couple more edits, right? So this is a little bit later >> because you had removed another 2.6 FTE right >> after February. >> Yeah, it was the 26th. I'm just like I'm
just making sure that I understand. >> Six. Yeah. Okay. Okay. So it's Thank you. >> Thank you. Option two would yield the same result as option one with uh with being able to cover our projected needs for the next three years, but again um
we create a funding clip for FY30. Um option three would yield as follows some more detail. So this is the option three. Next slide please. Option three would be funding not fully funding the request as
presented but at 86%. So in consultation with the principles, senior leadership team met and um looked at additional reductions that would be reflected at 86% of funding. Um the
reductions the further reductions to PSB would equal 2,52,222. Okay. Some of these um reductions were already listed if if there's no override at all or if there is an override option, it
fails to pass. So there's nothing on this list that wasn't already identified previously. So, it was a very difficult conversation in terms of how you differentiate the things that were already identified for a completely
um non-override situation. And um so this this is where if this were option three, if option three were to pass, these were the things that would be reduced, which is better than not having any override option
pass, but these would be the reductions that would happen. Next slide, please. It might be the final slide. Nope. All right. So this is No, it's not. So, the um the refresher again, we um we really
appreciate that options for override are being discussed. Um we also appreciate what that means um the impact to citizens of the town because it is asking for an increase in in taxes that are being paid by the residents. So, we
totally completely appreciate that. But we are also appreciative that options for an override are being discussed. Um if there is an oper if there is um if an override option is chosen to be
presented to the community or options um but none of them pass or no option for override is offered. A failed override or no override would result in a total staff reduction of 210.3
FTEES representing 14.5% of all staff and remember most of that staff left for reduction are are ones that are working with students most directly year one and so we have laid out in
previous presentations what that looks like. So in year one with a no override scenario um we would still we would did our mo we did our best to avoid um impacts to
classroom sizes but it would end up um we would end up losing the grade six through eight world language. Um it would end our four through eight conservatory program. It would reduce grade one staffing, meaning the parrot professionals would be reduced by half
across all eight schools. It would increase our high school class size and reduce high school supports reflected primarily in plus one, but also in other staffing associated with some of our specialized programs.
It's important to note that in in a scenario with no override and the cuts that would happen for FY27, the budget will still increase for FY23 and FY23.
In the initial slide, as I said, um, in a nonoverride scenario, the town allocation for increase would be90,000 in year two and overgative500,000
for year three. So, the budget will continue to increase. the town's capacity for an allocation to cover that increase actually goes negative in year two and year three. So this is why in a
nonovery scenario there would be additional reductions in year two and again in year three. So cumulatively those reductions would be K through eight class size averaging 30.3 an
increase of 56% and 36% of classrooms would be closed. At the high school, the class averages would go to 26 to 34. And it and to be mindful that um when we're talking about
class averages of 26 and 34, the range of classes can be plus4 or minus4 on either side of that. Um it would end our plus one program which is a primary support for MTSS, generalized support
for students, additional academic and sometimes social support for our students. There would be also questions of safety and compliance, reductions of our security aids on campus, but also the class size and reduction of ratio of
adults to students um for academic and um non-academic supports for our students and there is a question of how we would meet our 990 um and other questions about compliance with that tremendous amount of reduction. So
again, in a non-override scenario, there would be reductions in year one, but they would continue to be reductions in year two and three. The town's capacity to allocate to cover increases diminishes with each year um outgoing
from year two and year three. Next slide, please. Is that the vote? All right. Um, prior to the vote, I just um I wanted to return to um the thoughts of
our community and um wanted to be sure that we do appreciate that the options of a tax override impact every single member of our community. um and in in the amount of the taxes that they are
that they're currently asked to support our programs, but also additionally um if an override option were put forth for their consideration and if an override option were were to be um approved. So, I want to say that the
proposed FY27 budget recommended for your consideration represents our considered efforts to meet our fiduciary obligations to be responsive to all members of this community. It is highly streamlined financially to be
respectful of townwide and individual constraints and designed to meet the needs of all of our students as talented and diverse as they might be to fulfill our aspirational goals for them as well
as that as the ones they have for themselves. In building this proposal, we recognize the juxiposition of the weight of the request and the understanding that any reductions made are almost impossible to
restore at a future date. It embodies our commitment to offer you our best due diligence as this community considers its next steps. Thank you. >> Thank you, Superintendent Wong. Uh we'll
go to questions and discussion Carolyn and then Jesse. >> Um couple clarifying questions from the presentation. So Bella when you say
option one yield the proposed budget etc etc yield yield yield in the three options. Does that mean does that correspond to the change from your first slide where
now the gap over three years is 17944439 that that's now the ask from the school department to the select board to that that is the that you're reducing the amount that you're asking for. So that's
my recommendation for this board's consideration to to send forth. Yeah. So it's been reduced the ask has been reduced by the change in the gick. >> Thank you. And then I have another I have a couple quick questions like that.
Um option two. I guess my maybe I I'm I'm not following super closely the different options because I'm sort of I'm on a need to know basis like they'll decide and then
that's what we'll deal with. Um I thought Chaz had talked about an option that kind of created a reserve and I thought that was the option too like the lump sum and then there's kind of reser of a reserve at the end. That's
what this two is. >> So could I So could I restate it as well? >> Yeah. >> Um actually it probably all the options bear restating because they are they are because we're talking about multi-year.
So I think in the first option people understand the request over three years which means the tax rate would increase over that period of time to yield um what was enough to support the town and school needs.
>> The second option is to take a sum of money more than you need for year one but less than the the request over three years. Yep. >> But if you take more of it in the first
year, >> I understand >> you use what you need for the first year, the remainder is in a reserve and invested, I assume. >> And so the thought is there's enough for the second year,
>> use that and the remainder is in reserve and invested and then in the third year it's available. Um but what you took in the first year becomes the base for the three years and um you may have
spent more than was in the base over that three-year period. That difference is what becomes I I I had I just can't think of a better word, but the difference is what you
have to kind of make up for to be where you ended up in FY29 plus anticipated increase for FY30. >> So this is where you're >> that's your that's the second option >> and that's what you mean by a cliff. >> Can I add a little bit?
>> Sure. So, there's a couple ways to structure number two, and I don't think we know how the select board will structure it, obviously, but you could have it you could have it there's a range, which is still less than option one, and it could
be exactly enough to fund those um those the town and schools for the three years. Or you could increase it a little bit to offset that third-year cliff, and it's still less than option one. Doesn't quite cover the cliff of year three. So there's a little bit of a range there. >> And it's less because you're putting
some of it aside. Why is it less? >> Because you're requesting it earlier in year one and putting it in a reserve fund. So instead of asking for a dollar this year, a dollar next year, and a dollar three years from now, you're asking for basically two years, $2 this year, and then you've got $2 from this
year, and $2 from next year. And that so it's flat. But then at the end of that, you have a dollar, right? There's so this is does that help sort of at the end of three years you've t you've taken two year $2 this year $2 next year and you still have a dollar at the end >> that's an investment account >> yes and then right then there's the
little bit of pennies you have from the investment >> and that's the structure that's not the math >> that's that's the structure yeah it's definitely not the math I wish it was $2 [laughter] >> right okay I just wanted to make sure I wasn't missing something and then I guess my
>> so that's what you're so you're talking Bella about you're calling it a cliff or a like a not enough potentially not enough in year three >> and if if there's a different ter I just >> it's what it's the term that's being used
>> it's the term that's being used and so >> I'm trying to explain what is meant by >> and that's helpful because >> in my mind what I'm hearing is that >> at the end of 2030 anyway we have
There's no there's there presumably we have a big gap again. So that sounded to me like the same as cliff, but I understand the cliff is within the structure of the override. >> It should be noted too like why would
why would something that like that even be presented? because I think we all we've all been working hard to streamline our budgets and we also know what the impact is that we're that we're asking you know community
members to to pay more. And so the reason this is being proposed is because it's um it's a it's a it's a lower ask over that period, but it's a bigger ask up front,
but it's a lower ask cumulatively. And that's why and um but it creates a challenge, a funding challenge later. But is the impact on the taxpayer
not more because the base is established so high. So it's a so you're saying it's a if you can repeat but yeah but I just want to rec sorry I just >> the thing you said was >> it's
when you say it's >> I don't remember what you said. So the revenue collected is slightly lower than what you want, but we're taxing the taxpayers
on a higher base that was established in year one. >> No, >> I would I would say it differently. the revenue collected, assuming that this um the upfront one was at exactly the the amount to get you
through the three years, the revenue collected is the same. >> If they adjust it so that there's the cushion for the outyear, it it increases a little bit. I think the issue is that um >> okay >> the issue is that when you phase it you actually set up the base for the long
term in a much better situation than you do if you frontload the funds in the first two years. >> Okay. >> Like in your toy examples of option one and option two. Am I right in understanding that like under option one by the end of the three years our base would have gone up by $3 whereas in
option two it only have gone up by $2. That's kind of the cliff that's being talked about. Exactly. Exactly. Jesse can't hear you, Jesse. >> It says turn up volume. >> Hold on. We're trying to figure out if
we have our volume problem. Jesse Jesse, if you just hold on, Betsy is going to go check it out with Big. We go to other people and then back. That's okay. [clears throat] Bob. Yeah, I know we don't have the exact numbers
yet from the different options, but again to clarify for me, we're talking that option one gives us 24 million bucks in the first year. >> Some of some of which we use and some of it a lot of it we invest.
>> Option one, um that the the resident taxes would increase over the three years. Um, so that's option one and it would increase the base along with with that. Option two is taking the increase
in the first year but not as much as you would have taken over the three-year period >> and then um through a way. So, so through using reserve and investment you get you're able to cover the request through the three years but you won't
have changed the base >> much >> in the option where you invest a bunch of money. Do you do we have any idea right now how much um how much the investment will pay off over the over
the next two years? Do we know that, Mariah? >> The calculations that the town is using are conservatively estimating a 2% rate of return. >> 2%. >> Yeah. This is three years and and so it's there's not a lot of time here to
compound. Bob, >> you're not you can't get a five, six, 7% interest. >> I'm I'm just telling you how the town is doing it. I don't think it's necessarily >> I'm just trying to in my own head. I just want to find out how much income we can earn
>> if we if we frontload the thing. Okay. >> Uh Jesse, >> I think >> can you hear me? >> Yes. >> I'm getting like an infinite loop on my screen at this end. I'm sorry. I don't know why. Um
no num number one as I understand it even with option one although Bella didn't say it there will not be additional funds available to continue in FY31 without another
override and so regard so it wasn't said but it's it it it's important that people understand that even if we go with option one which is the highest um tax levy at the end. While we'll fund
just about everything with some trimming around the edges, we'll be back uh three years from now doing the same thing again. That's my first comment. Just important that people know that. Second thing is the option two. If you take a look at
page nine in our ERSC report explains [clears throat] that we're going to frontload the tax levy next year and cover the full deficit for the town and schools. So, what'll happen is the you get a larger initial tax levy raise, but a lower total override, and you'll take
that extra money, as Bob just pointed out, and put it in an interestbearing stabilization fund to be used by town and schools. What would happen is the tax levy would immediately increase and uh it'd be a little more jarring than option one, which would be the
lower levy. And what would happen is we'd have some excess levy capacity in 27 and 28. That's the money that would go into the stabilization fund. And since it only goes in year after year, Bob, there isn't a whole lot of base to build on, as Mariah said, in the next
one or two years after. This would allow the town and the schools to hit the current projected gap for the next three years, and it would reduce the override, you know, by around $4.5 million from the 236 to the 186. It'll also give us
some additional leeway to try to figure out how to get out of the same fiscal mess three years from now. But it should be clear to everybody and we we said it in the ERSC report that in none of the three cases do we solve our our town's fiscal problem past the three years. In
one case, we're going for a large um state um record override at the at option one um with the with the risk that it's such a large number that it won't pass at all. Option two allows us
some flexibility, but that money that's in that stabilization fund is going to get used up during FY28 and 29. If you take a look at the chart on number nine, there's no money [clears throat] left at the end of that. And so it's not like we have any dollars left for us to utilize
as we begin looking at FY31. In all three cases, we come around again to the exact same position we are in this year, which is to try to understand [clears throat] how to balance the rising cost of running our town and schools with decreasing revenue or flat revenue.
Those are the comments I wanted to make. Thank you. >> Thank you, Mariah. Um, I just want to make a couple comments, which is I appreciate what you're saying, Jesse, about we don't know what's going to happen in 30, but I als and and we could be back where we're
where we might be. But also, I'm not sure of that either. And I don't want us to tell everyone that it's a foregone conclusion that we're having an override for FY30 when we just don't have that information. And um, and there's so many moving parts at this point. And it's really clear at the state level that
there is like massive municipal stress across the board and something needs to change and this isn't just a Brooklyn problem. And so I I'm not disagreeing with you, but I'm also saying that there's a lot of different factors at play here that we should um that we
should account for. Yeah. That we should consider. Exactly. >> I agree. I agree. I agree. That's true. >> I just want Yeah. And then one comment I wanted to make, Bella, and this was about I was sort of thinking about the things you wrote on um slide the one
that says no good options for further reduction because the things that you wrote there really apply to the 86% option, the additional cuts you've had to make, which is like the cuts that are proposed in the 14% reduction, the one that I believe the select board has most
clearly requested, right? We focused on that one tonight because it sort of it seems the direction where the select board is going and it's mid-tier request. Um I just want to emphasize as I was thinking about it like the cuts that you are like the cuts that are making there. They're not painless cuts
that that 14% is is coming out of like like this is not fat. This is bone we're talking about. And so um thinking about district level positions remaining understaffed um and the reductions hitting students. It's it's funny because it was not really funny, but you
said expenses are lean any further reductions will necessarily impact staffing. With that said, you did make cuts to it's not good cuts, but the FFE budget did get cut. The um the um thinking about fees, so you've made it managed to mitigate some of the staffing in this proposed cut, but there are
significant cuts there. And it's and I just want to emphasize like these cuts mean the things that you wrote on that slide, which is the reductions are moving general education classes or case loads above guidance. They're eliminating programming. They're eliminating enrichment offens uh options and electives and they're reducing general and academic counseling
supports. So, it's really important and as you say like these reductions are impossible to restore. We heard some really moving public comment earlier about conservatory in the elimination which is still unfortunately while world language is not under this um mid-tier
um proposal, conservatory is. And like this is like these are really really impactful cuts still. People might think, oh, well, it's only 14%, it's only two and a half million. But this is the point at which the budget is at that when we're making these kinds of um cuts at this level, we are unfortunately
still affecting programs. So, I just I feel like it's really important to say, oh, it's not just nibbles. Like, unfortunately, we're at the point where programming is going to and where it is directly impacting impacting students, um, teaching positions, athletics, which we just added in the last override because we know how valuable and
important our athletics program is, too. So, sorry while I harp on those, but it's it's a lot. Um, Suzanne and then >> yeah, Mariah, I just I'm a little confused. This this slide that says no override or failed override, that is if
there is no override or it fails. That's not >> That's not the one I'm referring to. I'm pointing to the one that says Oh, the one above. I'm sorry. >> No, no, not the one above. No good options for further reduction. >> If you look on the back of your first page, just pointing out Yeah. that like they've already taken a whole bunch of
cuts to get to the to the 149.8 or whatever it is 149.8 right billion billion million dollar budget and these further cuts. Yes, you know there this is oh 14% off of the override ask but it we're already to the bone and this is
this is these are really really tough cuts to take on top of all the other cuts you've already made. >> So this is again just because I was on the wrong slide. Sorry. [laughter] So looking at the no good options that is if we were at the 86%
>> that passed >> right. So the so the select board has asked us to look at an 86% option >> and that's what that is. >> Gotcha. And that's >> sorry Bella and then Donna. >> Thank you. >> Okay. um to to say more about why I said
there were no good options for further reduction because we looked really hard to make the reductions that we thought would streamline our expenses but retain the strength of programs for students. We we looked for we've looked for it all
already and so any further reductions whether it were a 10% reduction or it's it's the next reductions that if there were good if there were options for further reduction we already would have done it because we were
facing such a gap and and I think it's probably still worth pointing out that the do the amounts that we're looking at for the next three years are really pretty comparable to the increase in dollar amount over the last three years.
And for anyone who manages budgets to be able to do that means we had to make a lot of reductions to make that work. Um, but to Jesse's point that he made, we also recognize that there are structural
things in the way we operate that we collective we can collaboratively, cooperatively work with the town and our own staff to see what we can do um to mitigate. But those are options
that need more time than we are able to do. um in in short. So we would keep working on trying to find ways to refine what we do operationally with the
objective of maintaining programs for students. And I and when I say no no no good options for further reduction, I am worried about loss of program because um the
implications are that they're really really hard to restore once once they've been eliminated. >> Um Donald, thanks. I think I might need additional clarification on
what Suzanne was saying because I thought option three was the 80 fund at the 86%. Right. So, isn't that the slide above? Isn't that the override option three slide? The one
Okay. Yeah. Okay. Because I thought Okay. Doesn't matter. Um on the override option three slide is this are the are the cuts that are reflected here happening at the same ratio Bella that you've described in the past the 4060 is it 4060
>> yes and so um we always as I said when we approached the reductions um the new set that we needed to do we first looked at district level and then um then what was left we looked at a 60 40%
ratio between the K prek8 and the high school. I say prek8 because I always want to include prek8. We always have them in mind but honestly there wasn't there is not much practical reduction you can do for that age group period. Um
so but we we do want to include them that we did consider prek8 as well. Um, and Y6040, it it um somewhat mirrors the where the student population is. So, we said it's where the students are at
>> and and I don't have my I I I can't find my glasses, so I can't read the numbers exactly, but for conservatory, it's >> okay. 7 FTE. So, what what >> what >> this is
>> for 27 at that 86 You're right at the mid level. >> At the mid-level override. >> So what's the impact of that? Does that mean what is that? No conservancy. >> Say that again. >> No conservatory. >> No conservatory. So that would eliminate
conservatory for Oh, sorry. So So Oh, you might be So um for grades six, seven, and eight >> and also um actually eliminates music entirely for six, seven, and eight. In grades four and five, they have one
general music and one conservatory. Right. So then, so four and five would still have music, but it' be once a week and no conservatory. >> So would you be able to talk a little bit more about the rationale behind choosing that as opposed to
other things or >> So um again we we looked at this in collaboration with the principles and so they were protecting class size. So to keep in mind when I say if there was a good uh you know if there was reduction we made it and so one of the first
things we did was rightsize the classes meaning we went to guidance. So there are if you eliminate any if we could eliminate a section and stay within guidance we did. So that means any further
reductions to class the class sections will bring them over to guidance. But the way it is, it it's a big difference. So one example I chose with if you have three sections of 17 because there are 51 students at
that grade level, you reduce one, you're now at 25 and 26. So when you reduce one teacher at a grade level, the impact is >> it it so so they were so we decided to do our best to protect the the class
sizes and so they so we went went to program. There was also a feeling about trying to be like have it to be equal across the eight schools. Um, and so that's why we also looked at
program. >> Are we going to have an opportunity? I I'm not I don't Well, so I had sent some questions about the 4 plus one structure. >> This is the time. So ask your question. >> So I guess some of my questions are
would taking can you talk about the process that you went through when you were looking at the four plus ones and I know it's identified in the no override scenario, but whether that would be an option to restore some other programs in
the K8s or even [snorts] across the high school if if we can you talk a little bit about the decision making that went in >> I do think that it was a fair assumption to do the 6040 where the students are um and also as I've come to understand the
press plus one it's a novel it's actually not a structure I've known before but actually as I've come to understand it better and better I I actually feel it's quite ingenious. Um the plus one. So you have four teach you
have teachers teaching four classes and then the plus one assignment. And the plus one assignment is generally tutorial or other support for students. So it may be department specific or it may be more general tutorial or skill-based.
So the research shows actually the best support for that kind of general in academic intervention are the classroom teachers and so it ensures >> so it ensures that teachers are the ones that are being used for those kind of
supports and that's not def that's so there are other school districts that have teachers teaching for but they don't have this other piece where they're ensuring that teachers are fully involved with interventions like this, >> but not all of the plus ones are
academic and >> some of them are social supports as well. And I I think too definitely as we so MTSS has an academic and social component and you know Matt Dubois has been here presenting
um we're at a place to know that there you cannot cannot really separate the supports and hope for the outcomes that you want to have from for students. So MTS is both academic and a social component. No,
absolutely. But some of like for example, one of the plus ones is the teachers, mentoring teachers. I'm not by even having this conversation, I'm not suggesting that's not important. I just think it's >> um this is the place where we need to ask questions so that we can understand and we absolutely respond to our
stakeholders as well. Um so um one of the questions I had asked about the plus ones um was how is the determination made um h how is it deter how is it determined what qualifies for a plus one and what
doesn't because there is a you know I think there may have been a shift from the previous year to this year moving some of the programs from a plus one from stipens to plus ones based on emails that um based on some of the numbers that Hal and Anthony submitted
last year. >> Sure. >> So, I'm curious about how a decision is made whether something qualifies for a plus one or not. Originally, obviously, when the plus ones >> were um um were created, it was specifically for
tutorial and it's expanded since then. So, I'm just I'm curious about the rationale. >> Sure. Um and also um Principal Meyers and um and and assistant headmaster um >> head of school. Yes. >> Yes. Head of school. They were not able
to be here tonight and so we anticipated there would be questions on plus one. So Robin and actually several of us have met with them extensively but um Robin probably the most extensively. So so if she would if that's okay.
>> Yes. So I I mean as you said they are largely around tutorial different types of tutorials for students both academic and social emotional. There are some other plus one assignments within the um the schedule again largely in in support
of students. Just reminding that some of the plus ones have already been cut in the proposed budget. And so some of the places where they may have added some in recent years, those will be places where they would be reducing. And so we haven't named specific plus ones, but
all of the things that you've mentioned are under consideration for how they re, you know, re-evaluate the plus one because with the reduction of them, they have to reevaluate them as a whole. Um, so I think that's that's how I would answer that without without Anthony and
Hal here to talk a little bit more specifically about all of the decisions that they've been having with their team as they've tried to navigate this >> and are were you able to talk with them about how they determine whether an assignment qualifies for a plus one?
Will an assignment qualify? It again it's generally been when they can it's you know it is that academic support. It's through tuto different various tutorials but >> they're not all academic >> but there's a few one-offs and again those decisions have been made over time
and some of those decisions are some of the first that will be considered as we try to maintain academic support and social emotional support for students. So um I have I have definitely asked a lot of questions about what what is um what merits a plus one, who gets them
and the things that are on the list for it. So mentor teach mentors mentored teachers teachers mentor. >> Yeah, thank you. The state actually requires us to have a mentoring program in place. Um so mentoring actually is a
is a really important and powerful tool. um teachers in the classroom are the best to coach um teachers that are new and it's all for everything is for the benefit of the students and so so the most important thing happening in the district is that interaction between
adult and student um it's us it's that's it that's the most important part so it supports um that just supports that enhances that relationship with students and gets them to be where we need to to be as fast as
they can be like in you know in their first second or third year. So it is an important function and where I say this is um ingenious structure is um that that you have teachers already there available and you can assign it to
them. I'm assuming the people that are assigned to it are good at it. >> They're coordinating at the school. >> Yeah. And is there an evaluation structure for those for that program? So I I you had told me earlier that there's a director but
>> so you mean of the tutorial >> right? So are we how are we evaluating that >> you know the program as a whole or the individuals within the program? >> The individuals within the program is that part of the evaluation structure for the school. >> So it is in some cases. So um again they
work with the department leaders to support teachers that are working in tutorial to ensure that that um time is being used well and that they're be able to coach students. Um they are a unit B position so they are able to contribute to evaluations of teachers that are
working within the tutorial program. and and I'll I'll my final question and then I'll pass it off to whoever else is next in line, but are you able to um reassure folks who have had questions about whether um an educator can be in a plus
one block like and collecting a stipen at the same time? That are you able to reassure us that that does not happen? >> That's not happening. Sometimes there are programs that there might be a plus one for something that happens during the day and there might be a pl a stipen
for something that's happening in the after school hours. So a an example of that would be like an FX math where there might be a tutorial that's happening during the school day and that's a plus one. That's not a stipend. And there's after school support that's happening and that stipend is for the
after school support >> and it may not be the same person. Right. >> Right. Like >> and there's summer stipens >> and there's summer stipens and things like that. So you might see the same type of or same name show up in a couple of different places, but they're for sometimes for totally different people and for different activities happening
at different times. >> Thank you, >> Carolyn. Um I also have some questions about 4 plus one that I've asked and I'll um I'll say them and I'll so my general concern or
my general curiosity here especially as we have had some information trickling in is whether there is slack in I'm I'm calling it slack for lack of a
better word whether whether there's slack in this um system particularly in tutorial which I love. I have no interest in in compromising tutorial. I think it's it's
great, but from what we've started to see yet without the full transparency of the information is whether it's over staffed. Maybe we got some information that there are I think first
it said 49 maybe it's 43 um educators assigned to tutorial as their plus one but we weren't told we haven't been provided with the information which I
have asked for how many sections that is how many students per section basically what the ratios are. So the course catalog says it's a 12 to2 12 students two teachers.
So my question is whether in practice the ratio is lower. Are there more teachers? Um I can speak from personal experience and you can see it in the in the information that was provided to the
ENRSC. It looks like there are tutorials that have four and even six teachers and we don't know how many students there are. So in my view we need that information in order to understand whether there's
slack there and whether so that means and this is also talked about in the report in the ENRSC report are we optimizing our contract are we
optimizing our teachers time um such that we can provide our program with better efficiency and not have to lay people off. So for me that information is still missing. >> So I think
>> broadly and sorry let me just throw out no because I have a few specifics too. >> I did ask for the details um in the second set of reductions a couple weeks ago. The line item said $261,000
reduction and that was described as one admin and 4 plus one shifts. Um, but I'm interested in what the detail is there like how much of it is in 4 plus one and how many 4 plus 1's.
And the most recent FAQ that we got said there are six seal tutorials and four program tutorials, EL, METCO, and STS. The course catalog says
the METCO has a separate class that is the METCO tutorial and it says that it's staffed by a special education teacher and a content area teacher. Are those staff FTE
funded by the METCO grant? like is the is the content area teacher who is the METCO tutorial teacher >> is just asked about four questions one at a time. >> Okay. My actually I asked one question.
My first was that we're still waiting for information. So my second question is about whether the METCO grant covers the METCO tutorial staff. So, I thought I feel like we've discussed this and and
answers to those questions that Carolyn has said and um so I I think Robin has those responses but I didn't know >> I just want to clarify one thing which maybe was a little confusing from ERSC.
The high school shared data on the class schedule, raw data, and there were multiple like it's hard to interpret a class schedule without being an expert in class scheduling. And there was many things like multiple sections assigned to the same teacher for the same block
and other things. And so I just want to be clear that we did there was no clarity that there was four or even six teachers assigned to a single um class block. We were very clear that we didn't have the information to interpret that. Okay. It looks that way if you I mean if
you look at >> the number of teachers assigned to for example freshman tutorial01 >> right >> has six lines freshman tutorial O2 has >> but we weren't sure what it meant >> and that's why I asked that question. So
the first thing I was saying is that we haven't received that information yet to be able to understand how it's staffed. >> We have talked about this. I thought we had provided it's okay. I think Robin is prepared to give the to respond. I don't it just
there were a lot there was a lot of pieces there. >> So is the first one that you'd like me to respond to that part right there or >> Well, I don't think you need to respond. I think I'm just saying we don't have that information yet. >> Well, she can give it to you. >> She's she's going to give it to you. >> I can give you an explanation of the way
that tutorial is structured. So that two teachers to 12 students. So typically there'd be two teachers, 12 students assigned, two teachers, 12 students assigned. You might have three rooms of tutorial happening at a time. Sometimes two, sometimes three. Um, students can
kind of move between because they might need help from this teacher over here. It might be like a a math teacher and a science teacher in one room and a social studies teacher in an ELA, you know, like so there's typically a math, a science, a social studies, and an English assigned to each tutorial total
across two sections, at least two sections of it. Um that's my understanding. So that's how you get the six to one ratio. One of the things that happens when you reduce the number of plus ones is you're probably going to reduce the number of teachers that are there. So your student teacher ratio increases. So that was I think a
question in there of like every time you reduce the number of teachers available. Tutorial may still be scheduled because it has to fit into students schedules but um you won't have as many teachers available. So that's part of it. And I don't know if I answered that clearly. I
mean no think but okay I'll ask again all right in email. Okay. Um and so what was the sec just because there are number >> the question is whether the metco gr so where the metco tutorial
has a content area teacher is that a teach is that content area teacher when they are doing metco tutorial is that funded by the metco grant I know that the special educator is I'm unsure about the content area
teacher >> I think actually that's FAQ that's been I I thought posted but it was posted today. >> Yeah. >> Um so there is a response to that. So one part is and one part isn't. >> The other part I'm not sure of but the special educator is funded out of the
MET program. >> And sorry Bella when you're saying one part is and one part isn't. >> I think there's it's a combination. I think there was the content person the teacher content teacher not necessarily. Um, but a special ed teacher would be
different for support. >> And then I also was wondering what the I didn't see the EL and SS tutorials in the BHS catalog. And I'm also wondering what an SEAL tutorial is.
And is that like a class you >> I sign up for? >> I don't have the FA keys, but actually it cites the page where Yeah. >> Susan, do you have the FAQ that that um was completed today? >> No.
>> What? >> I thought he posted I thought Z actually posted it. We didn't get to email anything today. >> Yeah. Yeah. >> Okay. Thanks. So just generally I I
really remain concerned with just like the unless it's in the FAQ, it's been really difficult to get the information and to feel confident that that that
things are as efficient as possible to you know I don't want to lay off teachers or anybody. And so I want to feel confident that we are um
scheduling that the high school is scheduled as efficiently as possible within the structure of our contract such that um
that we can realize um tradeoffs if nec if possible or savings that could save other jobs um
because we're lean and and sacrifices have to be made and so I don't feel like I have the information yet to be confident that um that there's that there's not more
possibility there that could that could help us in other places. >> I just um I just want to be clear that I do believe the answers have been provided and that there are references to um like
All right. So, did did you want to I can >> Yeah. Yeah. So, I thought he had posted this, so I don't know if you're checking whether it's been posted, but every question that you've asked, we actually have tried to respond to. Um maybe not as as quickly as you were hoping, but we
have looked at we have looked at everything and what we feel we are presenting in the proposed budget is is streamlined and efficient and best designed to meet needs of all our students um in the proposed budget. So we there
are some reductions to plus one in the proposed budget and in the next round of reductions there are more profound reductions in in plus one but plus one is really our supports for students um
socially, emotionally and academically. >> And again I know what it is and I feel like when you say it that way there's an implication that I don't appreciate tutorial. I have children who were in tutorial um who one year had four teachers in the class. So what I'm
really trying to do, I just want to be clear, is ensure that we're doing our best to [clears throat] maintain program that's valued and I value tutorial. >> What I what I take issue with is leaving a thought that we have not answered your
questions. You may not be you may not feel satisfied with the answers to your questions, but I don't we have really earnestly tried to answer questions. It's okay if you don't agree with them, >> but I I would just >> it's not a matter of agreement and it I
think I was looking for information I think from the high school about the staffing, but maybe that'll be forthcoming or maybe it's in what we >> so didn't get today. Susan, if if there was an FAQ that was posted today, can you email it to us? We didn't get it.
>> Okay. Um, my question is uh either for you, >> Robin has a response. >> Oh, Robin has I just wanted to answer Carolyn's last couple of questions because I was able to find it and it will come out in the most recent FAQ. Um, the METCO tutorial staff includes a special education teacher and a content
teacher as you asked. um the special education teacher is funded out of the METCO grant as we believed and the content to area teacher is not. So that's the the answer to that. In terms of the EL and the STS tutorials um listed in the are they asking whether
they were listed um in the course catalog. The EL tutorial is listed in the course catalog. It is on page 29. Um the STS, the SWS and the SE are not um listed separately. They're all variants of a regular tutorial, so
they carry the same course number of the TU 1000 or TU 2000 courses and um that's how I mean that's where they are in the course catalog. So they're not separate and I do know in conversation with with
Anthony today particularly as we look at any of the tutorials that are typically smaller in size and some of those specialized ones might be smaller in size. they may be kind of reintegrated within the overall tutorial structure.
Um, so my question is for Susan or for Bella. Has there been any conversation with the BEu about extending the date by which we would need to um provide RIFF notices to staff? >> My fault I I didn't write them yet.
Okay. Yes. But that is um that is a request and for everyone the um the contractual dates that you have to let someone know if they might be a reduction in force and they would be impacted are kind of
close to what I don't know if the override I think there has >> well I was going to say I think they have to decide there's going to be an override before there's an override date but there has been a date that um has been considered and it's fairly close.
So, we would ask so I'm sorry I didn't ask the BEu yet and here I am on air saying it. So, I guess I apologize to our members. Um but I I will >> but that is that is a consideration. Yes, that's a consideration if we could
um if there's an override election, have the override and then the roof notices could go out if they need to go out. >> Okay. Thanks. Can I ask you could you just remind us what the dates are because I think and they vary depending
on unit or position. I don't remember the details. >> Um Susan, do you have them? I can look them up if you >> No. >> Well, she could say that one first. >> When rift when riiff notices have to go
out for pret for um pts and unit b and everybody else. >> Could you give us a sec while we look that up if you had the >> Oh, you have it. Okay. >> So, there's two sections of the contract um that uh come into play for unit A.
And so, May one is the date that we have to get uh line share of the riff letters out for unit A. Um there's another section that says May 15th, but because we have the May one date, um that is the date that we have been held to. Last
year, uh we asked >> I'm sorry, Susan. I thought one was for nonPTS and one is PTS. >> Yes. Yes. And that's the second date. >> Yeah. >> The May 15th. >> Yeah. >> Yeah. But when we do this, the majority
of them are PTS. Um, but we do have those two dates there. Um, after that, most other employees and other bargaining units like [snorts] ASME, for example, and unit C would be uh June 15th. >> Okay. Thank you, Bob.
>> Yeah, thank you, Val. >> Um, I mean, I'm just thinking um about the context for the conversation. Um, and I guess I would describe what we're facing. I've called it an
existential crisis. Val has said the system would be unrecognizable if some of these situations occurred. Um, and I just, you know, as we got into the weeds on the tutorial, I just I just
want to clarify the genesis of that program because it's one when I say we face an existential crisis. Brookline public schools has been a very special public school system. The tutorial
program was created, just to clarify, um, it wasn't called 4 plus one. was we we created the tutorial program back in the early 2000s um after a two-year research project. Um and and the genesis of the the idea was a couple of things
that there was no formal academic support for kids at the high school other than special education. And so what we what we did is we took a we did a little research for two years comparing the results of learning center
academic progress with the new tutorial concept. Um it was five kids, one teacher. Um that the numbers were the same in the learning centers as they were in in the new tutorial concept. Anyway, after the two years, the results
of the research done by BC and Harvard were that the kids in the kids who looked academically the same and socially emotionally the same. Um, the kids in the tutorial experiment did a little bit better on test scores,
grades, um, well-being. Um, it was a pretty comprehensive study. What what I'm saying is that that the then the then the tutorial mor morphed into something that was pretty substantial and it's the kind of services that were
provided to kids outside academic services and social emotional services that were provided to kids outside of special education um what were part of what made the high school special. And simultaneously this tutorial provided something very
unusual. It provided a teacher with a different kind of preparation and a different kind of um of of of um professional work because you know teachers they come in they can if they're teachers they start teaching five classes four classes whatever and
they can do that forever. So, one of the one of the ideas here was to differentiate the teaching profession and give them a formal academic um preparation um that made them feel like they were um doing some professional
stuff that was different and interesting. Anyway, what I'm saying again out loud is that the tutorial was an is an example um of something that made the Brooklyn public schools very special. And as we talk about the cuts
that we're facing throughout the system, including the music program, conservative program, conservatory program, and the librarians and the technology teachers, all of these cuts, uh, really they go to the heart of what makes
Brookline public school so special. And I think that, you know, I spent 23 years working in this school system, loving it and respecting it, viewing it as a lighthouse, innovative, um, caring, loving school system. And what we're facing now and what the public has to
understand, um, as we're looking down the road at potentially devastating cuts is that again, the existential heart of the system is at risk. And um I always like to quote Olive Wendel Holmes Jr.
who says that taxes are the price we pay for civilization. Well, taxes are the price we pay for a lighthouse school district. Thank you. >> Thanks, Bob. Um Sarah, I believe that that really is our story to tell is to tell the public what the
eventual impact of these like line items are. And so I appreciated that Bella was able to get into that a little bit about conservatory earlier and that you were telling us a bit about um the about tutorial. And if you can imagine a teacher that is able to sit down with a
smaller group of kids and explain a concept to just those smaller just those few kids in tutorial, that really is an amazing learning opportunity. And it helps the the regular class too because the kids that sit in the general education class are able to go faster
and quicker if they ha if some of the kids have a bit of exposure to the teacher on the side. And when Bella was talking about conservatory, I thought the conservatory was really well stated [clears throat] the the importance of it by public comment. But then you also have the impact of
getting rid of um conservatory on the teachers that are left behind to to take up those additional um you know that additional time with students. So once you don't have conservatory for fifth through 8th, you have your academic teachers that now their case loads go up
and they're not able to um because they have to spend more time with other kids, they're not able to do the same coverage and then the the principal steps in to do that coverage and then the principal isn't there for instructional rounds and then we don't have like that real commitment to quality and education. Um
just as my third point I wanted to talk about there's an unaligned um staff member at the high school that is proposed if we if we do the um what is it the 86% and to tell a little bit about that story is if you don't have that dean
that the work that those deans do that are like face tof face with students when an issue comes up and the dean is able to go in and question a group of kids and have a prior existing relationship with those kids and get through the issue really quickly. If
you're going to remove one of those deans, the the two that are are left are are just not going to be able to operate at the same level. And I think that that's our our commitment to the public is to tell this these stories of what makes Brookline what Brooklyn is and what the great impact would be of these
cuts. So, I'm glad that that's part of the conversation tonight. Thank you, >> Suzanne. >> And then, Donna. >> Yeah. I just want to put a plug in for conservatory. [laughter] I mean, I know no one wants to get rid of it, but uh
and I I just hope that we have a conversation, I don't know if it's tonight or some other time about alternatives and how we can preserve conservatory. I just feel it's so so important uh ju really for our fourth and fifth graders uh to be exposed to uh
have the opportunity for instruments and they use that all the way through through high school. Our number is seven FTEEs full-time equivalents that is about one FTE per school. We have eight K to8 preK to
eights and you know just brainstorming I might suggest that we go back to our school administrators and say if you could hold on conserv conservatory is there someplace else where we could take that one FTE at your school. Um
it's a difficult choice. It's all of these are difficult choices, but I'd love for us to have at least a conversation about a possibility of making that happen. >> Are we Donna and then Jesse >> proposal to cut conservatory tonight? >> It's the 86% override.
>> It's not tonight. It's just sort of >> But we're not being asked to vote on that, right? >> No. >> Okay, >> Donna. And then Jesse, >> I I want to make sure um or let me say this differently. I want to in in response to Bob and Sarah, I
want to make sure I understand that the the intention for tonight is budget deliberation, right? So this is the appropriate place where we're discussing or asking questions about whether it be a line item or a program or the decisions or rationale or things like
that. So that's what we're doing, right? Okay. I want to make sure. So in for Suzanne, if you had questions, it would be appropriate for us to have that discussion this evening. Um I think that's the intention. I think and I and I want to make sure I'm reiterating that
everything that we're discussing tonight is incredibly painful for everybody. >> Excuse me. Someone's eating with their mic on. [laughter] >> That would be Bob. [laughter]
>> Well, um I can't remember what I was saying now, but I think I'm saying it's incredibly it is an incredibly painful conversation to have. It is also incredibly painful to to have to ask questions ask questions I mean of the
superintendent. I have to be honest. It's incredibly awkward and uncomfortable for me to even ask why did you make this decision and not this decision. It's awkward for me to ask Robin and Karen and Susan because I know you are all working incredibly hard. I
know that the principles are doing everything with integrity and good faith. But at the same time, I want to make sure that that that I reiterate, we're asking these questions because it is our responsibility as elected officials to do our due diligence. It's
and and um that was important. That's important for me to say and reiterate because while I do um I I respect and value all of the decisions that you got all the work that you're doing and all the decisions you're making um I think it's also important during this time
that is reserved for budget deliberation for us to be able to ask these questions as uncomfortable as it is for everybody. Thank you Jesse. Thank you. Um I'm not sure where we were in terms of a motion to accept Bella's
budget as proposed this evening. My comment is given the exquisite detail, the uncompromising professionalism, the trust that we're giving into our central administration, the amount of effort that Susan, Bella, Robin, Karen, and the entire team
have done, the the edge cutting, the fringe cutting, the little deeper cutting that have resulted in um a budget that does not cut FTEEs that are studentf facing that u if if it's the right time, I'd like to make a motion to accept Bella's budget as presented this
evening. >> Um I I'll make the motion, Jessica, I have the language in front of me, but I I want to make sure that people are >> I'll make the motion. We can still discuss. Um, so I move to adopt the superintendent's FY27 proposed budget in the amount of 149,81,000
81,91 and to continue to work with the town to align the school budget to the town's allocation of $145,259,571 increased from $144,533,297 on March 13, 2026 through the identification of revenues including a
potential operating override. Further, as part of the FY27 financial plan, the school committee approves the grants presented in the FY27 budget as modified during the budget deliberation process. >> Betsy, do you mind putting up the slide that has that? Is there a second on that?
>> Second. >> Uh Mariah, I assume. >> Yep. Sure. >> I'm just thinking it might be helpful for people to see the text, too. Yeah. >> Although maybe we have it in our packets. I'm not sure. >> It's in the It's in the packet. >> Thank you. >> Yeah, but people online at least >> you just turn yourself off. I think it's one table for it.
>> Uh, so Caroline >> cut off on the screen. Can you make it cut off? >> So there were two differences in what Val just said, right? You filled in the number as 14980191 and you turned including an operating
override into including a potential operating override. So I think those are the differences I noticed. >> Correct. What was >> I just said potential operating override. >> Can you repeat the number again, Andy, please? >> 149,8191.
It's on the first slide, Jesse. >> I don't have all the slides, handy right now. Okay. >> Okay. >> Thank you. >> Yeah. >> I don't have the hard copies. Okay. Thank you. >> Sure, Carolyn. Thanks. Uh, we have a second.
Mariah seconded. Um I don't know if this is in So there is a something that was produced that we didn't get today. Is that right? >> It just got emailed to everybody. >> Okay. I can't get my email. >> So I thought I thought C had published
it. So it it >> Okay, I'll just ask my question. So this I had a question from the be when we first got the budget book because I had never seen um steps to success as part of our org
chart before because it's a 501c3 independent organization. And then we were told in one of these FAQs that PSB pays a director
of steps to success and adviserss in steps to success. Um the steps website actually shows that they have one adviser and two directors. And I'm just curious about that
structure and where do we see the steps to success staff in our budget? Where where are those? >> They're in the district. They're list central office. >> Central office. They're listed under the district. >> OTL.
>> And how many people do we There's one director. Yeah. And they're not the same director that you see on the steps to success website, which is a director associated with that nonprofit. >> I see. >> It's a director of the work that happens
here during the school day. So they coordinate. >> So it's an administrative position. An administrative position here. Um it's I don't know I mean it's existed for a long time. It moved within the org chart because that position used to fall under
one of the senior directors of teaching and learning. Y >> and with the reduction of a director of Got it. >> director of teaching and learning now they >> okay >> fall directly under me. >> Um and you know what I would say is that person is um responsible for
coordination for the STS programming that happens in school as part of the public schools of Brooklyn contribution to that relationship. Yep. And um as do the adviserss. The adviserss are working with students during the school day and then for I think one hour after school
and then steps to success inc is responsible for out of school programming. Got it. Some of that summer programming, some of that beyond high school to college programming supports. So it's really a combination um that happens and the Got it. I just I had
never heard of I didn't know there was that I had never heard of us being part of steps but it sounds like it's a sort of separate partnership. >> I think it's also you so Robin meets with the board regularly and they meet once a month. >> They meet once a month.
>> Yes. >> Donna is the liazison from the school committee. Yeah. >> Um and I think that you know it was actually helpful for me recently to learn a little bit about the history of step. >> My question isn't about the program. The program is great and in fact I as I have said many many times I would love to see
more steps work pushed down and down into the lower grades. I just had never seen it as part of our org chart. So I was just confused about that whether it was a sort of quasi relationship. No, they they are a public schools of Brooklyn employee and the
shift in the org chart had to do with the shift in the overall organizational changes that happened in OTL. >> Okay, >> anybody else? I do have one more thing if there isn't someone else. Okay, I'm going to talk about something I talked
about yesterday at finance. Um, it's important to me to to to say this also in the context of everything we're dealing with. um and what we're asking of the public
and um the recommendations in the ENRSC schools subcommittee executive report recommendations. Um, one of their recommendations is that um, the public schools of Brooklyn
um, enter into lease agreements with organizations that we are giving free office space to in our buildings during the day. Um, and I think that we should be working on
doing that. Um, in addition, you know, we we all know what the cuts look like, but what the ENRSC has identified are uh cost structure changes and revenue potential.
Um, and it's I I think it's really important that we demonstrate um a commitment to to taking those kinds of measures so that um even if we are back here again in three years as Jesse
noted um that perhaps we're not uh as as badly back here. Um so um it doesn't sound like there is I don't know it's not clear to me whether there
is sort of uh commitment or interest to moving forward um with addressing that. But, um, there's potential revenue there, and I hope that we're going to be open-minded
and and flexible to um to take on the ENRSC recommendations, including that one. Um, I would rather have a lease with an outside organization, an independent organization, than than
lose a librarian. Um, so again, I'm I'm really looking for ways for us to uh preserve our program. So, um, I hope that that's going to be taken up. >> So, I watched the finance committee
meeting as my um, late night TV last night and I thought the superintendent did an excellent job at framing some of this. So, would you mind repeating some of what you said at that meeting? So I I know um so to actually the the ENR um committee has made a lot of
recommendations and so we've actually I don't think there's a recommendation that we haven't considered and thought about you know taking it to the next step. Um, as I've researched um what what entities
are using space in our schoolowned buildings, um it's it's um it's a varied list and how it came to be that some um are not being charged a fee for that
use. Some of it is embodied in in an agreement and some of it has not. And so what my response was I I prefer to make sure that when we take steps to do something that we are doing it with the
full knowledge of of every like everyone's use of space. I also feel um there's a lack of clarity around um how those situations came to
be and I I really am in favor of um offering transparency to that. Um I think the whole school committee should know um who's utilizing the space and under what circumstances.
And so I'm hesitant to move quickly to to assert changes in in some of our relationships with some of some of the entities are using our space, but it's not a reluctance to take that on. I just
want to make sure that what we do um is fair, open, and also takes into um consideration what the members of the committee might think. it. I think it will probably entail um a reook at some
of our policy and again for discussion and see how you know what everyone thinks. Um I think actually it's a really important process that everybody have a better understanding how how space is used in the schools and and
everyone should be comfortable with how it ends up and I I do believe um we're actually very open to that. It's it's something that's been highlighted as something that we should have more clarity around
you. Anyone else? Bob. >> Okay. Testing one, two, three. Um, so there's an opportunity to talk about the budget in general, right? >> A motion to accept the budget. So, uh, I
say two things. One, um, I want to honor what Carolyn was asking about tutorial in terms of accountability. Um I just I I I think that um the history of of the tutorial program um revealed that there needed to be strong accountability for
the work that was be being done by many many teachers with many many kids. I just want to you know agree with Carol's concern about that. The other thing I want to throw out and I've talked to Bella about this and she and I disagree on this but I you know we're in a crisis
and um one one of the things I suggested in terms of budget is something I did long time ago at the high school which is require every administrator to teach at least one class. Now for example there were about 15 vice principles in the system. If each one of those vice
principles taught one class you would save $300,000. Now I know it's a little complicated in terms of scheduling. it would have to be a middle school um initiative um because that would be you know just take an English class or a math class or Spanish class something
like that but um there are other there are [clears throat] other administrators in the system um at the high school and um even sort of central um administrators I would say I I would say that 20 administrators at least in the system
could teach one class and save us $400,000 and I think that's not a small uh thing to think about and it's especially um interesting because you don't lose services to kids by cutting by not cutting by by assigning administrators to teach. The kids are
still being taught but by a different person. Um so I just I want us to think about that because um it's a big moneysaver. Um, it puts administrators in a classroom day in and day out doing the main main work of a school system,
which I think is good. Um, the relationships that you bu that you build as a teacher. Um, even if it's one class, I'm very familiar with it, is is very important. And I just think that it honors if administrators are all teaching, it honors the main main work
that we do in a school system, which is teaching. So, I just want to throw it out. Um it's a potential savings of hundreds of thousands of dollars um without taking any services away from kids. Thank you. >> Anybody else?
>> I think it's a great idea, Bob, in general in that I love the idea. It's sort of it's the four plus model and you're seeing people in different contexts and you're having that face face-to-face experience with the students in the role as teacher as opposed to the administrator. With that said, I don't think it's accurate to
describe it as not representing a loss in service because the time that they would have spent doing dean activities, principal, vice principal activities, there is a loss in service. You can't do the same things in the day that you could have done in a eight hour day that you're now doing in a day that also includes teaching,
right? Because teaching is a is, you know, like teaching is a big responsibility. So I just want to reflect that bit that like we have administrators because they are doing other things that make sure that the building keeps running and so there would be a loss but it's it's but it is valuable. I
>> can I push back on that? >> Yeah, go for it. >> I just want to say that you know I taught points of view for 20 years. People said you're crazy. I said no not crazy. A lot of administrators at the high school. if anything bad happened. There's plenty of people take care of
this stuff. And you know the you know you're you sort of creating an algorithm that if you teach one class a day, you're going to you're you're going to miss out on administrative work and what's going to you know what's that about? And I just disagree with that algorithm. I think that if if you have a
teaching responsibility once a day, I had my FB block class once a day and then I I worked for the rest of the day as an administrator and it worked. And so, you know, that's my research. My qualitative research is that. >> How many other administrators in the high school did that? >> Everybody. >> They all taught.
>> Everybody. >> Everyone said, "Oh, Bob, you're so unusual." >> No. No. No. No. No. I I >> No. Part [laughter] No. Part of my um expectation was that, you know, it wasn't against any union contract or anything like that. You
know, I want everybody to teach one class. So Pete Writtenberg, who was a a great you he was an English teacher before he became the athletic director at the high school. He called me in. He says, "Bob, you know, I'm running a school here for 1300 kids. The athletic program has got 1300 kids. How do you
expect me to teach?" So I said to him, "Pete, you know, I'm the head of the school for 2,000 kids and I'm going to teach. So be quiet. Just teach your English class." And and he did it. And again, it does it does not impact your administrative responsibilities. I'm
sorry. It's just that's just the way it is. You make do. Um >> making do is not >> No, not make do. You work You work hard like we all do that we all and we do the best we can to to take care of all the business. Teaching does not teaching one class does not take away from your
administrative responsibilities. >> Administrative responsibilities could include responding to emergencies. So what happens in a building with one vice principal if there's an emergency and that vice principal can't leave their classroom? No, I understand, Andy, but it's it's very rare that that would happen. Very.
I never missed a class in 20 years. >> You had a large administrative >> I know I did, but I mean, I'm just saying there wasn't an emergency that would cause me to leave my classroom and and, you know, respond to an emergency. It never happened. I just think I I just
think having done it and having, you know, Hal Mason, assistant head of Brooklyn High School, continues to teach an English class, no problem. And his job is very intense. Okay. I'm I feel very strongly that this is this is a
good way to save a bunch of money and to actually put administrators back in the classroom a little bit and have them have a good time. Donna, >> I I just want to add um maybe another facet to the discussion and for
consideration. Um I work in an academic medical center and there is significant research that shows um physicians who teach have improved um much improved well-being. So, it's just like another facet of it might not be necessary necessarily financial or about their
bandwidth in the classroom, but I wonder if it would have an impact on on their sense of well-being. >> Yeah, I had my hand raised. >> Jesse, go ahead. >> Yeah, these are um the discussion is fascinating and these are great ideas for future, but I wanted to call the
question. >> Okay, I actually have another question. Sorry, it's >> the question and I'll procedurally call the question means we're stopping >> correct >> that is what calling the question is we can have a vote
>> that is correct question >> call the question means like at town meeting terminate debate so >> is that what we is that >> parliamentary procedure which is what we follow >> we need a two-thirds vote of the school committee >> so I don't get to speak >> well we're take a twothirds vote Jesse
how do you vote I vote yes. >> Donna, >> I'm voting on the budget or voting on the call to question. >> Whether to terminate debate. You're voting whether to terminate debate. >> Oh, no. >> Suzanne, >> yes. >> Sarah, >> yes.
>> Uh, Mariah, >> I'm abstaining. >> Andy, >> yes. >> Carolyn, >> no. >> Bob, >> no. >> I vote no as well. >> What does that voted no? And that means Caroline should ask her question.
>> I have a comment and sorry Jesse I know you don't like long meetings but this is our budget. This is what we do and this is our >> This is not that is not what I said Carolyn. I'm sorry. >> Oh sorry then I misunderstood you. What I said is that this is an inter
interesting discussion bringing up future opportunities like having teach like having administrators teach like having offices that are having free rent have to pay. These are incredibly important things for the next cycle. But what's on the table for the school committee right now is looking at
approving $149,81,91. And this discussion that we're having is great, but it does not touch that budget number that Bella and her team have presented to us. >> Thank you. So, I was actually going to say that the kind of thing that Bob is
talking about, I think is really important and it's it maybe reiterating what I was trying to say that this number that we're looking at is derived by, you know, the program we want to do. And for me and maybe for Bob, I don't
not going to put words in your mouth, but you brought up another sort of um >> savings >> savings sort of way of doing things and a different way of doing things that might
be a sacrifice of some things, but we're sacrificing teachers. We're sacrificing a lot. And so I think there's just an effort to look for ways to I think this is a time where we have to do things a
little bit differently. All that said, I am going to say one line item that just I I can't feel 100% comfortable with especially when I see it at the top if
we were to have to go to the 14 to the override option three. um is the FFNE, which I believe is $75,000. And it's just I feel like this is we're belt tightening. We're making sacrifices. And
um I don't know if there's a way to um I don't remember when Mariah tried to restore the librarians sort of how that worked, but um I guess I would
it I don't I don't love spending $75,000 on furniture next year. um in the situation. I I have to believe that in Brooklyn based on sort of the the level of FFNE that I
see, the level of FFNE that we saw go into dumpsters and we see going to dumpsters all the time. Do we really need to spend that $75,000 on on that? >> So, there's been a motion. There's been a a >> Can I just comment that? I believe we've
been told that that's necessary custodial equipment, the majority of that for next year. So it's not anything you're seeing. It's literally cleaning equipment. Am I correct, Susan, that that's what we Yes, >> it Oh, because it says f we talked about it and it was also furniture.
>> It's both, but as it says in the note there, too, it's custodial equipment. The majority is custodial equipment. >> And I just want to clarify the there's a motion. There's been a second. You can always move to amend. >> Well, that's not the motion unless you're >> I'm saying she can move to amend. There's nothing to amend because what's presented on Well, I don't know if
you're talking about striking it altogether from the budget no matter what. >> But like the the 86% is not in the motion. That's not what we're vote. That's not what's in the vote. Okay. >> But >> but I'm just saying but that's correct. >> The process by which one could do
something is to move to amend the >> you could move to strike that from this next year's budget, but you would be reducing it. And so what would you be replacing it with? I don't know. Okay. A job, a human
a librarian. I I I don't know. I don't know how it works. So, any other Okay, I think we are um ready to vote. Jesse, how do you vote? >> Yes. Donna, >> yes. >> Suzanne, >> yes.
>> Sarah, >> yes. >> Mariah, >> yes. >> Andy, >> yes. >> Carolyn, >> abstain. >> Bob, >> yes. >> And I vote yes. Um, thank you, Superintendent Wong and staff for putting this all together and answering our u questions, our written questions,
our verbal questions. Thank you um for all the time that you've put into this. And as we move forward to um a potential May vote, >> Donna, >> can I ask a process question? So what what happens? I mean I know what happens next. There's an override vote on May
5th. What happens after the override vote? We come back to budget deliberations. >> No, >> we've also presented the scenarios. What happens when different things
>> Oh, so we also voted the 86%. >> You didn't. You voted the budget. But what's gonna what's the next thing that's going to happen is well before May 5th. Next week, theoretically, the select board is going to put something on the ballot. We don't know what it is, right? We don't know what the top we don't we we've heard they want to do
three tiers. We don't know anything else uh beyond that particularly. Um maybe it'll be the things you saw in that slide. Maybe it won't. I think we'll get much better sense and then um and then staff will present again if they need to
present like new results of what might happen and if it lands here then you already know it's either going to be fully funded >> the 86% and then nothing >> ended to town meeting and town meeting then votes
>> um okay so moving on to fiscal management policy Mariah do you want to walk us through any the changes from the last reading >> I would love to Val thank you for asking >> thank you so >> [laughter] >> Um, so since the last time we met, we
just had four minor changes that I, um, and those are marked in track changes. Two of them are just referencing a newly updated town policy, which is the environmentally preferred products policy. Okay, >> correct.
>> Thank you. um which um coincidentally Alexandra Vekio, director of sustainability came to policy on Tuesday and um it was very timely. Oh, I forgot a P environmentally
preferable product procurement policy. Um but it's relevant to both um the purchase of environmentally friendly products, which is why it's now referenced in D91, and it is also referenced to the disposal. It's um
under the disposal of school building, school property, which is D12. Um because the policy addresses both of those things and um because our purchasing and um all of these things are governed by procurement, it's
helpful and procurement um is a hybrid service. We referenced it in both places. Then there was one comment. >> So just to clarify about the town EPPP policy. So that that's being updated right now. Um the school committee, it
doesn't go in the school committee's policy manual. Uh but the school committee will shortly be asked to like vote to not exactly approve but to support it. Yeah. >> Then the other update that was made was I believe to D I'm trying to find it. Is
it D5? Thank you. D5. Um I'm just trying to find D5. I apologize. My competency at finding that page. There we go. Um was just to clarify that the deputy superintendent role is the school business official. This is the policy,
but someone said someone asked who is officially the school business official and it and I realized it wasn't in the policy is written clarifying that the deputy superintendent for admin and finance is. And then the last thing is back under procurement
um including uh this was a recommendation from Saddaf Cosmi who's the chair of the RSC schools subcommittee and I thought it we thought it made sense was to um incorporate the training element of theou um about
having a certified public purchasing official and um employees um attending procurement trainings that are offered by the town. So that is just sort of memorializing one aspect of theou into policy. And that is all of the changes
that you've seen since the last time that this came in front of you. So I'm going to move for a vote of section D in its entirety. >> Great. Is there a second? >> Seconded. >> Jesse seconds. Any further discussion? I
just I know I should have brought this up last time. [laughter] I'm sorry. Could you just talk on the cash in school buildings >> that this petty cash funds are disallowed starting in FY27? You just give me the rationale behind that. >> I would defer to Susan because I don't
want to I don't want to this is an operational question. So maybe Susan I mean I'm happy to talk about it if you want me to Susan but but I I don't want to overstep like I do. [laughter] [snorts] >> Sure. So,
>> do you have the mic? >> Sorry about that. Um, yeah, if you're using modern practices, there really is no need to have petty cash because we have things called pecards. We have, uh, ways of processing, um, payments for things in a
timely way that years and years ago you didn't. And so, um, most school districts don't, um, and haven't for quite some time, um, allowed for petty cash in schools. We have online payment programs where people can pay online. So we have a
whole litany of different ways that we can engage and and process information from p family to bank to u paying our vendors. So I'm just thinking a long time ago when a f you know a parent may come up a guardian comes to school they
need taxi money to get home or bus fair you would just pull it out of petty cash. I mean you had to account for it. So, I'm sure there's some issues around accountability, but there are times when it just felt like you needed some pettic cash. So, that's all I'm wondering about.
>> I think I think years ago when you didn't have other op options, um, you know, there there may have been a need. Um, but in today's day and time, uh, with all of the technology we have and different ways to engage in e-commerce,
uh, you know, there really isn't a a need to petty cash in the buildings anymore. >> Okay, Don. >> Thank you. >> Two things. One is I want to say as someone who has read the PSB policy manual from cover to cover multiple
times over the past I don't know seven or eight years. I'm so excited about this. >> Thank you. >> Really, it's a huge amount of work. I mean, most of the policies hadn't been updated since like the 70s and 80s. So,
it's absolutely amazing and I appreciate it. Um, I wanted to just make sure Susan didn't Susan has reviewed this and has um provided her feedback and her thumbs up. Yes. Yes. >> Okay. Thank you also then for your work.
Um, so kudos to all of you. >> Yeah. This has been a this has been ongoing for how many years? Uh for probably it started when Sam Ripen was um was the um deputy superintendent for administration and finance and Mariah
already did quite a bit of work at that time and then picked it up again uh in earnest this year and now we're close to the finish line. >> It's your legacy. [laughter] I want to make one friendly amendment to the vote that Andy just caught, which is in D133.
It should just It shouldn't say petty cash funds there. It should just say cash funds >> since we've just abolished petty cash. >> Exactly. It should just say cash funds. So, it's just I will bet but Betsy, I'll make sure to give you the right version without that word. >> Okay. Um >> and hopefully that's the only word that
has gone ary. [laughter] >> Thank you for doing this, Mariah. >> Thanks. Uh Bob, how do you vote? Yes, >> Carolyn. >> Yes, >> Andy. >> Yes, >> Mariah. >> Yes, Sarah. >> Yes, >> Suzanne. >> Yes, >> Donna. >> Yes, >> Jesse.
>> Yes, with a big thank you to Mariah. >> And I vote yes as well with a big thank you to Mariah, Susan, uh, and Bella, and everybody else who's taking a look at this for us. Um, and Mariah, thank you. Four years. And how many meetings are you counting down to? Three. Three
meetings left. the Mariah Nregaary policy >> fiscal policy. Um, moving on. Is there any new business? Bob, >> I just want to recognize um a graduate
of the Brooklyn Public Schools, Driscoll School, and Brooklyn High School 1981, who just served brilliantly as the host for the second year in a row of the Academy Awards. Conan O'Brien. Any
other Jesse? >> Thank you. Um I recognize that at this point in terms of school days, we're well past the midpoint of the year, probably about 70 days to the
end of school. My new business request is that we get an update from the superintendent. if not this evening than at an upcoming meeting about the status of a permanent hire for the deputy director of student services and the deputy director of
administration and finance. In most educational enterprises, searches for those kinds of very high level positions usually begin before January since they are exceedingly complex. And in either of those cases, if the current
individuals do not continue past June 30th of this year, there is an incredible amount of information that would have to be um carefully, efficiently, and successfully handed to that individual in order for
um you knowization to seamlessly move into the next academic year. Thank you. >> Thank you. I think that's heard by the superintendent. >> Um, >> oh, and ANF. >> Any other new business? Okay. Um, I move
to meet in executive session pursuant to Mass General Law Chapter 3A section 21A for the following purposes. Purpose three, to discuss strategy with respect to collective bargaining with the Brooklyn Educators Unit Union units A, B, and C. If an open meeting may have a
detrimental effect on the bargaining position of the committee and the chair so declares and purpose seven to review and approve minutes from the February 26, 2026 executive session. Is there a second? >> Seconded. >> Mariah seconded. Uh Jesse, how do you vote? >> Yes.
>> Donna, >> yes. >> Suzanne, >> yes. >> Sarah, >> yes. >> Mariah, >> yes. >> Andy, >> yes. >> Carolyn, >> yes. Bob, >> yes. Uh, >> and I vote yes. And we will not be returning to open session. Have a wonderful evening.