Okay. All set. Good. >> Okay. Good evening and welcome. This is the January 5th, 2026 meeting of the school committee. Like to wish to call the meeting to order at 50:06. And I would ask that everyone please rise for the pledge of allegiance
and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> You can start, please. I'm student rep and student reps assistant superintendent for teaching
and learning >> Smith superintendent of schools >> and Emma Blair assistant superintendent for business >> Samantha Velasquez secretary >> I move to approve the December 15th 2025 regular session meeting minutes >> motion made by Anton second
>> second by Amy >> to zero thank you Samantha committee and subcommittee communications would you like to start >> I don't have anything right >> so >> thank you [laughter] >> um not really much to say as we just got
off break but before the break we had a pep rally every Friday. Um, over break we had a few like alumni games and meets. We had basketball and swim and then the senior quote. >> Great. >> Yeah.
>> Excellent. Thank you. Anything tonight? No. >> Okay. Thank you. All right. Moving right along. We have an We will move forward with 5.1.1 discussion of interview question topics with Tracy Novik from the
[clears throat] >> Good evening. how are you? >> I'm okay. I will say that the sound is going in and out a little bit for me. So, um I I will make sure that I confirm anything that I'm taking from you. So, I apologize for being remote, but uh trading another school committee and
superintendent evaluation in a bit. So, >> I will do our best with the audio. >> Is it better? >> It's it sort of swings in and out. I like I heard just the last half of what you said that you'll do the best with the audio. I kind of haven't heard anything from the the back corner um at
all. Just to warn you ahead of time, but >> Okay. How about now? You can hear me now, though. >> I can hear you now. Yes. Thank you. [clears throat] >> Um would you like to start uh and send us in a direction, Tracy? >> Yeah. So, there's there's really I think I would say two things to decide. One
pretty one very straightforward this evening. One is um what time you'd like the interviews to be next Thursday, essentially a week from Thursday. Um I don't know if you want to start them at 5, have the second one at 6:30, and then go from there. Um or if you want to do a different schedule than that, but I did
get asked by one of the finalists today. Um and then the other thing is for you all to brainstorm and then agree upon the topics for the interview. >> Does 5 and 6:30 work for the committee and the members, everyone? >> Yeah. Okay. >> Yeah, 5 and 6:30 is uh great. Um Tracy,
just in terms of the rest of the schedule, we have the two candidates visiting us next week. >> Yes, >> that is um Monday and Wednesday. Is that correct? >> I had this all off the top of my head and then we all went to vacation and now
I [laughter] >> We all have to relearn it. >> Monday and Wednesday. Yes. Yes. Um Yes. >> And do we have time for their arrivals? Did Did you schedule their arrival time? Um, so I've been working with Pam and with Samantha to actually get their
calendar together. I wasn't going to I know everybody's calendar on the Monday after winter break. Everyone's email is inundated on the Monday after winter break. So, I was going to check back in around tomorrow to see where we're at with that. >> Okay. >> Are we able to >> They are both planning on a the length
of a school day of then being able to visit the school's central office and have a meet and greet session. Is there was a time you were planning on to meet with them or >> I thought we were uh doing 8 8 [clears throat] a.m. >> We were thinking that Gordon could um Okay. Give 15 20 minutes to each candidate. They could just
>> Does 8 make sense Tracy for arrival time? >> I think that Yep. I think eight makes sense. I think I just in particular I know um Dr. Manard wanted to know because of course she's going to be coming from central Massachusetts. >> Yep. >> That's great. >> Okay. And then they all will come directly to central office through the
front door of the high school. Excellent. Yep. >> They could probably check in at the high school. If they check in at the high school um office, we'll have someone lock them down here. How about that? >> Sure. >> Coordinate that with Frank. Okay. [clears throat]
And um from there, we'll help coordinate the day on our side that they visit all the schools and we'll work on that and then that should be okay for their side and then we're all set for their visits as well. We're going there this week. >> Correct. Yes. So, I was glad we managed
to Thank you to everyone for for the emails back and forth. I was glad to have that squared away before we went on break. I know that was reassuring to everyone. >> Yep. Okay. So, I think we've uh we have the logistics at least in the timing of all the things that are uh needing to happen.
>> Can we do the interviews earlier than 5? >> Do you want to do them earlier? >> I don't know. That's what we do it. >> I'm okay with anything personally, but do we want to think about public that might join? >> All right. You know,
>> you're right. >> So, just maybe even fine. Like a little or I'm fine with whatever. >> Little five would give. >> All right. That's fine. >> Okay. All right. We'll stick with those times. Um, >> great. >> What else? Oh. Um just Tracy in your
experience uh my thought in terms of deliberating that day Thursday after the interviews or the potential of setting another meeting Friday afternoon if needed. Is there a recommendation you'd have one way or the other? >> I mean that's really the pro the the really the pro entirely the prog of the
committee. I know that a lot of I know there are plenty of committees that you know they sort of get to that point and they want to make the decision with everything fresh on their mind. Um, I also know that there are committees that prefer to have sort of sleep on it overnight first. That's really
entirely kind of a personality of school committee kind of question. >> Thoughts from the committee in terms of preference? Uh, I mean I suppose we could always schedule the Friday and then if we don't need it, cancel it or not preference either way.
>> I don't know. Do we need a night to think about it? >> Yeah. So, >> the only thing Sorry, Mr. Chair. Uh, the only thing I would note is that that is a holiday weekend if you're planning on potentially meeting on the Friday, >> right? You know, we would try to do it
early. Probably like 3:30 would be the earliest we could do it. But >> then again, you're talking about the public might want to tune in to that. >> Well, but that's all right. I'm I'm okay with that. >> They can watch it later, too. >> Okay. >> We would do it here. So Tracy, I think
what we'll do is we'll set a 3:30 meeting for Friday. If we were able to deliberate Thursday, we will do it. If not, we will have a posted meeting uh Friday 3:30 uh in this room. [snorts] >> Okay. On the So that would be the 16th, >> correct? >> Do you think [laughter] we could say that we'll at least start deliberation
on Friday just so we can talk about some of the things that are fresh in our mind, but >> take away the pressure of having to like I don't want us to feel rushed, but I also think if people have things they want to say immediately, that would be helpful. um as well. But
>> uh Tracy, are you here for the interviews on Thursday? Is that your point? >> Yes, I am. And that was also part of why I was clearing things up because I would want to be there for the deliberation as well. >> Uh so you'll coll uh coordinate with the uh interviewees in terms of greeting
them and Okay. >> Yep. Yeah. And and and honestly even getting them back to the the um the room unless you're planning on moving the interview to a different room if you anticipate a lot of people coming. >> The interview will be in the in the
cafeteria. >> Okay. >> And they will both be there. So we will have a uh somewhere else to wait, the office or something. >> Right. But you're saying uh it's going to be at Mountain View Cafe. >> Oh yeah, Mountain View Cafeteria. So that's where schools. There's a the
staff room right across from the cafeteria. >> You're going to want to do the office. >> We want further away. >> And Elaine says, "Yes, it's available." >> Okay. Awesome. >> Okay, Tracy, that works. >> Certainly. No, I'm glad I'm glad we cleared that up. And then you would be deliberating presumably back in the room that you're in now. >> Thursday, we will So, this is at Mount
View School. Um, we will stay in the cafeteria to deliberate. And if we meet Friday, we will come back to the Excellence for this room. >> Good to know. Thank you. I'm glad we cleared up location cuz I would have been directing them incorrectly. So, >> yes. No, I'm glad to all three. We We're
going to post all three. >> Yep. >> Or two plus one >> joint meeting and the Thursday. >> Yep. >> Okay. Uh next we have question topics. >> Yes. Yes. So, would it be helpful for you all if I shared my screen and typed
this into a Word doc? >> Please. >> Okay. >> You're able. >> I should be able to. All right, there we go. >> Uh, so I mean the only other thing that I would say to you all is you may want
to cast your mind back to the um the things that you in particular said that you were looking for that you posted as part of the position description. So things like the um level of administrative experience um the conversations we had around communication those may be things that
you want to pursue in terms of questions beyond whatever it is that you already um you know have been thinking about on your own. >> Are we also able to see the questions they've already been asked? >> Sure. Um in fact let me see
>> if you could just send those to us. Yep. Um I wonder if I can do that for my phone while we're doing this. >> And if we wanted them to present some kind of performance task, how would that
happen? >> Um uh so I first would say that I would recommend against it um in so far as it it tends not to be quite as revoly as people think. But um you would want to make sure that they both had it um
frankly as soon as possible. Um >> and I would say that that's one where you would want to as a committee determine frankly right now that this was something that you wanted and what it was that you were looking for them to do.
Can you give an example of what you're thinking, Nanella, or >> um kind of looking at um our district's data and creating some kind of presentation on using our data and how they would
try to um increase student achievement and present that to us. So my question [clears throat] would be do how do we I don't want well I don't know the committee may say something differently
but u the body but how do we avoid one candidate bringing like a packet and the other one kind of not can we just say we don't want you to bring anything or we want you to bring something >> you mean for this >> for the interview you know one may come
with a a portfolio like a you know this is my plan for the next five years and the other one doesn't >> my are you talking about the question that I want to ask >> no no I'm not talking I'm about in addition to that how do we >> okay >> because then that just >> how can we make it so they don't do that
if they're bringing something they're bringing something >> but you tell them ahead of time >> no not to bring anything >> that's I think >> that that's what I'm asking you know like they may come with a here's my three-year plan >> yeah They can bring whatever they want,
right? But we're asking them the questions that we want to ask. >> I understand that. But if somebody comes with a somebody comes with a three-year plan that we that that you know none of us are going to read on the spot, >> how does that look to the B, you know, then you you know, you've got people watching like looking like, wow, they came with a plan and then this other
person didn't come with a plan only to find out that the plan really was no plan. >> Tracy, I'm sorry. Sorry, I don't mean to pivot, but can I go back to Antella's? Um, and then I don't I just want to make sure I ask a follow-up question with what she was asking. Sorry. Um, Tracy,
would you be able to You just mentioned that it's typically not uh or I don't know if it's standard practice, but it's not always as helpful as, you know, the committee might think to ask them to do something like that. Are you able to speak on that just because I'm not sure what you mean by that?
>> Sure. I mean, I think that um they so first of all, there's always the question as to whether or not they're fully informed that they actually are going to have all of the information that they're going to need in order to give you an effective version of. So,
for example, the example that you just gave, um while obvious there certainly is information that's, you know, available online, your d there's a certain amount of data that's online, they're not going to know what's currently being done in the district. um they're not going to know what evaluations have already been done in
the district, what professional development has been done in the district and so forth. And I think that you may get a um I not only maybe a misleading answer, but you also may find that you have professionals who feel that they're that
they can't really give you the kind of answer that they would want to because they simply don't actually have access to all the information that they would really need to give you a real answer. Um, >> so it's more performative. You're saying >> it ends up being quite performative. Yes. I mean, I've seen people try to
give, for example, examples of, you know, tell me what you would do in the situation of um some sort of an emergency. And, you know, you're talking to someone who doesn't know what the relationships are in the community. They don't know what kinds of training patterns you're on. They don't know what
regular meetings there already are with the district. And so, I mean, you're you're not it's it's beyond having them answer a question cold. It's having them answer a question where they don't actually have all the information that they need to give you what I would think of as frankly a professional answer.
And it ends up feeling kind of unfair on their part and like it probably isn't going to give you the as as much information as you might need on your part. >> How about a question around the topic? I think it tells us other things besides
Yeah. I [laughter] so I >> that's what I'm >> every I mean this is at the collegiate level but almost every [clears throat] single search I've been in for a a a highle leadership position has involved coming up with between a 15 and 30 minute presentation for lots of different reasons to see and you're
never going to know all the things but they also how much did you find and what did you use and what stood out and so I think you can and what kind of plan were you able to put together but I've seen those in action I've seen that at the collegiate level as Well, and they end
up being like a fall on the face nine out of 10 times. I I understand what Tracy's saying about that. Like it's been I mean I've seen like I've seen that what you're saying and it's not typically very good. >> Heather, do you have something? >> Just if I were presented with something like that, I would have so many
questions rather than being able to tell you like Tracy was saying. So it's almost like what questions would you ask about this? Because if you just have the MCCAST data, all the other information, you can't start making a plan if you don't really know the root cause.
>> Yeah. But I feel like you're you're able to analyze data, >> find data, >> and create a plan with it. I mean, I think that important Yeah. I think those are really >> important skills that arguing you would
want them to have. >> Yeah. I mean, I'm not saying this plan would get put into place, right? >> Um, but I think that them able to do this is showing us other
things. Is the data that you would think they need readily available? >> Yeah. Yeah. And would this be a um a written response or you're looking for >> be like a 10-minute presentation or something?
>> Okay. And I can put together a question >> after the presentation question or >> well we likeing together right now >> so that they have time to prepare for it so that when they come in for their
interview they would present [clears throat] this to us. >> So like a demonstration. >> Yeah. Performance task. I've seen it done on the the again on a college level when you when you have a teacher they you give them a task and they have to teach a class or you know
do a presentation like that. Um >> I've seen it for like assistant principles and principles as well >> around this topic. >> Yeah. Mhm. Well, I I don't think we have do we have to decide on I thought one of the are we
deciding the questions today or >> this part we should decide because required >> and we are deciding the topics too. >> Correct. The topics but not the questions because we don't know the questions. >> But if we want to give the applicants time to delve into this >> performance task then we yeah we have to
do it now. I mean we, you know, without sharing the the the content of the actual screening piece, um, I mean, I can at least assure you or the the body that the all the candidates, especially the the the ones
that we actually finalized on, um, were very, you could tell they they researched, you can tell that they went through the data because they were in their answers to the questions that we were asking, they were referencing many of the things are, you know, our desi
information, our MCCAST, our MCCAST DA, our MCCast data. Um, they clearly had done all of their, they did a lot of research. I mean, >> without question, >> can we draw the same out of them with questions,
live questions, you don't think? >> Or traditional interview? >> I don't think so. if they're prepared. Like Liam saying, >> I mean, if you ask them a specific question about our [clears throat] district's data, are they really going to know what it is
without looking it up? I don't know if they've memorized it, but >> probably not. >> Yeah. I feel like >> Is that what we're asking for? Just general answers or you're looking for more specific based on our actual scores? they would have to look at our
district's data, which this it takes time to do that. >> And I feel like that's more fair of an ask than to just ask them a question about it in an interview and have them come up with something right on the spot
about it. Especially if you don't they don't even know what you're going to be asking them about. I mean, it's up to them to look at the data, see where there's areas of improvement and making a plan for that.
>> Is it realistic to ask for a plan from someone who's not here yet? You feel it is? >> I think it is. I mean, it's it's only a 10-minute presentation. I don't know if to more
broadly identify priority like what would your priorities be in >> yes 6 months and then in a year based on the data or not expecting a fully developed
plan >> I mean is is I guess that's the is that your question more so what's your six-month plan based on the data uh based on our data. >> Yeah. On how to increase student
achievement, >> but that question wouldn't draw it out of them that specifically. >> Have I seen the question? >> Something like that. I not I don't have not been part of anything in a K through 12, you know, sort of leadership role, but I
I I almost every time I've been around some sort of like senior like this type of level position, I would think you'd want to see how they would present. Yeah. Yeah. What they would identify as sort of being
the priorities, the opportunities. I don't know. >> Are they able to speak freely to answer those questions, you think? >> Because they might be some difficult answers in terms of what we're doing now versus what they're thinking. >> But it's their presentation. We're just
>> It's their presentation, right? >> We're just giving a >> We're giving you a >> We're giving you a question >> that you have in advance. >> Mhm. >> Do it as you wish. Is there enough uh well I guess there is
enough data out there to pull. So >> I guess the other piece that I don't know is that are we talking 60-minute interview and 90 minute >> 60 minutes usually Tracy the interview 60 >> uh yeah usually I'd say between 60 and 75 give yourself the a bit of the wiggle
room there on the end. Um >> assuming that you might want to give them an opportunity to see to ask any questions they might have of you. How many questions does that usually entail for an hour? >> Uh between 12 somewhere between 12 and 15. >> Okay.
>> The question is five. So everybody five of us are asking questions. Correct. >> I think the timeline makes it difficult to do something like that. I mean >> I don't know >> the hour. >> Yeah. >> I just think it's showing us something other than that they can answer
questions. >> Yeah. I think it limits the >> that's why >> amount of questions. We'd have to be strategic then about what we [clears throat] would ask. >> Mhm. >> Do you know what that question would be? >> I mean it would include a lot of the things that I talked about. I don't have
it like completely written out, >> right? >> But that would be the gist of it. >> Yep. How to increase student achievement based on past performance and things we can do in the future. >> Yes. >> Something like that. >> Mhm. And realistically, if um if we're doing
that and and Mr. Shilla is using her question time as to do those, then that could that could work. >> Any other thoughts, >> Amy? I'm not against it in theory, but I think Tracy has told us that it's not
best practice and so I'm just kind of struggling with that piece because she's probably done this dozens and dozens of times, but um and she's telling us that it isn't best practice. >> Tracy, have you seen it in superintendent interviews? >> Very rarely. Um, and part of the reason
that I say that it ends up not working out is I've usually seen people be I guess sort of disappointed in terms of it not it not being as revoly as they'd hope. >> Yeah. >> Um I mean I'm I've been trying to think about in terms of of what you've been
discussing, you know, do keep in mind you're also going to be visiting their districts. Um and one of the questions that you might plan to have those visiting have a discussion with to that point of you know have a conversation with those who have worked with them
most closely in terms of their use of data um their you know their analysis their presentation those kinds of things um to see if you could potentially get sort of the other the those who've seen it done in situ where they actually have
access to the data they need um might be one way of of getting at some of what you're what you're discussing there. >> On page nine, there is a question that says, "How would you develop districtwide capacity, assess, analyze, and monitor
student performance?" >> Can you say that again? >> The from the question packet, there's how would you develop districtwide capacity to assess, analyze, and monitor student performance? So, I guess if you wanted to see how they would add specificity to that, you could. We could
provide that in advance and ask them to consider that in the context of specific >> data that >> and we could ask we could ask them to review our data specifically ahead of time so that they'd be prepared for that type of question
as an option. What do you want to do? If you want to do it, we'll do it. You decide. >> No, it's not up to me. There's five of us. I said I wanted >> I think four of us are on the fence and >> and that's fine [laughter] but >> I think it's just challenging in the
time frame like in spaces where there's been presentations that's separate from then other interviews that happen throughout the day. So I think it it just I don't know I feel like it might be challenging >> and going your interview was just one
day right? It wasn't like you >> have like a two-day interview. >> No, I came and did the visit like you're setting up. Uh and then we had a separate night similarly for interviews. >> Okay. >> But I think they had three backtoback
interviews. >> Mhm. So you had similar time frames, you know, 5 6:30 7 or 7 8:00 I guess. >> [clears throat] >> Would it be enough if we requested that they review our district data and then
you can come up with two questions around it and follow up with them >> and be prepared for a a specific scenario? >> Yeah. I mean, chances are pretty good they're watch they're going to watch this meeting anyway, I would think. >> I hope they're watching it. [clears throat] So, I mean, it's it's
going to be out there, but we can um uh [clears throat] you know, specifically tell them to be more prepared. >> Is that something, Tracy, that they would ask that we could rightfully ask them to be very prepared for questions around our data? Yeah, I mean and I
think you could you could even leave it really open-ended if you wanted to get, you know, something that I think probably would be useful is, you know, given that we know that you've reviewed our data, what is it that you particularly would be coming in, you know, wishing to pursue or wanting more
information, like you could act, you could get at the question, the their ability to analyze the data um based on what they do have um in a with a pretty sort of open-ended question. Um I think
at the interview if you wanted to I have by the way just while we're talking about it um I I've given you sort of the the the the brief sort of synopsis of what each of the questions were that were asked by the search committee here on the screen just so that you can
all see the same thing. >> I can't see that. [clears throat] I'm sorry, >> not to change the topic because you're still discussing the data question, >> but you can but you can send the committee the the actual questions, right? Or
>> I can Yes, I was going to I I realized I was going to have to scramble to actually find all your email addresses again because I don't have them quickly in a in one single email because I've been largely peacemailing things. So, yes. Um, but I figured since what you're doing tonight is topics, this way you
can at least know what topics have have actually already been covered for those of you who weren't on the search committee. Um, so in each case it went into greater length. So particular leadership strengths that um you feel speak to the needs of the East Long Meadow Public Schools. Um, how would you promote student success? Looking at
particularly leadership through curriculum and instruction um and and so forth down the down the line here. In every case, I should note um particularly in deference to Mr. Mackey that he led the this the interview by um
noting that whether or not the question specifically talked about it that um the committee would particularly be looking for examples of um the of where the um candidate would be able to speak specifically to their own experiences.
Um so they were looking for examples of where they'd actually already demonstrated. again do your point of looking for experienced administrators. >> So given all that we've discussed [clears throat] in would you be okay if we made the request that they review our data you could come up with two
questions specific to that and those would be your two questions. I know it's not exactly what you're looking for but it seems to be >> the consensus >> about three questions right >> per person. >> Yeah about three questions per you can do three on if you want. Yeah, I'm not sure if they would want to focus all of
my questions on something like that. >> And it was more about knowing if they're able to access the data, analyze it, put a presentation together cuz I just feel like those are important skills. Yeah. >> So, I'm not really sure what I would want my other questions to be.
>> Um, how how else should we pick topics for the questions, Tracy? How would you recommend? >> Um, I think you probably want to round rub in it and just, um, have everybody, you know, put in their two cents and then we can see where that gets you in terms of then everybody sees what everybody has has proposed and you can
then see if there's any blanks that need to be filled in. Um, and also if there's anything where people are overlapping. [snorts] >> Does do folks have questions they specifically want to ask? Uh uh topic wise
>> I have a question about the questions. >> Yeah Sienna please. >> Um are we still asking questions? >> You can ask questions. Sure. >> Okay. >> What would you like to ask question about? >> Oh I have no idea. I have to think about it about it. Okay. >> I'd like to hear what everybody else
>> We've got the 20 topics that she put in her document. >> Yep. >> The ones she just set up. No, the ones that when she initially sent the email the document that Carrie was referring to. So, it starts from like page three
on >> um and it gives us questions around the district and leadership and management decision making so on and so forth. >> So, I'm assuming we're just picking from the we're picking [clears throat] from these topics. >> No, no, sorry, Mr. Sure. But we you that
actually is just really meant as a resource for you, >> right? >> Um it it you know the the the and honestly um sometimes meant as a maybe a memory nudge so that you you know don't don't think of it at 3:00 in the morning later this week after we've already
you've already had this conversation. Um but no, it's up to you. Um, but this would be one where, you know, it's a good opportunity to say, well, I want to make sure that there's at least one question on, you know, budget, at least one question on, you know, you've had a solid conversation here about data and use of data. Um, I want to make sure
there's at least one question on, you know, relationships with students and and I'm just throwing things out here. This is not even meant to suggest shits, but um, really that level is what you're looking at. And then having that bank can be a resource for people as they're then writing their question. But you, as
far as I'm concerned, you don't have to actually use those at all. It's entirely up to the >> I'm a little Go ahead. >> I just like wrote a few things down before the meeting. Um maybe and one of them definitely goes directly with Antella's, but long-term district vision
like a 3 to 5 year maybe not specific plan wasn't what I had, but maybe that could somehow tie in. Um I had a question some kind of you know the broader topic obviously but um
academic priorities and I wrote evidence-based improvement plan. So again those two things are kind of tied together. I don't I don't know if they're better like I'm not sure what that looks like in terms of if it's better to present a question beforehand
but I had that as a just potential for a topic for an interview. And then I had one more about like an an equity belonging um [clears throat] about closing like the opportunity and
achievement gap and that was kind of general topics that I wrote about. >> Okay, that's four actually, right? >> Four. >> Yep. And I did think questions like, you know, going to internal assessment and data which is on the list. Um there's a
question around um collective bargaining. >> Um >> there's questions around budgeting. Um and and you know, we've been heavily deep in that. Um and I know it's been a lot easier um I say from somebody like
myself coming in only the last year and a half. Um because you know Gordon is very very how he's helped us kind of navigate those pieces. Um but I think that's a lot of experience too. >> We add something maybe like
staff culture >> and I would argue one of the things that definitely came out of a question was um staff development. Um, you know, that was definitely something that kind of transpired in our
general meetings about having staff development skills, >> leadership style. >> Yep. >> Was something else that I know we definitely learned a lot about with questions on that. >> And I know Sam's sending out a bunch of questions that she wants to ask, but
she's >> so many. Do you have some, too? >> No, I don't. Not right now. There are excellent questions under student the students suggestions. I know I was thinking more about like they identified the buckets who make sense to ask those questions, you know, like maybe the
students want to ask the student [clears throat] >> questions instruction. >> Something like how they're actually going to get the kids like involved with their learning and like actually like want to get up and come to school every day. Like I feel like we need something with that cuz like or like how they can
get the entire district like involved with each other cuz like I know we have NHS tutoring for like virtual and younger kids but like we don't really have any like districtwide collaboration. Like I would like to see more of that. So I don't know maybe >> you can develop a question around that
and ask. So >> what we're [clears throat] doing is come up with topics. Obviously we're not coming up with questions tonight because we don't want to give all the questions out. So if you want to coordinate a question around that. Okay. >> [laughter] >> this packet. >> I don't pick that up. >> We do not. >> Did you Maybe we can print that section
at least so you can see them. >> I can also easily send it to Anna. I don't know that I have that both of the students emails, but I can I I know I have Anna's from being on the search committee. >> Okay. Thank you, Tracy. Yes, please do that. Y >> and Anna, can you just forward it to Kayla? Yeah,
>> that'll make it easy. Thank you. Um, so how about the future of education including artificial intelligence and how it's used in classroom? >> Absolutely. >> All of it up.
>> Um, curriculum and instruction. [clears throat] >> And did you say budgeting already? >> You did. Yeah. Maybe special education programs. [laughter] I mean, I like the idea of decision-m, but I think it's almost covered in some
of those questions. How how you answer the question? type. >> So, we're at about 14, I think, unless we start dropping some of these or if others have interesting other topics. >> Did someone say communication? >> No, you don't have that yet.
>> No, that's 15. >> Caitlyn, did you want to ask a question, you think, or >> what topic? >> What topic? Yeah, any of these that we've already brought up jump out at you? They're on the screen right there if you want to look at. >> Um, I can do whatever. I can make a
question about pretty much any of them probably follow. >> Uh, is there student one in there? >> They can still be student related. Your questions both can be student related. They don't necessarily have to be. >> You pick one topic, she picks another.
Nothing jumping out of you? >> No, >> you can think about it still. We get there. I mean, I I you know, I look at like equity and belonging. It's something you could probably come up with something there. >> You want to do that? >> Yeah. >> And there's >> We can take that second part out and have it as somewhere else. The
achievement gap. >> Okay. Put that in brackets for now. Sorry, Caitlyn. How do you spell your name? Case >> C A I T L I N.
>> Carrie, did you have something? >> I was just going to say when if they see the packet, there's like some questions related sample questions related to that that would get to like the diversity of the student experience. They could like take their student question and put it into two different sort of buckets. That
would >> great. Okay. Any other topics we want to touch on? >> But under the topic of AI, you just put that under technology, right? You didn't [snorts] really just >> the future of education was what Red
said, >> that's here. >> Was there anything about our community for any of the questions uh communications public relations there was [laughter] like what what do you community
>> thought I saw something I >> think there's like community engagement communication type of >> 12 11 12 [snorts] I missed >> [clears throat] >> Um, do folks want to pick two off the
list and we can go from there. I'll get us to 12 questions and some can pick three just so we have enough. Is there anything on the list Carrie that you'd like to take on? >> Do we do we have to decide
in do we have in this in this forum? Can we decide on the topics? Do we have to decide on who has the who has the topic? >> Yeah, because that person has to write it, >> right? But I don't but then >> how else would you know to write a question? [clears throat] >> But then how but then they know who what
kind of question I'm asking. >> They already going to know. >> You see, >> but they have to know. We can't get around it. And >> well, they have to know the topics. But do they have to know who's going to what who's going to be giving them that question from that topic area?
>> Yes. cuz we have to decide that so that we can write the question. We have to do an open session. The five of us can't collaborate on who's going to ask the question later. >> So, what two questions are you going to ask? [laughter] >> Is there two that you >> Doesn't matter to me.
>> Inella doesn't matter. >> Come on. Somebody's got to pick. >> Let's just assign them. >> I mean, you could you could delegate that authority to the chair. That that actually is a fair thing to do if you want to. >> I don't want that. to give you more to do. >> Enough to do with these crews here. >> You can also you if you want you can
also delegate that authority to me if you wanted. Honestly, I'm going [clears throat] to just make it random just to let you know. So, >> I'll jump out. >> I think we can get it done here. This will >> I think you probably can too. >> I I I'll certainly take the technology question obviously. >> Which one? >> Um the AI question.
>> The Okay, William. >> What else? And I am comfortable with let's go with um >> leadership style. >> Leadership style. Yes. Look at Amy picking for William.
>> Thank you. [laughter] >> No, I wasn't. I was suggesting you'd be good at that one. >> You just delegated. No. >> Anyone else want to pick yet? >> Do curriculum and instruction. >> Curriculum and instruction. >> Is that your voice? >> That's Antella.
>> That's Antella's voice. I can't see necessarily you all. Great. Thank you. >> Is there a second one in >> Carrie? I know you had a question because you got stuff highlighted. >> I did. >> I liked I liked some in all of them though. So, >> what do you have, Carrie? >> Uh, I can I can take something related
to staff development. >> Staff cult or staff development. >> Mhm. >> You want to do development and culture? Can you fit that into one or no? Why not, right? >> Sure. >> See, getting stuff done. Um, I could do
budget and sped programs. >> You want what? I'm sorry. >> Budget and sped programs. >> Two different questions. >> Yeah. >> I could do two different questions. Yeah. >> Or if you want to do special ed programs, I could do budget. >> Okay.
>> Okay. So, Antella on special ed programs and Greg on budget. >> Okay. Uh, we still have assessment data. We have academic priorities, long-term vision, evidence-based improvement plan, equity and belonging. We got already do
the assessment data. >> Yeah, you should do that. >> Antella assessment and data. >> I'll take just Amy hasn't gotten anything. >> I don't care. I don't I'll take whatever's left. I don't care.
Do we even have communication? >> Yep, it's right here on the bottom. I added it. >> Okay. Uh, so that's carry on communication. Um, we have long-term vision, academic priorities. >> You got to squeeze that in. >> Collective bargaining. What? >> Communication. Did you write that?
>> I didn't put it in there. Let's carry collective bargaining district student involvement or one of them. Take that. Yeah.
>> So, we have long-term vision, academic priorities. >> Can I do that? >> Yeah. Amy has long-term vision. >> Come on. Uh, and academic priorities. >> Okay. Are we going to roll evidence-based improvement into your
>> to the assessment question? >> I can try to include it in there. >> We have anything with like >> want another question >> belonging in there. >> A student bucket. >> Okay. >> Um if they don't do you feel comfortable asking a student question around that?
>> Yeah. >> Yeah. We have equity and belonging. >> Okay. Oh, okay. And that still requires us to write three questions per person. >> Yes. >> Did someone take collective bargaining? I'm sorry. >> No, no one did yet. Do we have too many
questions though, Tracy? >> One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. No, I think you're good. We You did some merging there as you were doing. I think an explicit question about DEI and
inclusion would be helpful if the group >> Amy's doing DEI and inclusion. >> No, no, I was suggesting that >> No, you're in. >> Let's uh think of how we >> censor it. No, >> absolutely.
>> Okay, don't um and then I could do collective bargaining. I only have one. Great, >> Greg. >> So, does this list look like your list? >> Long-term vision, academic priorities, DEI inclusion, [clears throat]
>> equity and belonging for Caitlyn, assessment data, evidence-based improvement plans for Antella, collective bargaining and budgeting and budgeting. Two questions, Greg. Staff culture and staff development for Carrie leadership style. William student involvement and learning and districtwide collaboration. and Anna
future of learning including AI use William curricular instruction antella special education programs antella and communication carry >> is that what everybody else has and I can save this by the way you have car >> so does relationships and public relations do you want one
>> nope I just making sure you had enough go ahead Pam >> I was just making sure that um relationships and public relations is that covered under like communication >> yeah get it and then is someone are someone going to review the full list. So we have like
tipping on each other. How are we going to do? >> So what I'll do what I would do is I would ask that what I was going to ask you all to set a set a deadline such that I then can copy these for you ahead of the interviews. Um so can we say like have them to me by Monday have the send
them to me and to Greg and then what we'll do that yes to that point make sure that even though you've got different topics you're not somehow still answering asking the same question. >> Right. Monday. >> Yeah. Monday afternoon. >> Yep. Yep. >> That would be great. >> Is that good for everyone? >> Okay.
>> Homework for the weekend. >> Of course. >> Okay. I think we've tackled the uh the topics for the questions. >> You have done. >> Are we going to need like an opening and a closing kind of thing for the interview? >> I mean, what I would suggest, Mr. Chair,
is that is that you essentially [clears throat] give them an opportunity to make an opening statement and give them an opportunity to make a closing statement. >> Okay. Um, and then you can you whatever you decide to do, it would need to be consistent. Decide if you're going to then give them the opportunity to ask you questions at the end of the
interview. Um, that >> um I think it can be useful. I mean, they're they're most of them will use it at this far along. You're not going to just get the what are you looking for in a superintendent, which you sometimes will get if you try to do this earlier.
um you might get some useful something useful out of that. Um and it also might give you some some further perspective on um kind of where they're at in terms of both the district and their rel their relationship with East Long Meadow.
>> Okay, makes sense. [clears throat] >> Any other questions for Tracy? >> I think we're in good shape uh in terms of all our timelines and anything else Tracy we need to know. Um, I think the only other question I had was, would you all find it useful if I were to put
together a feedback form um, to have available next week for those who meet the staff members. Um, I would do it based on the list of things that you said that you were looking for. So, it wouldn't be like an open-ended what do you think. It would be here are the things the school committee said that they were looking for based on what you
saw, what was your impression of the candidates. But, that's up to you. And I would have that available for you um then ahead of your interviews on Thursday. >> And this would be for staff members to uh complete that form. >> Yep. And also I mean you could open it up to you know if if they met students
um and also for people who met the met them at the meet and greet. One of the things I always do is say exactly when did you meet them so that we do some screening out of like this isn't just you googled them but you met them. >> Do do we have a time for that meet and greet Pam? Did we coordinate that yet?
We're going to do the meet and greet at the end of the day when they're here. Is that the plan? >> That would be the idea. Yes. So, if they're starting their day in the central office with the superintendent and potentially with central office, presumably they cycle then through the schools. Y >> you might decide to to have them end up in a place that's convenient for that.
Just make sure we give them a breather and make sure that we give them time to eat. >> The last school they we could potentially do it at. Is that's what you're thinking? You could unless you want to bring them back to the high school, but I also know that depending on what else is going on there, that may not be the best location after school. >> Just keep it at the last school.
>> Yeah, that makes sense. >> And we're going to go high school, Birchland, Maple Shade, Mountain View, >> and Ed Brook. >> And how how long is that day? Is that the whole school day? Are we planning for them?
>> It should be the whole school day. Yeah. >> So, we'll coordinate. You can think about >> And you can also think about like is there someone you want them to have, you know, a chance to maybe eat lunch with. >> Yeah. Amy's having lunch with them. >> Okay. >> Yep. And anyone else who wants to say
that? >> Yes, she did. >> Said I would be I'm not going to anything else. So, I said I'd be happy to sit here with them if they're coming back here. >> Yeah. >> So, don't make it a quorum of the school committee. >> No, we don't. Okay. >> Excellent.
>> Hence Amy will be there. Yeah. Do you have um >> any sort of like template or rubric for us that are um going to their districts? >> So, if you go um in that same question packet that I sent you, there are
>> questions. Yeah. I just was curious is if like you there was um like a rating system or I don't know like a rubric. >> Yeah. What I would do is I mean if you want I can send you the rubric the search committee used which really just puts into rubric form what it is that
you voted as what you were looking for. Um because that might be something that you then could potentially even sort of turn into questions or be considering as you're having conversations over the course of your day. >> Yeah. >> Yeah. That would be helpful I think. >> Okay. I can do that.
>> Thank you. Anything else for Tracy today? >> We're good. >> Okay, Tracy, I think we are in good shape. We will look to see you next week. >> Yes, you'll see me for the interviews and then if you decide to also have an
additional deliberation day, I'll be there for that as well. >> Great. >> Great. >> Well, thank you for zooming in for us tonight and uh Sure. >> got a lot done. So, thank you, Tracy. We'll see you soon. >> Thanks, Spike. >> Okay. Bye-bye. >> That was impressive. The car.
>> Yeah, >> she was in our car, right? >> Yeah. >> Okay. Good discussion. Thank you all for that. Uh, moving forward, we have 5.2.1, a beginning discussion of the FY27 budget development. And just as a
precursor reminder that the school committee and town council will be meeting next Tuesday, January 13th at 6 PM for our annual budget discussion that's required by the charter. So put that on your calendar.
Perfect. Um I would like to pass out a revised page two to the document. I found an error on there. I wanted to make sure everybody out here knew and also you guys get it. But to start off, um we did receive the uh FY27 budget memo from Kim Collins, the town uh finance
director. Uh the instructions there are to submit a level services budget. So as everyone knows, a level services is different from a level funded. So we we want to move everybody forward and uh keep all the services that we have and
see what percentage that ends up at. So what I wanted to do is just to um remind everybody of our revenue and our expenditures. So the our revenue sources uh we chapter 70 which is the state aid and is determined through the foundation budget formula. Um we will we will not
know the FY27 preliminary chapter 70 numbers um until governor Healey uh puts those out which is usually the third week of uh January. So I wanted to remind everyone of what those um chapter 70 numbers have been here. So, I listed them out and you'll see that last year
or actually our current year uh about $15 million came from chapter 70. Um but what what you will notice on the next chart is that as chapter 70 as [clears throat] the revenues are coming in what what is happening is the chapter
70 percentage is decreasing so that the local contribution which is the next um revenue source is actually increasing. So, you know, this is all due to the the formula and this is there's been a lot of conversation about this because how
can uh districts continue to maintain these these increases. So, there's a lot of conversations about that. And so, the local contribution of course is what the um the town actually budgets for the school department. And what you will see in that white section of the um that
chart is that that is where the school department budget has increased each year. And so, over the over the past three years, the on average we've been 3.4 46% increase. Um, which is not so bad. Um, but what you will see, like I said, in the green there is the chapter
70 and you'll see those percentages are actually going down and in the blue is the local contribution and those percentages are going up for the town. So, these are things that the town will most likely be talking to us about, right? Because we're just one of the departments um under the town. So, we
always take that, you know, into consideration. um grants is our next source of revenue. Um the grants listed below are the uh non-competitive entitlement grants that we receive each year. And as you will see, I put down FY24, 25, and 26. And that's the revised
page I gave you. I did not have the title uh grants, those first three grants listed accurately for FY26. Um so what I wanted to show you is that they they stay pretty consistent from year to year. They're not usually drastically um different. And we do um you know utilize
these as part of our budget process as well. Uh the next section are the revolving accounts. Um these are separate accounts for specific revenues and earmarks them for expenditures for for particular purposes. Uh the ones that we really use um to help with the
budget um is the athletic revolving that helps with the athletic program which um is about $500,000 to run the athletic program. uh tuition revolving that um offsets the preschool program because that's uh the revenue we get from the um
the preschool peer uh payments. Uh circuit breaker that's the uh special ed out of district tuitions that we offset those with transportation revolving we take about $100,000 to uh apply towards the transportation expense. And lastly,
the school choice. And as we all know, uh we are relying very heavily this year on the school choice with about uh $350 to $450,000 uh being expended for all the all of the supplies. So that is a conversation we're going to have to have because we won't have that amount of revenue coming
in. Um so >> we know the balance to roll over. Y >> uh I do. When I get to it, it's it's down a little bit. Um, so the tuition revolving count, I just wanted to remind everyone that that is for the preschool peer partner uh tuition payments. The half-day fee is
$2,500. The full day fee, $6,300. Um, the account will continue to support the preschool program. The little chart I had there is off a line from the left side to the right side. So, I apologize. That's the starting balance, then the revenue. See what I mean? Yeah, I apologize. Um, so we are paying for a
teacher out of there, the part of a program coordinator and two paras. And um for this current year, we are also it's two pairs, not just one. So what I anticipate in the tuition revolving account is at the end of this year to have an approximate uh balance that we can roll over of $188,000.
>> 81,000 in revenue for the year. >> Yes, >> that's it. >> That was it last year. >> After you pay for things though with it, >> that's like >> that's the revenue. That's the peer role models. >> Full-time students, students. That's it.
>> That's it. Some of it could be in the timing of >> remember last year we had um more half day sections. We could not follow the half day sections for the peer role models which is why we went to um adding the uh other full day.
>> How so how many slots do we have for uh peer role models in general? >> Uh I was going to say 14 but I don't know if that Yeah. >> Huh. >> Yeah. >> Okay. I thought we had more. I believe >> I mean that makes sense mathwise. >> I could double check it for you. And I
just want to also remind you that what can happen and does happen um is that a student will come in as a a peer role model but then they'll end up actually needing services. They get an IEP and so [clears throat] the tuition stops. So, you know, um it's hard to predict those.
So, I always stay conservative um when I bring that forward to you. Um the next one, the next uh revenue source is your special education circuit breaker um revolving account. Um just as a reminder, the districts get um up to 75% of the special ed costs that are
eligible that exceed the per pupil threshold. And that threshold uh for this current year is $53,431. So it's just those expenditures that are eligible that go above that that then we get that reimbursement back. Um,
we wanted to remind you that um, in FY24, OSD, Occupational Services Division, oversees the tuition um, fees for all of the private schools. So, they set those rates. And just as a reminder, because it was pretty significant to all districts across the state of
Massachusetts, in FY uh, 24, they increased the rates by 14%. That was huge. And it it really had a, as you can imagine, huge impact on all the districts. FY25 it was 4.7% FY26 our current year 3.67%
next year it's going to be 3.04%. So I just y just to add to that um well one the 14% uh that was coming out of co not justifying it but the way they presented it was that they had capped it
um there were no increases during the two years that uh we were dealing with co operations but even with the 14% uh looking at the 4.7 the 3.67 67 and then the 304 that was approved for next
year and these out of district institutions will raise their tuitions to that level. Our chapter 70 if you go back to that first page in green has been growing at 1.2% and 1.7%.
So, we're not keeping up from that standpoint, which then puts us into a more challenging discussion with the town because the town obviously we're one department out of all the departments and so it's, you know, one revenue source, if you will.
>> Good point. Um, so the district carried over $925,000 from FY25 into FY26. As of right now, we're projecting there will be approximately $900,000 to carry over into FY27. Our goal is to try to not
spend one full year's um you know revenue, but we haven't been able to do that um for a few years now. So, we are hoping eventually to get to that point. Um does that answer your question, Greg, when you ask? Okay. Uh the next one is a school choice revolving account. Um
that is uh so sorry. school committee uh school choice is funded $5,000 per pupil. Plus, there is a reimbursement, excuse me, for any special ed cost. So, those are very hard to predict. You don't know those till at the end of the the year. So, I always stay very
conservative and give you just the base uh $5,000 amount. What I do want to make note of is on that chart there, I gave 25 uh FY25 at 36.7 students and FY26, I added the 20 students that you voted on for this current year. But the reality
is that is not really an accurate number um because students have graduated this last year. The SIMS numbers are not to that Desi hasn't put all that together to put out a new chart for FY12. So that will change. I'm going to guess at maybe four or five students. Also, if any
students, excuse me, leave the district, um we don't know that information right away. So again, I've just projected out um the minimum amount there of the $5,000, which I'm confident that you, you know, will at least get that that amount. So over in the middle there of
the chart, um you'll see FY25 we carried over $358,000. The projected revenue is 2835, and I do believe that's a low number, so I think it'll come in higher, giving us $642,000. However, that's before using the um
school choice for the supplies that I've already talked about. So, I'm saying, okay, we're probably going to use $350,000. That will leave us $292,000 to roll over in that account. And I believe that to be like the worst case scenario. So, I'm hoping that the
supply uh expenses will come in under that 350,000. At least >> we're carrying a year over. So, we're >> Yes, agreed. >> Earlier, >> yep. So, then we go on to our expenditures. I'm going to add one sure on school choice. just uh something that
that's not on this chart, but um you've seen charts in years past where it it's a bar chart showing how many students are going out via school choice and how many students are coming in. So, and they've only updated that um based on
last year, similar to what Mr. Blair was talking about. It takes Desi almost the entire year to sort out after the three SIMS submissions um October, March, and June to figure out finally, okay, how
much money are you getting? How many school choice do you have? So forth. Um it doesn't mean that the payments aren't coming in. It just means when they finalize that there may be students who go back to their district that you know the individual building will know about
but we in central office would not necessarily know about that. Um but the point that I was going to make is that we had 36.7 students according to DESIE under school choice coming in. We had 35
students according to Desi last year going out. So depending on where we stand with the vote last year to approve 20 additional slots, hopefully that balance now swings much
higher to East Long Meadow. Um but we don't know until they give us those final numbers in terms of how many are going out, but it was 35 last year. >> Good point. So now we go on to the expenditures. Um
just to remind you our current budget is 36 million895004. The salary side of the budget is approximately 80% at 29 million.7. [clears throat] Uh there are many moving pieces to the school department budget that must be taken into consideration. Um there are
contractual obligations for the following bargaining units um that affect the operating budget. We have unit A, that's your teachers. Uh there are 244.6 employees on the salary chart listed below. I've shown you, you know, given you the chart so that you can see where those rates are. Excuse me. FY27
will be the third year of their three-year contract. Uh 73% of the employees um are on the top step currently. There is a 2.75% increase in FY27. The other 27% that are not on the top step actually end up getting more
like a 6 to 7% increase because of the the the shifting in the the columns going down a column and then the the actual uh 2.75% on top of that. Does that make sense to everybody? Everybody understands that. Um currently there are uh eight teachers that are retiring.
Uh two at Metobrook, one at Mapleshade, four at Birchham Park and one at the high school. And there is one nurse uh retiring at Maple Shade School. Not until November, but she is retiring. Um those folks we always put into the charts as I'm [clears throat] working on all of the salary charts. I'm sorry I'm
very dry tonight. I we put in a master step eight which is 76,172. Always trying to um you know reap some benefits there of through through attrition. Uh the next one we have unity. Those are your pair professionals. Um we are in
negotiations. Um we will be starting that in the very near future. Um so the chart that you see here is the current FY26 chart. I have 99 FTEES um for the PAR professionals. Uh as I said this is the third year of the contract. Um it will be in negotiations. There's only
one uh Birchland Park PAR retiring this year. Secretaries association. There's 19 secretaries in the bargaining unit. Um they are in their second year of a three-year contract. There is [clears throat] one Maple Shade secretary retiring um on June 30th and that position will be placed of course
at the tier one hourly rate here in that chart. The next one your custodians. There's 18 custodians in this bargaining unit. They um are always on the same schedule as a secretary. So they too are in their second year of a three-year contract. There are two Metobrook custodians
retiring next year. The head custodian in September and the uh second custodian in November. Secretary, >> I'm sorry. What's that? >> Mountain Riverview Secretary. >> Oh, thank you. Thank you very much. I appreciate that. Um, this Yes, there is one secretary. Did I say Maple Shade?
>> Yes. I'm sorry. She is so right. It's Mountain View secretary. Thank you, Sam. Um, yeah. So, then we have administration. Uh, there's 15 administrators, four central office clerical staff with individual contracts. Uh, five of these contracts
uh expired uh on June 30th, 2026. So be in negotiations with those five. Um employment at will agreements. There are currently 11 employee at willill agreements with individuals performing services for IEP compliance. Um some of these agreements are only for a few hours and others are up to 35 hours. It
depends on the IEP needs. So those are always looked at um yeartoear. Uh the expense side of the budget is uh 7.2 million or 20% approximately 20% of the budget. I put the sped chart here. Uh special ed. wanted you to see all of
the operating budget lines that are that's FY26. And I guess what I really would like you to hone in on is that total for the operating budget is $4.5 million. And remember up here at the expense side, we have 7.2 million in total. That only leaves 2.7 million for
everything else. Um I'm projecting, as I said, to carry over $900,000 into FY27. Um so I think we're in pretty good shape there. Uh the next one is digital licenses. Um those uh approximately I think uh I think it's about $60,000 is
actually uh school choice is funding some of this here. I just uh gave that to um Mrs. Brown and she just sent it back to me and uh need to go over that to figure out for FY27 if there's items that we need to um add or um or or get
rid of. Uh so we analyze those there and of course those typically go up 3 to 5% each year. So we have to take that into consideration as well. >> Pruning back and things that are you know have anything that two different
software that do the same thing that doesn't exist. Uh our data platform is half the price that it um our last data platform. So, we really are trying to be as fiscally conservative with these licenses, knowing that a lot of them are tied to curriculum and you cannot use
the curriculum unless you buy those licenses. >> Yeah. Thank you. Uh Lower Pioneer Valley, um LPVEDC, uh as you know, the seven member districts, um they offer the services for career and technical education, special ed, transportation,
and Medicaid reimbursement. Um, we did just get the preliminary uh budget which I've listed here to show you, you know, it's anticipated to go up about $120,000. Uh, what I do want you to know is that this is not a firm number yet. It is a draft number, but it is what I'm going
to use for now. Uh there are discussions with LPVEC regarding um I'm asking questions because they've reduced our uh regular needs transportation down by a bus next year which on the one hand is great if it's lower you know >> however I well if it's lower um expense
but I I really want to make sure that we're not setting oursel up for failure. So I'm asking questions. So I I that may go up. >> Well exactly. So the bus drivers >> Yes. Greg that's >> we're getting the short end though. other districts that are >> we are probably not getting the
shortage, >> right? We're not into like >> okay probably get on [clears throat] a daily basically don't. However, I I just I I want to really understand why they're reducing us and make sure because otherwise if we're going to have overcrowded buses
and people are going to kids are going to get to school late. So the other thing they increased, which makes perfect sense to me, the career tech bus to like by.5. So we're probably going to share a bus with um Long Meadow because our >> sharing the bus. >> Well, we had our own bus, but now we
have 70 students. >> We have more kids more. >> We have a bus and a half. >> Yes. >> They're increasing it by a half a bus for Career Tech, reducing the regular needs. And then on top of that, they're also um requesting to add an assistant
principal uh for career tech. And there was a lot of discussion between the business managers and superintendent um about is that really needed? I mean, we can't we can't add staff. So, >> we shot it down last year. >> So, I think the board is going to have to vote on it and we were asking a lot
of questions. um superintendents want wants more data um you know on the the why and um so again this is the picture right now but that could change and I'll just keep you in the in the loop of of that. So uh the conclusion um as you can see there are many moving parts of the
school department budget. We're in the process of moving the personnel. I'm just about done with that. Um I'm not comfortable to give a percentage. Rick always tries to get me to but I'm just not quite there yet. What what I can tell you is it's definitely more than 3%. Um that is definite. Uh we've begun to schedule meetings with
>> services is more than 3%. >> Yes. >> Yes, that I'm confident to say. Um we continue to analyze the special ed expenditures. Uh we'll have more detailed information at the next school committee meeting. Um and then I put down there again reminding you what our
budget number is and what every half a percent actually what increase that's $185,000 for every half a percent. As a reminder, last year the town council approved a 2.5% increase um to the school department. >> I forgot that.
>> So, any questions on anything right now? >> On our way. >> Yeah. >> Okay. So, we're going to um share this with the leadership team. You know, we wanted to get discussion here first and hear any thoughts that you may have.
Obviously, we want to hear what the town has to say in the joint budget meeting next week. Um, but then we'll, similar to last year, when we have a better idea of where the town might be, we'll start to put strategies together to see where we are in terms of once we know what
level services will be, what the town might be able to offer. Um, last year was 2.5 and then see, you know, if there's a deficit there that we have to deal with. But we're not presenting no all of our numbers because we don't have them.
>> We don't have them. Correct. >> I think it's just a very general conversation. The way it's gone in the past is just in terms of where they think the town is at this point. Um what their uh instructions have been to departments in terms of um building
their budgets and presenting them to first the town manager and director of municipal finance. Uh and then ultimately town manager has to put together an entire draft budget which ultimately will go to the town council. But during all that time there's a lot
of discussion between the school department [clears throat] and the town manager and uh municipal finance director. >> So it's written right in the charter that the school department the budget for us starts with the meeting between the town council and the school committee. So, it's just it's a formality, but as I said, um the town
finance director sent out the budget memo for level services. She expects the departments we're usually different. She knows that we're we're just different. We we need more time um you know, for school committee to to approve what they're going to then submit. She has
asked the the other departments though to turn it in. I believe it's January 16th. Um so, I've again I've started to really delve into this. I spent a lot of time over this last week. Um, so I'm getting there. I the next meeting I will definitely have the number for you. And [snorts] >> as you know, our budget's different than
other town departments because of Ed forum. Our budget goes directly to the council as a legislative body. We work with the town manager so that we can get the town manager's recommendation of our budget, which is really what we want cuz without that we're fighting an uphill battle. But our budget goes directly to
the council versus the other town departments go through the town manager. technically speaking and it does make >> for that for a really real thing. Yeah, >> I was just going to say it makes sense to [clears throat] hold on certain projections until you at least get the
governor's budget because that has a chapter 70 proposal in it. That's generally what most school departments then look at. Okay, this is what we're probably dealing with. It may go up. You know, it did last two years go up, but that was when the Ways and Means
Committee increase it. Generally, they're going to increase it by a certain dollar figure at least the last couple years uh per pupil is basically how they do it. And like $30 per pupil will increase the uh Chapter 7 by another $30 per
pupil, which sounds like it might generate a ton of money, but when you're dealing with >> 1851, >> correct? It's all the g $35 million budget. It's only about another $185 >> and that was $60. >> It's difficult to make the case to correlate with chapter 70 because it
goes up some years, but some years it goes down. >> One year it went up $2 million if you look >> correctly because then we have to ride the wave, >> right? >> So be aware that that chapter 70 number can come in high and we're thinking, oh, it's great. It doesn't really affect us all the time because once we start to
correlate it, then we have to ride that wave every year. We'd be cutting, adding, cutting, adding. So unfortunately the state can't fund us, you know, like this, which would make budgeting easier, but >> Mhm. >> and they take in consideration the amount of cuts that we had to go through last year.
>> Who takes into consider? >> That's what we're we've at least started the discussion with. >> Okay. >> But certainly that's something that uh is >> by reducing 20 staff members last year. I think we were the only department to
reduce staff. We were >> and and that's my point. You know, every department cut. That's not to say that departments didn't, but given the the um amount of our budget, if you're cutting a certain percentage, last year, I think
it was we were cutting close to 3%. >> Um or higher, >> I think. >> Um you can only get so far with, you know, revenue changes. Uh eventually it becomes staff because we're staff heavy. It's 80% of the budget. Yeah. And
>> how many students did you say we were had left the district before with school choice? >> 35 last year going out via school choice. >> Via school choice. So that's negative, right? So that's something else to think about. How do we keep and bring back all
those students because every kid is more revenue. >> True. >> Right. >> Yeah. I think it's a lot of Chinese immersion probably. Right. >> You have some out at the ch Chinese immersion, but you do have some inoice. It's a charter school. >> Um you have some at uh actually it might
be a charter school. You're right on the terms of uh the um uh what's it? Pioneer Valley >> Performing Arts. >> Yeah. Performing arts. >> Another charter school. Yeah. >> Which is a different funding formula. If they leave for a charter school, it may
not be $5,000. Actually, maybe more. >> Wow. Okay. schools get more >> right >> of your chapter 7 funding if they leave. >> Yeah. So in that case you I prefer school choice for be a charter.
>> Okay. Okay. Anything else? And Caitlyn doing right on time. So okay. All right. Any other questions on the budget? We will see everyone next Tuesday. >> You know, you have two gifts. >> Thanks. >> I know. >> Oh, okay. >> Just on the budget.
>> Wrapping it up. >> I know. No, no, no. We got >> motion to adjourn. >> I got to get dinner here soon. So, [laughter] um, okay, moving right along. Thank you, Pam, for that uh beginning of the budget. >> You're welcome. >> We have a fall 2025 commission check
from Grin and Barrett in the amount of $1,57.75. Would someone please move to accept that please? >> To accept the fall 2025 commission check from Gren and Barrett in the amount of $1,575
to the Maple Shade gift account. >> Motion made by Amy. >> Second by William. Discussion. All in favor say I. >> I. Those opposed? Nay. Carries. [clears throat] Five to zero. accept the fall 2025 in the amount of $24341
to the Bland Park made by Amy. Second by William. Discussion. All in favor say I. >> I. >> I. N. That car to zero. >> Three. We'll get those deposited. Post deposit. Thanks. >> A lot of pictures these days. It looks like huh money. >> Yes.
>> Purchasing the premier back. >> Everybody having [laughter] digital, right? Yeah. >> Yes. Uh okay, moving along. We have 6.1 discussion of draft calendar for the 2627 school year. Okay, so uh at our
last meeting um in the year of 2025 or in the year of 2026, uh we had a draft calendar. We had um some initial feedback at that point from the leadership team. leadership team. Uh basically this is the same calendar that we've been utilizing for the last uh
probably three if not five years. Um at that time we had reduced some of the half days uh that were used for professional development down to one half day which now still sits in September for professional development. Um
then since our last meeting we did have the collaborative the ELA and ELPS collaborative committee take a look at the calendar. They were comfortable with the calendar. The one um recommendation which they've offered in the past is to take the January um professional
development day which currently sits in 2027 at January 27th and possibly move it to March either that first week March 3rd or that second week March 10th. Uh the reasoning is that uh you do only
have two days with um January um January 1st and then January 18th. Uh days off. This spreads it out a little bit more. Allows you to start getting momentum in January. Um and then March,
you do have one day off there in this calendar with Good Friday, but uh March is relatively untouched. recommending one or the other, Gordon, or >> um I mean there are arguments for probably both. Uh the original thought
process was that um November and January give us the opportunity to sort of build off some of the things that we've been doing as we start the school year and we have that first work/professional development day um and utilize a lot of
what we're uh doing with professional development in the current year. Uh, and so that's where January still gives you February, March, April, May, and a little bit of June depending on the calendar. This calendar actually takes you deep into June, June 21st. Um
the discussion that took place at the collaborative committee was that you know it's it's really twofold in that um professional development certainly is for that current school year but it's for continuing growth and um building
skills for the long haul so to speak in more than just one school year. And so there are certain things that even if you learn them on March 3rd, you could probably utilize in the remaining uh school days in March, April and May and
um couple weeks and three weeks in June, but you're also building skills for future years. So that's what the discussion basically consisted of during the collaborative uh meeting. Heather, how was the time been? Because I know
last year during some professional days we were struggling with some attendance. >> Much better in November. >> Yeah, it was uh we went somewhat from construction standpoint but also in working with the collaborative committee we went back to a building based
reporting system. We did have a through line of um professional development in the morning around uh special education, but then we tried to build uh workshops that were more along those grade levels
at each building and that seemed to help us with attendance because we were forcing everybody to come to a presentation and at least have the morning at the high school. Um I think last year we did one of the days where after the morning they went back
to their buildings but uh so we tried something different. Construction also helped because this building as I'm sure two students can attest to sometimes shakes [laughter] periodically throughout the day >> uh based on what's going on with the construction and parking's more
challenging now till we get the new parking lot up and running. So does the school usually plan that PD day in January or March or is it >> it's combination of the leadership team
and building on what the principles feel that they need. So we build the whole calendar together more or less. >> Be so nice if you could use the new high school next year. I think that, you
know, and keep folks together even, >> you know, the preference >> want to come see the new building. >> Yeah. Sometimes the preference is to be back in your building, but it might be nice to build a little something into. >> We're trying to do um a convocation here, but I don't know if that will
happen for next year. >> Nobody will be able to just stay in the back because >> there's not as many seats. True. in the auditorium as there was >> previous one. >> You can set it up in the new cafeteria which would be >> that's sure the large meeting space. >> Nice.
>> Um a little bit more specifically to the question you asked. >> Uh the September half of it [clears throat] is almost entirely planned by the buildings. So that that's keeping their their staff and then we try to build with
input um the two or really three uh if you take that August day the November day and the January day. >> So do we want to answer that question of January or March today? If the collaborative committee is asking
for it to be in March, do we think that attendance would be better in March? >> That's a hard question to answer. Um I don't think we necessarily discussed attendance [clears throat] as much. I thought their their big recommendation last year around attendance was if we
try to at least have people report back to their home buildings that we might increase attendance, you know, at least through November, we have an increase versus last year. So, we'll see how January goes. We're in January. So, we'll see in the next few
weeks how that goes. I also think that having the PD day in March, you get into a lot of testing in March and May and June. So, I'm not sure what they're doing during that PD day that they're
actually going to be able to practice. and I mean get data to see if what they're practicing is actually working because you are focused on so many other things that are happening.
>> Yeah, assessment schedule does pick up uh quite incredibly >> and the PD really has a lot of it has been focused on curriculum implementation. So if you are doing this stuff and then there are test dates then you're not >> it's hard to implement.
So, do we want to do January then? Still leave it there. Any objection to that? Speak now. Hold your piece. >> I think Antella's point about putting it in March and being disruptive to the
testing testing. >> Heather, that makes sense to have in January still. >> Yeah. I mean the MCCAST window for the elementary starts mid-March. So >> all right keep in January then that's the Were we looking for approval for
this things to work out? >> Um this is all we have in terms of adding that at least from the groups that we >> uh >> we have a half day for um the day before Christmas Eve and a half day before
Thanksgiving, right? for both staff and students, >> right? >> Yep. >> Which is a change? >> Yeah, the change is uh staff. >> Yep. >> For which days? >> December 23rd and uh November 24th.
>> 25th. Sorry. >> They're changed. >> They're No, they're both half days. >> They're half days for students, but not specifically for staff. In practice, they >> half days. We're just making it official. >> Oh. [clears throat] Any other questions on the calendar? If not, we >> Oh, so that is changed then.
>> That's what I'm saying. They're officially half days. November one is contractual. >> That's always been Yep. >> The December one has been traditionally a half day for students and um in practice has been a half day for staff.
It's not it's not necessarily written in the contract. Any other questions on the calendar? Are folks ready to move it? If so, I would take a motion to that effect
as presented or not. You want to wait? Crickets. >> We losing you, Carrie. No. You >> should have gotten that coffee, shouldn't you? I'm [clears throat] here. Does somebody want to move to accept the calendar? Yeah. >> Move to accept the calendar for the 2026
202 school year as presented. >> Motion made by Amy. Second. >> Second by carry. Any other discussion? All in favor say I. >> I. >> I. Five to zero. Thank you. Um I just have one other
timely thing. Um, as we talk about wrapping up the year and, um, Gordon, uh, eventually leaving us, I was wondering if you'd be willing to do like an official opening of the auditorium of the high school before you leave
>> the new high school. >> The new high school. >> So, like in June, if we could set a date to do an official opening just so we have an reason to celebrate together. >> Okay. >> Okay. Is that all right with the committee? And if so, I'd like to um take a motion to create a plaque to
commemorate the time of uh the opening of the SL High School Auditorium um being opened on such a date in June by Superintendent Gordon Smith with his um years of service underneath that
with the committee. So, I'm going to take a motion to that effect so we can make that official. Thank you. I was going to do without you, but you have to be here for this. [laughter] >> So, we're naming the auditorium.
>> East High School. >> Wait, what? >> He's going to open it and we're going to put his name on the wall. >> Okay. >> With his years of service. >> How many years of service right there? >> This is my 16th year. >> 16 years is worth putting on the wall. Come on. >> That's like two years less than how old
I am. [laughter] uh >> definitely deserves a [laughter] >> make that motion. >> We'll go out together. >> It's a long motion. >> So move. >> So move. Thank you, William. >> And [snorts] second by Amy. Any other
discussion? All in favor say I. >> I. I. >> Thank you very much. >> Okay. It'll [clears throat] be fun. We'll have a we'll have a party. We might still be wearing hard hats, but >> it'll be fun. >> We have a ribbon with a giant scissors. >> That's big scissors. Big big scissors.
Okay. Exciting. Uh, with that we have come to the conclusion of our meeting. Uh, if there's nothing else to discuss, I would entertain someone to adjurnn. So, >> motion made by Antinoa. Second by William discussion. All in favor say I. I. Those opposed, nay. That motion
carries. Five to zero. Thank you. We are adjourned.