This meeting is called to order in the administration building, 17 Ariel Road, Blackwood, New Jersey. Notices of this meeting were forwarded to the Courier Post Clerk of the Township and District website. And members of the board of education and posted in the Board of
Education offices at 17 Ariel Road, Blenheim, New Jersey. Please note that this board meeting may be audio videotaped. Please stand for the flag salute. I pledge >> allegiance to the flag of the United
States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Can I have a roll call, please? >> Miss Santino, >> here.
>> Mrs. Mrs. Gallaik, Miss Score >> here, >> Mr. Hutchinson >> here, Mrs. Masky >> here, >> Mr. Pelis >> here, >> Mr. Tersy >> here, >> Mrs. Henry >> here, >> Mrs. Johnson >> here, U. Mrs. Galanick had a work
commitment. So, at this time, can we have a report and presentation by the business administrator, please? A little bit. Have this open up over here. You want me to You can sit in my seat if you want.
>> All right. I think I see it. >> All right. Now you can hear me. >> Good evening. Uh this is the um the people to see me also. This is the 2026 2027 uh budget presentation. Um the budget process uh always begins in like
December and if you look back at the minutes the board approves like a budget calendar usually begins in December meeting with principles, sending out information to the principles to the supervisors and what they do is uh give them about a month to send things back to me. uh stuff comes back to me
probably in in in December meet as an administration with the central administration to go over it and then we start meeting with the board as on a committee basis. So the board's finance committee met three times regarding this budget. So before I get into it, I want to talk about some of the things that
happened in this budget. This budget was very unusual for a number of reasons. Um every year we put in what's called surplus into the budget. This year our surplus was $2.5 million down. So right out of the gate we were $2 and half million dollars in the hole. And then uh
health care increases not just for us but for anybody whether you were in public employment or private employment was was an an incredible cost. If you're in a state health benefit plan those increases were 31 and 32%. Uh for us
they were 17 I think it was 17.63. And it doesn't sound I mean it sounds like a a big number but when you when you talk about it in dollars and cents it's a huge number. Um it was like $4.6 million. So when you start coupling all those things um you know there's a loss
in revenue of $2.5 million $4.6 million in in healthcare raises for all the employees are $2.6 million. When you start coupling all that together along with some special ed increases which were substantial and I will talk about that later, you know, we started the
year with like $10 million in the hole. So, everyone says, "Oh, you you got $4 million from the state." Yeah, I was 10 million in the hole. So, there was a lot to cover here. So, the the finance committee uh met several times. We went over a couple different scenarios. The
administration met many times regarding how are we going to close that gap? and the gap was closed for a number of different ways of of either increasing revenue by tax increases or reducing the budget by expenses. So, we're going to cover that in this budget right now. So, let me get
started with that. Uh the budgets arranged by uh these type of things. It's enrollments by grade level. There's revenues uh by category. We're going to look at some select appropriations by category. uh tax IV information and some highlights that are actually included in the budget.
So, when you look at the grade levels, uh we do this every year. Um these are the grade levels by by year, but you'll notice for for next year, it's not this year, but for next year, that prek enrollment is actually going to go up because this is we're starting to actually you're allowed to go out and
use the providers that are in uh in Glosser Township. So, last year we had one provider. Uh this year we're going to have three providers. So when you have providers, you can increase enrollment. And I think that number is going to go up about 72 is what I think
from the providers. So that number should grow substantially. And when it grows substantially for us, usually they stay with us and you'll see that enrollment start to happen in in kindergarten and whatnot. So this is what our enrollment was as of uh April 1st.
And then I I kind of broke it down by school so you can see exactly uh what the school is. On the bottom you'll see uh the orange is is the middle school. Uh the top uh are the elementaryaries and you'll see at the top the out of district placements. Um we're going to
talk a little bit about that later. Um they're they really drive a huge cost within the budget but you'll see in our middle schools uh where the largest increase is. Um, and you can see this is going to be posted online, by the way. So, for those people looking at
it that are are watching it uh on TV, this will be online. You'll be able to see this 2627 revenues. Um, obviously there there's two big big numbers here. Tax levy, um, and you also see state aid. Um, these are the two
driving numbers that really fund the budget. And then there's miscellaneous revenues. There's tuition. Uh semi is uh special ed kids that we claim uh revenue uh from Medicare for that. Um capital reserve money when when times were good
uh before CO and after CO we had a a sub substantial amount. We do have a substantial amount. You'll see in the very last slide, but we used a lot of it um putting air conditioning in the schools last year. Um,
so the overall budget is 142,95978. This is just a graph of what you just saw. So what stands out? State aid in the orange and then you see uh the tax levy in the green. I mean those two things combined really are uh funding the budget for the schools.
Now, we're going to go at select appropriations. Um, regular programs. When you see that, it's exactly what you mean. It's really a kindergarten through 8th grade. Uh, special ed programs are those that are uh in-house special ed programs. Tuition. Our uh placements are
these are mainly special ed. I I would say probably 95% of these are special ed placements that are outside the district. So, when you look at this, this is how many special ed placements are inside and this is how many are
outside. Um, and we're going to draw a little bit of that back in and I'll explain that a little bit later um to everyone that's that's watching this relative the same in in some areas. You see transportation up and it it's up
because of of this number right here. um when you have more kids that are going outside, it kind of drives more transportation and that transportation is not cheap. We don't really own that. It's it's it's something we contract with outside providers. Um
employee benefits. I mean, just look over the years. Now, that says 25, but it it's really more than 25 when you look at it because it's what you're seeing is a general fund, but it's spread over cafeteria. It's spread over latch key. it spread over uh preschool.
Um what you're seeing here is just the the general fund. Um school office technology and administration is down. Uh it's not we did not take anything out of sports at all. Actually
see that going up. Capital outlays relatively the same from year to year. Uh capital reserve is down as you can see. And we'll explain what this is a little bit later. Um, this is just what you just saw just in a graph format. So, you can kind of see
exactly when you're looking at it exactly where the money is actually going. Uh, you see regular programs uh and special ed programs are here. Employee benefits are here. Um, this little thing, this 2.5 million is broken out into these these little areas here.
So, it kind of gives you like a like a diagram of what you're looking at for appropriations. Um, so the majority of our money is really going into the kids. Uh, tax levy information. Um, as you can
see here, we're we're going to be asking for the board to approve $3.9 million in taxes, uh, which is a 7% increase. Just so you know, that's what that works out to be. Uh, when we started this process, it was 9%. Um, we were able to get it
down to 7%. Um, so what does that mean? It's it's basically on a a house that's worth $189,000, which is the average house in uh, Glosser Township, it's really $150, a little bit less than $150 uh, a year
for that. It's basically a 7.7 uh cent tax increase. When you look at it overall, this is the last three years of tax increases, right? This is by month. So really over
the course of three years, when you add this up, it's $19.99 per month. You've probably spent more than that just on gas and on Verizon and on your bill at Shopright than what you have what you have paid just to fund the
schools in Gloucester Township. So it may look like a lot that 7% but when you look at it over 3 years $19.99 um it's really it's really not in my opinion based on what we've seen everywhere else in society. Um,
considering we have over 1,300 employees and over 6,000 kids that go to school here. Some budget highlights that are contained within the budget. Um, I'll read them all for the people who are going to be looking online. Uh, new
budget continues to offer uh all programs and services in the present budget. Uh, includes the largest health benefit increase in the district's history. Um, I can say I don't I don't think I've ever remember an increase over 10% and this was 17.63.
Um, that was that's a large increase and I don't think many of the schools and towns in in you know in New Jersey can can have that increase every year and survive. Something has to be done when it comes to health uh health insurance.
Uh we did get significant state increases um establishing new industry programs to eliminate outside tuition and I talk I talked about that earlier. What that is is we have over I think it'sund over 100 kids that go out. We looked at
how we can bring some of those kids back in because they're very costly when you send them out. Tuitions most of the time is over $100,000 per student. you can have uh $40,000 per kid just to transport them to the the special ed school. We're going to bring a lot of
them back. Um and there's a lot of discussion within the administration exactly how that's going to happen, but it's to save money in the district. Um rather than send it out, we think we can do it a little bit better here and save money doing it. And it's to stop the bleed that's going out of the district
to try and bring the kids in back in house. Um, so a lot of what you see down here, uh, I'll just get to it in a minute. The preschool disabled program is transitioning from part-time to full-time. That's also part of what we're doing. Um, normally, um, when those kids go from prek disabled and
when they reach kindergarten, they normally go out. U, we're going to we're going to keep them and hold them back in. That's why you see hiring five full-time multiply disabled teachers. we're going to hire those teachers for those kids um that we're bringing back in district.
So, sounds like a lot, but it's really not. When you were to multiply all those kids that go out and their transportation, it's really we actually saved probably half a million dollars doing it. Um now, the other administrators are trying to find place
in the schools to make it happen. and they think they have uh I think it's multiple schools uh that are going to be affected by this. But if you're a parent and your kid goes to Gloss Glosser Township schools, you want them educated in Gloucester Township schools, you don't want them sent out to a private
school. So, I think it's a win-win to have those kids come back. If we can have them all come back, I would like that, but I don't think we have the room. Um contracted for two additional pre preK providers. Uh so, we already had Malver. Um, so we're also going to be I think
it's uh step for purpose I think on the Black Horse Pike and the Head Start is the other one that we're contracting with. Also in this budget is uh we're replacing six 54 passenger school buses uh with enhanced ALGO and video. uh
replacing uh three school vans. Uh trucks with plows and salt spreaders, which we were um noticed that that was a definite need this uh this this winter. A new facilities tractor for better sports field management. So when we look
at this right here, um school buses have a a definite life period. It's 15 years. After 15 years, you have to get rid of them. Um so we have six that are at the 15-ear mark. um you have to get rid of them. And if we didn't have them by uh September,
we'd be six buses short. Same thing goes with the vans. Um so that that that comes and goes depending on on how we're replacing them. Um trucks with plows. I think that's uh I think that's five different
trucks, but they're different sizes. The facilities tractor is actually a tractor that does two things. Not only does it handle sports field in the summertime, but in the winter it has a huge uh snow plow in the front to do the sidewalks in the schools because we noted that that
was an issue. Also, if you remember earlier, I talked about the 1.5 uh a little over a million dollars for uh fire alarm replacements. Uh that's where you see that right there. Now, it's a little bit more to do both schools, but we already had some money that was already obligated for
fire alarm replacements that were already set aside. So, we're going to do two of them. And we're always like one day away from seeing if we can actually open school because I think this year we had a real issue at at Lewis. Um so,
replacing Lewis and Lily um is first and then I think after that we're going to go down the road. I think it's going to be Blackwood, Ariel, and probably choose I think are the last three. Lauren Fleman four. So, uh last year if you remember I think we replaced
It might have been two years ago. I think we did three. Um Oh, we already did choose. So, uh technology upgrades. We had started this process uh three years ago using federal money. Uh we get a lot of money from the the -ate program
and this is the last piece of it right here. Uh that does the rest of uh the district. Um after this we'll be upgraded in every school for switches going from I think it's 1 gig to 10 gig in every school. Since a lot of things
are happening on the technology side um this was necessary to make sure the kids have the the necessary technology to continue learning. Some miscellaneous numbers uh the adequacy budget $18 million. What that means is uh the state basically
says you're you're really below $18 million what you're allowed to spend. Uh seems odd, but um that's actually a printout. Uh we're below $18 million of what we're actually allowed to spend. Bank cap for future years is uh $260,000.
Um and really all that means is uh over it's a threeyear average and we could you could actually raise the budget another $260,000 if you wanted to. uh amount in capital reserve. So even though you saw some big numbers that we spent on capital reserve over the last
three years, um there's still $4.7 million in capital reserve. And this already includes that fire alarm being replaced. So basically think of that as a savings account. When times are good, we kind of put money aside, the board does for when uh we want to do projects
in the schools. Um and then we draw it down from year to year. And really, you can only do that at budget time. uh amount of maintenance reserves, same kind of thing but not as reserved as capital reserve. It means uh you can do in-house things that keep the warranties
uh active. Um so same kind of thing, it could be done at at budget time. So there's basically there's a little bit over uh $7 million almost $8 million in those two reserve accounts. Emergency reserve is a little bit less. Um amount of reserve funds allocated in the budget
is 4.4 million. last year was uh I want to say it was 6.7. So, I believe that's it. Um I'll take some questions from the board. I believe the public will have a a chance to ask their questions in a minute, but if the board has any questions,
>> let's uh >> six buses that we're replacing, what do we do with them? Do we sell them? >> Yeah, they get sold. Um, if you if you go back, I want to say it was either February or March, you look at the agenda, I think we got like like
$400 a bus, they basically sell them for the scrap. >> Yeah, they're they're they're they're worthless. >> Okay. Thank you. >> I have a couple questions. um with regards to the last slide when you were talking about um the m miscellaneous
numbers and you're correct um last year we had 6.7 million um amount of the reserves allocated to the budget. Um what are the reasons why it's so different? Like last year uh we had 20
million below the adequate budget. we had 2.9 uh for bank camp uh cap but now we have 260,000. So that's just like a big disparity. Um and then the amount of capital reserve available for the future
last year was 6.7. Uh this year is 4.7. So what is what is the reason for those large gaps in numbers? >> Well, you're asking for things from last year and this year. So last year we actually took money out to do things and
and I think we did the science rooms and that brought that cap reserve down. >> Um >> so so basically the um for future budgets so we basically probably use 2.7 of the 2.9. Is that
what it is saying? Because we had last year when you did the presentation you had presented that we had $2.9 million in bank cap available for future budgets. Did >> we lose any? >> But now you're saying we have $260,000.
>> Yeah. What you're going to approve right now shows that you're using a bunch of it. >> Okay. So that's >> Yeah. You're using 2.1 or 2.2 million of it. >> Okay. Just >> actually more 2 It's a lot more than that if you look at it. Right. So just just wanted to clarify of you know what
what it was last year to versus this year. Um and then also last year you had stated that you were going to do um a comparison of enrollment from this year to last year. Um so I did it I did it for you because I didn't see it on the
um presentation. Last year we had uh 6539 students. This year we have 6,517 students. So >> slight slight um decrease. >> And you would think with all the construction that's actually going on because everyone sees it.
>> We we talk about it. We we said we're waiting for like the class sizes to balloon but they don't. I don't know why that is but they don't balloon. Um and we're waiting for it but we haven't seen it yet. So, I don't know if the people that are buying maybe aren't having kids
yet or they're maybe they're going to private schools, but we haven't seen that ballooning happen >> yet. Yet, we do talk about it though. >> Um, and then the other thing that I have is we talk about the highlights. Um, but
what are the low lightss of this budget? Yeah, I mean the the low there's there in order to close that gap, there were some some lows. Um I want to say there's I don't have them off the top of my head. I'm going to say there's seven teachers that are retiring that aren't
being filled. Um so, you know, between their benefits, top of the guide salaries, I mean, you know, you're talking like almost a million dollars from not filling that. Um there were some cuts on the curriculum side. Even though they were cuts on the curriculum
side, a lot of it is being redirected in some of the title grants. So we saw them actually come out of the budget, but they're actually being directed in some of the title grants. So even though it's a loss on the general fund, we're actually going to see them rise on on on
the on the grants. Um and that was I mean that was maybe almost a million dollars there. So there were there were a couple areas where they actually were reductions um but they were handled within the administration. So when I said we you know there were cuts that
were going to be made to special ed but uh Dr. Martin came back and said well I don't want to do cuts. This is the way I want to handle my my reductions. And she actually said we want to bring the kids back. Um we're going to fund the teachers through the cost of bringing the kids back. and she actually saved us
about $500,000 doing that. So there were there was a lot of this trying to close that gap. Anything else? >> Speak to the administration cut too. I think it needs to be said. >> Yes, there was an administration cut uh
on the principal side. I mean, I don't think I can elaborate on that right now. We haven't gotten to May yet. So, it's but there were there were there were cuts all around. Can we go over what other cuts and how it's affecting students and teachers so
they understand what's happening and how their day-to-day changes because what departments specifically are having cuts and seeing cuts, how is that affecting the well-being of everybody? Because I don't see any of that in here. >> Yeah. I mean, uh, I don't have that, uh,
to talk about. I think, um, there were some cuts on the intervention specialist, I think. So, you're going to see instead of a a class sizing being three or four, you're going to say go to five. Um, I think on the elementary side of Spanish, I think, uh, you're still
going to see it, but I think the class sizes are going to be increased. So, what I said on there, everything that was in this budget is still in this budget. you just may have increased enrollment in those areas. Those are the only two I can really think of other than that because those were the areas
that were actually cut because most of the cuts the retirees came out of those departments and no back and we said the ones when you say cuts we're using the word cut but we're not back filling once they >> we're not back it's we're not backfilling it that's that's that's true
>> right okay >> I think uh my observation two observations from this that I would like to see going forward. Uh, one that the public has this on the agenda like on the website so therefore they can review it at their leisure because we've had
three days to review this, right? But the public hasn't. So therefore, they're not able to look at it, dissect it. Granted, they may be like myself and just be like, "Oh my god, this is numbers." But there could be, you know, somebody that's really great. >> A lot goes into the numbers. Yeah,
>> absolutely. The other thing going forward that I would like to see is not only showcase the highlights of the great things that we're doing, but how the why and how are we getting there. Um so therefore that either a the board
could vote appropriately and also the public could ask the questions of you know how are we getting there to ensure that we're all aligned and stacking hands moving forward. So that's what I would like to see, you know, sitting on
this board or if I was sitting in in the public just having that information. Any other board questions before we turn it over to the public to have some input? Seeing none, thank you very much. Uh, thank you to the people who are going to
watching this later. And I will leave the microphone on so they don't have to actually put it on. >> Thank you. At this time, can I have a motion to open the floor to public comments, please? So move. >> Second.
>> Roll call, please. You just do all in favor. >> All in favor? I >> I >> Anyone opposed? Abstain. >> At this point, anyone in the public like
to speak? >> Uh Jeff Emerson, GTA. Uh you talked about low lights, so I wanted to have some questions about uh this week a number of staff uh contracted staff met with administration. We're told about potential changes for next year. Uh can
you tell me what's the reasoning behind the position slashtime cuts to the elementary Spanish program as well as the increased job expectations for the elementary counselors? the uh Spanish cuts. I I believe uh
there were already existing um openings that hadn't been filled and um there's decision by the administration to reduce the number of cycles I believe the students are going to get Spanish.
Um so that was the rationale behind that >> and as well for the uh increased job expectations for the counselors. >> I believe there was a meeting I believe the uh
counselors since a couple years ago we doubled for all intents and purposes counseling out of each of the buildings. Um so the um counselors will be asked to do uh some select teaching I believe what used
to be called life skills. Um I think that that has been ongoing in a number of elementary schools since uh the guidance counselors were added. I also think that I believe that Mr. Cho and uh Mr. kind had met with counselors this
week to explain what the expectations moving forward would be. >> I think there was uh I don't think it was quite filled in exactly all the way. There's still a lot of questions out there. Um so what is the current budget deficit? >> I think that those questions should be defined and sent back to Mr. Tro and to
Mr. Klein so it doesn't remain nebulous. >> Yes, that would be appreciated from the NJ. I mean the GTA. Uh >> so what is the current budget deficit? Is it $10 million? >> And where did the surplus of 2 and a half million go? >> Started out at n started at 9.8 million
in the hole is what we were. Um and what you just asked for was uh special ed uh placements out of district. That's where that money went. So last year, it happened last year. Um we had that many more than we're you're
only allowed to budget what you have. So just say I have 140 kids that go out and this year um I have 160. I got to find that 20. You just don't say, "Oh, well I'm going to budget an extra 20 just in case they roll in." They don't let you do that. I have to send into the state
an actual diagram that shows every kid at every school district that they go to. I can't just put an extra 10 in at 100,000. Um, you actually got to like have where they're going. So this year and last year that happened to us. Um, I
think there was $2 million that we were off plus the transportation. Um, so we we actually put that in this year. So this year we actually increased private duty nurses by $440,000,
special ed by over a million, and um transportation by $700,000. So those things combined were actually put in this budget because that's what we have now. We didn't have it last year, but we have it now. >> Right. I mean, we did get $4.2 million
additional aid from the state. Uh we are not bringing a lot of teachers back, so we got breakage we're going to be saving. Um, how much money will we be saving from the approximately 60 students we're bringing back in district? >> I think the the number we're saving is
about 500 about $493,000. >> How much does it cost for one student to go out? >> There's not 60. We're not we're not we're not bringing 60 back. Where'd you get that number? >> Five classrooms, 12 kids a classroom. >> It's not that it's not that many. Um, some of them are inside like the prek that are rolling up that would normally
go out. Some of them are inside. We're bringing back maybe 12 that are coming back. Um some that were that would go out are not going out. Um I think that's where where that is. >> All right. And I know I'm low on time, so I'll just finish up. I'll say that
with the low lightss. Three years ago, we added additional counselors to elementary schools with many of these schools rivaling the middle school populations who already had three counselors. These counselor are hired to do a clear need for the increasing demands being placed on the current counselors for the students mental
well-being. Uh with this new mandate being placed on counselors which they are supposed to teach classes as well. Uh the G which the GT gtea believes is going to be increase in workload. Uh it's going to have them teaching six special area classes every other cycle.
So, if they split that in in one cycle, that's three count that's three classes per counselor, which is two hours a day each class is going to have to teach every other cycle. Uh, not to mention, they're going to need um their current duties. They're now going to need prep time. They're going to need guaranteed
lunch time. So, you're going to at least half their day from the things they're already doing. Um, I don't know if you're aware of everything these miracle workers do in our building and that they're asked to do. Um, but if you're looking to burn them out, uh, or look for similar jobs in other districts with
half the work, uh, that's that's the great right way to do it. Uh, these are the hardest workers in my building. Um, and across everything everything they do in the district, they drop everything at a moment's notice for countless needs every single day. And if they're in the classroom teaching, I don't know how
they're going to perform all these things that they're being asked to do. Uh, these counselors now need, as I said, a guaranteed prep time. They're going to need planning time for these classes are being asked to teach. Many of them don't even have teaching certificates. Uh and just knowing how hard the counselors work in my building,
the number of emergencies that arise. Um there just I don't know how we're going to work with teachers missing their contractual prep time because they're going to be re required to apply for their compensation as well. Not just counseling. I feel cutting
Spanish from 40 minutes to 20 minutes is also a detriment to our kids. uh Spanish language is becoming more and more just part of our culture and the need for students to know it has never been greater. Uh we all know younger students are when exposed to foreign language earlier in their career learn that
language better and are able to retain it better. Uh I'm going to say that finish with I will work with the administration if this is budgetary to do what needs to be done to balance the budget. But if this is not
budgetary, more just out of convenience, uh, or if it violates law or contract, uh, I implore you to find a better way to do this. >> Thank you. >> Anyone else have any question, would
like to speak? >> Hi, my name is Allison Vallejo. um librarian over at Mullen School and my concern I believe you're adding five full-time multiple disabled
classrooms but you're taking away counseling time and are we considering also the support staff that would need to be part of that? I don't know from this but it seems like when we bring them in we're saving money. Yes. But are we
considering all the supports that those classes need? And I will hope the board will consider that when they're looking because I'm assuming you have the big numbers, not the spreadsheet. That's all. Thank you.
Anyone else like to speak? >> Focus on my name and address. >> Yes, please. >> Maybe just >> down. >> Okay. Michelle Bamick. I'm an Ariel. Um you mentioned that they were cutting interventionists and that would increase interventionists from having about three students um per group to about five
students per group. Um I am an interventionist and I know with um special ed when we have students in a tier three setting, we're not allowed to have more than three students in a group because that interferes with the special ed rulings for us to get kids classified
in special ed. So that was a little concerning when I heard that. Thank you. >> Thank you. >> Anyone else like to speak? Seeing none, can I have a motion to close the floor to public comments, please?
>> Second. Thank you. Roll call, please. >> Miss Dentino, >> yes. >> Miss Gore, >> yes. >> Mr. Hutchinson, >> yes. >> Mrs. Mashki, >> yes. >> Mr. Pis, >> yes. >> Mr. Tersy, >> yes. Miss Henry.
>> Yes. >> M. Johnson. >> Yes. >> Okay. At this time, we are going to go to adoption of the 2026 2027 school budget. Mr. Bido.
>> Need a motion. A motion. I need a motion. >> Well, we we've gotten there. Okay. Um, can I get a motion, please, to adopt 2.3A through F, please? >> So moved.
>> Second. >> Thank you. Roll call, please. Oh, any any questions, discussions, comments? I have some questions. And um so the thought process
with the public uh bringing up this and this is probably the main factor that I think is truly important that the public gets this and gets the highs and the lows all at once. So therefore they have the big picture. Spanish is being cut
from 40 minutes to 20 minutes. I don't understand what could possibly be taught effectively in 20 minutes. Like how how is this how is this possible? Along with
with another member of the public stating how a tier three um going from three to five and that is that is true as personally I had a child in tier three. So,
have we are we adopting this budget and then flying the plane or do we have a clear picture of how this is going to be laid out and that all parties are stacking hands? Like the purpose of today is to stack
hands and go or the p purpose is to say let's hope and pray. >> I don't know quite how to answer that. The budget presented okay I believe is sufficient for the 2627 school year. It
meets all academic standards that the state has set forth and based upon the process that Mr. McCauley went through $10 million. Those those budget deficits had to be overcome.
State aid only helped a little bit. And you have to remember to protect the core instructional programs. And I believe that has been done and that is being offered next year here in this district. and some of it that we may talk about
ratios tonight. We don't know what those ratios for interventionist might be. Mr. McCauley did say the federal grants title one specifically. There are going to be additional intervention is hired through federal programs which are going
to again be more resources and we don't know the students in the fall that are going to be in those tiers that you you did mention and how we apply the resources like Mrs. Banick to them. So that ratio may stand still um hopefully
it does for the betterment of of students but until we know the number of students receiving intervention coupled with the resources that we apply to them then we're going to find out that ratio. Um, I have a question. So, or not a
question, more of a a note. The public comes and they get this packet, but this packet was like how Dina explained, missing a lot of details, not really showing the big picture. Question from the public says, legally speaking, you can only have x amount of people and
there's the potential of this happening. We don't know that yet, but it sounds too what if or what could happen that I'm a little concerned with that number. Um, hearing that guidance counselors don't have teaching certs, how can they possibly teach? I don't understand that
part as well. That seems a little confusing to me. Um, and and and honestly just seeing the big picture of what else is being reduced. Um, even in our previous meetings and going through the budget was stated, this is how it was going to be in a sense versus an
actual breakdown or pure input based off of our questions. and given all of the questions that we asked weren't answered as we requested them either. So kind of my comment on that. >> Thank you. Anyone else? >> I have a comment.
>> Being on the flip side of this, I asked that specific question at the meeting. How is this going to impact teacher uh counseling time based on what we currently have? And you assured me that by increasing the number of counselors
that time would not be an issue. Am I not right on that? >> I actually think the architect of this counseling concept, Mr. Trrow, is asked to speak on the matter. Right. >> So to alleviate any confusion on what
the plan is, Mr. Tro, would you like to speak momentarily on what the plan is, please? Thank you. Yeah, I've heard a lot of things said tonight and there while some things it's how you try to explain
it. So, one of the things that when we brought the counselors on, they had presented to me some concerns about the ratio of students to counselors in the elementary school. And so, when we brought them on, one of the things that they also presented to me was a core
tenant of the ASCA guidelines, which are the counseling guidelines that the national association puts out. um suggests that guidance counselors should be presenting and um participating in what are called tier one interventions which are whole school
um lessons. They had talked about the fact that they didn't have time when there was only one counselor in each of the elementary schools. So that was one of the things that they wanted to do. When we brought on the second counselor, we had tried to put that in during what we call health and PE time, which is a a
time that teachers work with students daily. that was difficult to get it consistent um across the district. And so one of the things when this was going on that Mr. Klein and I uh talked about was the need to solidify the tier one interventions. So the change that we're
making is we're moving that into the special area time in the elementary school during that time that Spanish half of the time that Spanish met. It's not going to be 20 minutes a class. It's going to be 40 minutes but instead of every cycle it's going to be every other
cycle. I'll get back to Spanish in just a minute. Um, so the counselors will be doing something that is required of them, which is tier one um, schoolwide um, lessons that they're going to be providing for students. Uh, social emotional well-being um, you know, life
skills is another way of describing it. All things that are in the ASA guidelines for um, counselors. It will be an ungraded class. We talked a little bit about that today with them and confirmed that they wanted. That's always a concern that counselors have. Um those were some of the things that we've been talking you know some of the
minor details that need to be worked out but they will be working with the students during that time um to do activities that they should be doing with all of the students and that was part of the plan when we brought them on the Spanish piece. One of the issues
that we had I think Mr. Moli mentioned it a little bit is the fact that we've had two unfilled Spanish positions in the elementary school all year. And so we have been beg borrowing and stealing trying to put um band-aids on the Spanish program in the elementary school
to make it work. And so when we had these cuts that we needed to make, we tried to look for a win-win scenario, which was do Spanish the best we can with the staffing that we have. and then um trying to get the counseling situation to solidify that while we had
cuts to make to make sure that we could provide a full counseling program without any reduction in staffing and meet all of the demands that a robust counseling program has. Will there need to be some changes? U Mr. Emerson has mentioned some of those and I look forward to working with the association
to work through some of those details, but we do believe we can work through those and still maintain the robust program that we need to have um in a way that again best meets the needs of our students and our community. Not sure if there were any other questions. There were a number of things that were oh the
as far as when it comes to intervention piece, the three the five that Mr. Mcoli talked about a little bit um would be probably more in the tier two. So, um I'm sure Miss Bamber would be able to explain that tier 2 and tier three are
two different tiers. And so, when we said the 3 to five might be in the tier 2 category, um which is within the band that we do have allowances for and we would be able to do that with this the the uh level of intervention staffing that's proposed. And then the tier three
is one to three. And so, we do have many groups that have one or two. And so they might have to bring an additional child on, but they would all still be able to stay within the the bands based on the projections that we have for next year. >> While you're up there, bringing back Dr. Martin's outside people in, and I
brought this up several times, miraculously, we're going to be able to handle it with the five new staff or right is what you mentioned. Nowhere in there was a one-on-one aid or a support staff. None of this. and they're like
they won't need them. I being on this end of it think they will. If you're bringing back a person that was outside classified and you're bringing back to the district, they're
going to need some in uh aids, classroom aids. >> Often they do. In most cases, um aids have been so difficult to procure that >> I'm working on it. But don't be saying that >> outside um outside agencies have often asked us and made sure that we had to
provide an aid to go with the child to go to the out of district. So those were things that we will have to based on the IEPs that the students have. I don't have all those specific details available, but yes, it will involve um some additional staffing um for those
programs and we will be repurposing um some existing staff as well as other changes that are going on. But yeah, there are, you know, a lot of uh >> if they're out placement >> and they're coming back, they're going to need some aids. They they I'm telling
you, is that in here >> as as so as Mr. M as Mr. Mkeley talked about a little bit, yes, it is in there, but as he talked about a little bit, the um some of this is more cost avoidance. We have a number of students
particularly in the preK to um first grade section where we've just had Dr. Martin I know has talked about it at special services meetings where we've just had a huge influx of students in those um early childhood grades. And so we've had preschoolers that we've had to
send out. So, we're making some significant changes to the preschool program to try to make sure that it gives us the flexibility we need to meet the needs of students in district. And so, that's where a lot of the out ofd savings are going to be on prospective
preschoolers that we've been sending out that we're going to keep in. So, they're not even in the district yet. And then keeping students that were in our preschool program that have often then once we've gotten to kindergarten and first grade, we haven't had an appropriate program for them. We're expanding there. So most of the
expansion is in preschool disabled and K1 MD classrooms. That's where most of the expansion is. I think we're going to be >> you mean bringing them back. >> Expanding programs. >> I'm not talking about the expanding. I'm talking about bringing the ones that are currently out back with an aid.
>> As Mr. Mkeley said, we're talking about 10 to 12 students probably that are actually returning from out of district placements. The rest are going to be um and then so you got eighth graders graduating out, going to high school. So they come off the books and then we've got younger students that are doing. So
the net number is going to be I don't know it might end up being closer to 20 when you look at the net number but um it's more it's more avoiding those younger students that we've had in. And so we've got some preschool students that have been out of district that we're going to bring back for kindergarten next year is where most of
those out of district bringbacks are >> and being re-evaluated. Will our IEPs change? The IEPS will the that'll all that gets taken care of during the IEP process. Correct. >> I just don't want to short change. The kid who gets an aid out of district gets
brought back here and gets told you're not getting an aid because we're trying to save money. >> Well, remember during during the IEP process, this would be something where this all goes gets brought up and then if they don't agree to come back with the IEP program is asis, stay put goes
into effect and they remain in their current placement. We still our our legal obligation to provide FAPE does not change regardless of whether they're in district or out of district. So to bring them back, the entire premise is that we have to be able to appropriately
educate them or it wouldn't be a savings at all and arguably worse. And I think we're prepared to do that. >> That's what you're promising me. I I I hope it would be as I hope it goes through because I'm I'm fighting. So again, so some of the issue the some of
the students that have gone out of district, your most extreme cases that end up out of district, in many cases, their programs are too complicated for us to replicate in district. That's why we can't really bring all of them back. But there are a number of them, particularly in preschool and
kindergarten, where we had issues where we just didn't have places for them. And so programs that we can replicate, we just didn't have enough seats for them, and that ended up having overflow go out. And so we're expanding our capacity to meet them in district with students
that we feel very comfortable that we can meet their need. >> I hope it's a win-win. I do. I want to educate them here. >> Thank you. >> Any other questions? >> F. Roll call, please.
>> U Mrs. Dentino. Um I wanted to first just say that um the finance committee did work hard with everybody in the district. Um cuts were a lot higher and the percentage was a lot higher out to taxpayers. So I do think that the committee did a good job. Um I also just
would like to reiterate that everybody else is saying that the district does stay within all of our legal requirements. Um I vote yes. >> Uh Miss Gore. Yes, >> Mr. Hutchinson. >> Yes, >> Mrs. Maskings. >> Yes,
>> Mr. Peldus. >> Yes, >> Mr. Ty. >> No, >> Mrs. Henry. >> I want to thank the finance committee for everything that they've done. Um, I know they worked really hard in getting
everything um to to be where we are right now. I can't vote yes or no, so I'm going to abstain. >> Mrs. Johnson, >> yes.
>> Okay. At this time, we have the superintendence reports. Is there anything? >> Uh, thank you again, Mrs. uh Johnson. Yes, I uh need a motion in a second. This is a requirement for uh certain um
cabinet level posts have to go down to the county superintendent. Mr. Tro was one of them. So, I need a motion, a second from the board uh to approve his uh contract for review. Uh this comes back after the county executive superintendent approves it for one more
approval uh by by the board. I didn't make up the rules. We're just following right at this point. >> That's good. >> Okay. Thank you. Can I get a motion then, please? >> So moved and a second. >> Second. >> Thank you. >> This time, is anyone like what?
>> Do we need We don't need >> No, I interrupted. I apologize. >> Okay. At this time, public comments on any item. >> No, we got We need a vote on Tim. We don't have >> We need a We need a roll call for Tim. >> Okay. Roll call, please.
Mr. Tino, >> yes. >> Miss Gore, >> yes. >> Mr. Hinson, >> yes. >> Mrs. Mashki, >> yes. >> Mr. Pelvis, >> yes. >> Mr. Tersy, >> abstain. >> Miss Henry, >> yes. >> Mrs. Johnson,
>> yes. >> Okay. At this time, I'd open the floor to public comments on any item. Anyone like to speak? Seeing none, that is portion is closed.
Board member comments. Anyone? I just wanted to, this is not related to the budget today, but I just wanted to take a minute to congratulate all of the student athletes and coaches from our middle schools. Um, Pen Relays invites all the South Jersey middle schools to
come and participate and they can try to qualify for the 4x100 meter relay championship. Um this year our girls team Mullen placed second overall and Glandlanding placed seventh overall and our boys Lewis placed fifth landing
placed third and Mullen placed third or first overall in that 4x100 meter relay championship. So I just wanted to congratulate them and their coaches and just say great job. >> Thank you. Anyone else? >> I just want to wish uh the teachers uh
happy uh teacher appreciation week. Uh so that is before we meet again. Um so we have uh teacher appreciation and uh to say ditto with Karen and the pen relays. Um I saw the pictures of the parents
posting and the proud moments of of their relay team. So that was a really cool thing to be a part of and to see. >> Thank you. Um, I'd like to thank the administration and the finance committee for all their hard work on getting this
budget together. Anyone else? >> Yeah, just a quick shout out to the coaches. Um, all these successes students at Penrely, it starts with their leadership. So, thank you for all their hard work and effort. >> Can I have a motion to adjurnn, please?
>> Moved. >> Second. >> Second. All in favor? Bye. >> Hi. >> We're done. >> That was longer than last year. >> Yeah, it was.