So, welcome to the Greenfield uh budget and finance subcommittee meeting. It is December 8th, 2025, 11:01 a.m. Um, this meeting is being recorded. If anyone else present is recording it, you need
to notify uh the chair is Kate at this time. And um yeah, call the meeting to order. Roll call vote. Um here >> good one is here. Um, Chair Martini >> here
>> and I'm Member Childs, I am here. Um, first on the agenda would be the public comment, but at the moment we have no members of the public in the room and I'm also not seeing any members of the
public on the Zoom. So, if any members of the public were to show up, we could revisit that. Um, so approval of subcommittee minutes. Do you need a moment to look over them again? In that case, can you hear a motion?
>> Um, I move to >> accept as presented. >> Accept the minutes as presented. >> And I'll second that uh with someone on Zoom. Roll call vote. Have a good one. >> Here. Yes. >> Chair Martini. >> Yes.
>> And I am a yes. passes unanimously at 11:02. Um, next is to review and discuss the uh budget listening input. So, do we want to start with your
>> Sure. >> So, I started at at Newton School PTO um on November 17th at 3:30. I was there for two hours. I stayed for the PTO meeting after the listening session. There were six people present,
two teachers, the principal, and three parents. Um, they had requests for additional staffing. Um, one of the concerns was, um, needing a ready room teacher and an instructional assistant so that they had a ready room. Um, they
wanted five grade level instructional assistants. They feel very much understaffed. uh the need for an additional special ed teacher and an additional reading specialist in full-time PE, art, and music. He also had a question um which I
didn't know the answer to, so I brought it here. Um are teachers getting new laptops? They thought it had been budgeted last year, but they haven't received. And then there was a concern, which was a need for district-wide literacy planning and evaluation of the
new core. So that was Newton. Then four corners um scheduled the listening session as part of PTO and it was through Zoom and that was at December 2nd at 5:00 PM. There were seven people on screen during Zoom. So if there were
people that I couldn't see um I don't know there were parents and the principal. They had no requests for staffing, no questions, no concerns. a lot of talk about fundraising and they told me that they would put my email out
to parents, which they did, but I haven't received any emails um from parents thanks to the PTO. The alpac was December 1st um at 5. There was one parent present who stated that she couldn't speak English, but she had
somebody on the phone with her. four students, some of them I knew really well, a teacher and the director of special ed. Um the request for additional staffing really was to address um social studies and science. Um the class size of 29 in social
studies is a problem for our English language um students like needing help with vocabulary. um different things. The kids described not being able to get questions answered because of the class size. The teacher also spoke on behalf of the teachers
that the need for um additional staffing. So, a social studies teacher, a science teacher, and also brought up um funding for professional development to address the tier one supports. And I think that goes back to the fact that we have lots of brand new teachers who um
need professional development. And then also funding for family events. They want to do more family events and involve children. And that's what I heard. >> Just asked on says request for additional staffing, but that was under
the elac in certain building. >> Middle school. >> Okay. >> Yeah. It was a middle school teacher who was there. >> Gota. >> Okay. I'll do mine now. So, from the Federal Street School Council, um
echoing what we've already heard, the top two things were smaller class sizes and more paras. Um they are enthusiastic about continuing the restorative justice program that pilot has launched there. That said, they want to make sure that we don't rush it. We do it right. We
concentrate on building a solid, sustainable program step by step rather than just throwing lots of money at it before we give people time to really learn it and know what they're doing and internalize how to make it run properly. Um, they want to see literacy programs
that cultivate a whole school community buyin. programs that will reach families that don't do much reading at home and encourage their support. Make things fun for everyone. Readings that tie into other activities, things being learned because, you know, you can have the best literacy curriculum in the world, but if
you don't have the whole school community, not just in the classroom participating, you're not going to get the output that you want from it. Um, they also suggested we look to uh Shelurn Buckland's bi-weekly food backpack program to see if anything they
do could make the program economically feasible for us. And then for CPAC, uh, they really want to see professional development for all staff, especially IAS, specifically for standardization and consistency for IEP and 504
interpretation and implementation, for continuity yeartoear, for heading off fraught situations before meltdowns can happen just because they they say that, you know, one person will interpret one way, but then the kid gets to the next class and it's interpreted differently.
And when it's this kid who's having trouble figuring out how to read the room, you know, having to constantly go into new room after new room with new rules, new rules, it's difficult for the kids. Um, and on the note of transitions, they want to see stronger
year-to-year transitions in general. uh make time for the teams to meet so that the students past supports and teachers can fill in the next year's team on the IEP and how to work with the student just so that it's not starting over from scratch every single year. So that would
be training development as well as just giving them the time to work on the IEPs with each other. uh they want to see us retaining staff and they want us to move from revolving door consultants and subcontractors to district employees who will stay again for the continuity and
for the relationships that they'll build with the kids. Um they'd like us to explore ways to accommodate our outofd district placements to bring back as many kids as we can and make our school's culture affirming of neurodeiversity. Um they support the restorative justice
programs development and expansion. Uh what they highlighted is they want to make sure the nonprofessional staff get the training on it as well. And they'd also like to see a more robust OT program uh beyond just fine motor skills because some of our kids end up getting
outpatient uh for services that are not covered in the school. And um the side note they had is they want more engagement between uh CPAC and the school committee in general such as a representative
from us going to them or and I believe they've also uh put in to speak at our December meeting and they want to come a few times a year to give reports but that's not budget finance that's just positivity from the meeting.
Okay. Now, Kate, I have what you emailed for the draft of the >> Yeah, I can I can speak a little bit. Thank you. My voice is a little better today, but thank you anyway for um for
facilitating. So, AAL was on the 5th and had a a good sizable group. Um, I'm sorry. It was the PTO. Um, and um, there are some capital related um, requests
in regards to having a sidewalk where drop off and pickup occurs over there. Um, there's a need for some clarity about whether based on the location that falls on the school department side or the city side. and I've already uh
facilitated communication between the superintendent and the aal uh PTO president about that and uh also a need for adaptive playground equipment over there so that the playground is really
accessible for all students. Uh they emphasized that uh the importance of that as a inclusion model program for students with disabilities. I would note that this is the second year running um that
they have requested adaptive playground equipment over there. Um these are like I said capital related as opposed to operating budget related but um I still want to highlight them because they were the um a couple of the main themes. the
biggest um theme or concern from um AAL was a wish for a general commitment to keep AAL open. there seems to be uh I don't know like a rumor mill going
about um potentially closing AAL which was a little bit of a mystery to me because I don't recall that ever being discussed in the last four years I've been on the school committee but um you know how these things go online so um
I'm just it's not really necessarily a directly related budget issue, but it was um the main thing that was raised and talked about at that meeting. So, I'm just representing that.
Um the GMS um PTO uh elected not to have a school committee representative um come to their meeting. Uh but they did put out our in our warm invitation to their membership to please share their
um input with us. Um and I made sure they had the budget calendar. So uh GHS school ce uh but does have a school council uh which unfortunately was snowed out. So
um but I did get some uh input from principal Browning um that was relayed uh from the students. So there is uh a concern that was raised by a student about a larger class size that she has.
Um, not that uh it doesn't sound like an acrosstheboard issue, but an issue for this class and maybe certain classes um that have larger class sizes there and the need to um
to bring that down. And there was also um some nice advocacy from our students for expanded band offerings at um GHS and by proxy GMS. So um those
were the main themes there. And I would just add that the Federal Street PTO did give some written um input uh even though they didn't have time for us to join a meeting with them uh which was
that they support fully funded programming for the school district, improved staff compensation, and they just wanted to communicate that having a fully funded school budget allows the PTO to really shine at the extras.
for enrichment and community building. That's and that's all I have. Oh, and maybe I should add we did get um an email follow a follow-up thank you email from CPAC which um highlighted the
need for professional development for staff for working with neurode divergent students. Wonderful. So, I suppose what we'll do is we'll go through because Kate has sent me um
this uh it's similar to what we received as meeting materials for uh it's that sort of template, but Kate has already gotten us started with the priorities for 2027 that we can go through to add these
things to and pull anything we think doesn't belong anymore. So I just changed things like FY26 to FY27 and took out things that were irrelevant or what have you, but it's
just basic as a template to work from. >> Okay? Because you know there are certain things like continue to fund and support highquality instructional materials and assessment tools adopted by the district over the last three years. Um, not sure. Does that stay as a priority or do we
consider that a box checked off? >> I think it's a right now it's a box. It's I don't know. Let's let's hear the rest. >> Okay. Invest in and support implementation of new literacy interventions identified by the district to support students in need of more
intensive supports beyond high quality tier one uh instruction. And >> it's not new anymore. >> Exactly. in six years. So, I I would like for us to do some
district-wide literacy planning and to evaluate what we're doing, what are we doing? Um because when you talk to teachers, you hear different things. Um you hear pros and cons for the new core.
I see a lot of purchasing supplemental materials and then one one thing that they did bring up is the amount of time for literacy. So I heard double blocks and then I heard I don't like double blocks. So I heard that a whole thing. So I think the number of
minutes we're doing. So district literacy planning which starts with what are we doing? I would like us to engage in that process. Um and that's just because of where we are right now. We've had a we've spent a lot of money on a new core. So, how is it doing? And is
there something we can what are we putting in place to support it? There is no magic bullet for reading in a core. Um, and but I think it's how it's supported. So, I don't know what the supports are that are in place and it may be
different at each school. So, that's the other question. um a student a school that has more ELLL kids would have different supports. Um our high special ed population um needs a whole different variety. Um
and that goes along with professional development because I think I think the number um the superintendent gave me of like 50% of our teachers are young and their toolbox is very limited. So giving
them the professional development to know when to use interventions for students who are learning to read is really important. So, I think it's districtwide literacy planning and funding that can be a lot
of money. There used to be grants to do it. I don't know if that's um still out there. >> Would we want to say to invest in and support rather than the implementation?
>> Yes. Um we would say um uh districtwide literacy planning and professional development and implementation. Yes. >> Well, I have a question for the superintendent. So my understanding is
that the district has in the last couple of years since implementing CKLA from K to 7 that the district has um
engaged in ongoing PD for staff in implementing that and also continue to purchase the consumable instructional materials. bills for it. Um, which was a question in the last year's budget
cycle, um, when we needed to make cuts as to whether to continue to purchase those materials or not. Um, so, um, in regards to the first item, um, I would kind of like to keep it because if
we are looking at cuts again this year, I would hate to see those materials, uh, go by the wayside. We want continuity um, when we make a big investment in a new um, a new instructional resource
like that. and I don't know um where the PD cycle stands on that implementation. On the second item, my recollection from listening to the assistant superintendent is that uh the district
over the past year engaged in a process of selecting new uh evidence-based interventions and has just recently started implementation of UFli
um and other resources. So if that's the case, I I do want to make sure that the that new roll out is supported in terms of uh in terms of professional development and any materials that need to be
sustained. Does that make sense? >> A lot of these things that are here, right? I'm not going to have a lot of background on and the appropriate time would be some in probably not now because I think he's in the meeting right now but having assistant superintendent Sullivan here.
>> Yeah. >> Either if not one of these but during regular school committee or even during our new meetings any of these questions we can then go back and give you I want to say recommendations but let you know where they stand. >> Sure that would be great. >> So what if for the second one so it's to
invest in and support implementation. What if we add comma uh including um >> professional development >> professional? >> You know what for that curriculum materials?
>> Yeah, including but not limited to >> terms, >> professional development. Um what else were we saying? Supplies, curriculum material. Yes. I think of supplies. I think of pencils and pens,
but curriculum materials are >> okay. Professional development. >> I also want to be cognizant of staff required like member Goodwin was saying and which was raised at some of the listening sessions. I believe there was a mention of a need for a reading
specialist um who typically delivers these interventions um at least in general education. uh and I you know that's a question for the superintendent and and assistant
superintendent as to whether uh we have adequate positions to deliver >> as written right now it's to invest in and support implementation mdash including but not limited to professional development curriculum
materials staffing needs mdash of new literacy interventions identified by the district to support students in need of more intensive supports beyond highquality tier one instruction. >> That's good. >> Okay. Uh the next point is probably
pretty solid as is to support the district's curriculum development and implementation of restorative practices programming as designed over the past two years. Um that was something that you know came up in mind. I think that's solid. The only thing is do we want to
change the two years to three years? So, oh, and on that note, um, in that first bullet point, I'll change that three to four years. >> Actually, it was six years ago, we started at the high school. So, >> Oh, for the restorative. Yep. >> As I was still working high school, put
it in place first, then it worked its way down. So, >> really, so we've had training >> like each. >> There was a fiveyear plan that was developed, wasn't there? There was >> Yeah. I I think when was I think that
was some >> 2000 a year or two ago >> you have talking about specific to that the fiveyear plan or a general fiveyear plan. >> Wasn't there >> there's a we've attached one to your
mint and not to your packages all the time of 23 I think it was strategic plan. Well, I think there was a specific restorative justice >> I didn't know if you're talking about specific. >> Yeah, I remember um former
superintendent Patnau talking about five-year plan uh specifically regarding restorative practices in the district. >> Yeah. >> And that I think is a year or two old at this point. I think it's two years old at this point
because it was a year before she started as superintendent. Yeah. So it would be two years. >> So what if instead of over the past two years we say you know as designed in the five-year restorative plan.
>> Yeah. >> So to maintain art and music opportunities restored in the previous year and support long-term stability and expansion in these areas. Um the only thing I can think is do we need to have restored in the previous year in that
sentence or that's expand >> I mean we lost chorus >> uh we did >> we lost partnerships with you know we got swimming at Newton but we've lost a lot >> well that also count as art music so right so rather than maintain so should
we say maintain and expand art music opportunities >> and I'll cut out the restored and the previous year because we did lose some and support. Yep. Okay.
To ensure that opportunities for activities and programs aligned with grade level standards and curriculum units are accessible to all students. I think that hits on one of the literacy points that the Federal Street School Council brought to me. So, I'm in favor of keeping that.
to invest in and adopt high quality instructional materials for K to5 science. How are we there? I don't know. I don't >> clear on where we stand there. >> I think that's a question for >> I don't I don't off my head. I haven't
seen any of these. >> Okay. So, we'll just leave it in there for now. >> I think it's a question for the assistant superintendent. I don't know where things are at with that. >> I remember I remember former
superintendent Batnau talking about it, but I don't remember what she said. >> Um to robustly support English language learners, including support for implementation of the elevation platform adopted in the past year.
that was adopted last year or no I think yes it was it was selected last year and I think it's just started being implemented this year >> so it's fine but I think I want to be more
this isn't just about ELLL special ed it's there's so many different languages so many different learning styles it's almost like I want to just say Um, Greenfield Public Schools will support um support and provide quality education
for all students no matter their ability, their >> whatever you know inclusive >> or theory mission statement than budget priority. I think all of our priorities are to that end.
>> Okay. Just kind of because that framework is just like the beginning. >> I think that goes along with those tier one literacy
um professional development that people have been talking about. The teachers don't have that. even though they've already had um SEI, they're still missing that ability to do something
different for a child who maybe doesn't know a vocabulary word or um speaks a different language. So, okay. >> Okay. Kate, did you want to add something there? Well, I just had a question because that
was there due to some um strong advocacy from our staff um and Alpac last year to um make that investment in the Elevation platform to help them to communicate
with general education teachers and make um make classroom content accessible an individualized force for EL students. Sorry. So
now that it's being adopted, I don't know if it requires ongoing like is there are there ongoing expenses associated with the platform that need to be supported in the operating budget or no because it's already been
um initiated. I don't know. professional development that's ongoing. >> So, I mean, I certainly want to support it, but you know, what's required in order to support it? And is there anything else we want to say specifically? because
um EL students and students with disabilities are those who um have been highlighted over and over in school committee discussions and um information presented to us about the students who need um need the most in terms of
improving student achievement. >> Okay. Okay, right now >> I like to see that reflected in there. >> Sorry, I'll shush that. >> No, it's fine. Just unlucky Zoom timing. Um, I've been flagged as a question for
Stephen to find out what financial operating expenses are there, what what is needed and then Yeah. Otherwise, um anyways, the next bullet point is to
support movement toward fullyear science and social studies instruction as well as the restoration of foreign language instruction at GMS. That is a very GMS specific. And so from
the LPAC, the request for social studies and science, was that specifically >> middle school? Yes. >> Yep. GMS. >> It really has to do with how they schedule social studies and science. Um
and one of the things that has happened over time um middle school you know there's a junior high approach to lensure which is you're a science teacher 5 through eight you're a social
studies 5'8 um in the last 10 years the state has gone through middle school licenses like your English and history science in math to to make it easier to schedule a middle school.
And I know our middle school um a lot of the people just have that one subject specific license which makes it harder to schedule the building. Um, so that I think I don't know if one science and one social studies that's what they
requested if that solves the problem because I haven't, you know, the schedule. Somebody needs to look at that schedule. I know one teacher has 29 because he made sure all the parents knew that um at open house and um the kids talked about that um as being very
hard to learn in. >> But you're also sharing teachers a few anyway between the high school and middle school. Okay. Okay. >> I I am in favor of keeping the bullet point as is. >> Okay. >> Okay. You wanted to add?
>> Well, so that making that change is something that was a significant topic of discussion in the past. it got scuttled because it basically because it would require several new positions and
uh the the our budget increase was already substantial. So that's I think it aligns with the way kids at the certainly at this age group, middle school age group learn. um it would be
more effective for them to have fullyear science and social studies and I want to have that for them. But I'm just being cognizant of the fact that even with our just straight up contractual increases from our new contracts with staff this year, my recollection is that we're
looking at almost $2 million for an increase. And if we add several new positions to that, that's I just don't know that the I don't know how um what's the word? Advisable that is. That's my question for this. And and
whether that's even something that um is being looked at probably not right now would be my question for the superintendent. We're looking at adding more science and foreign language at the middle school >> mid year. >> Well, not mid year, but for next year.
>> For next year. We haven't even started. >> So, I am in favor of keeping the bullet point because it doesn't specifically say we will add these teachers. It is just the general support to it. Um, and I think it's important to keep it there for now at least because I mean
realistically our seventh graders should be having full year of science. states should be starting their foreign language, especially the collegebound ones. Um, but aside from that, it's on the agenda for the meeting this week to talk about uh that redistricting and
this was a crucial part of that. So, >> correct, >> it's a bit premature to give a budgetary dictate on it. Now, >> I think we start with the wishes. We're not at the the pain of cut yet. I mean, it's still the beginning of December. I
think we start with because there can always be trades. >> I mean, that's the other thing. There may be things that we want to trade for >> and and I think that's really what this is about. Um, as a principle, um, it was
always a trade um, you know, and you may have to trade, you know, um, as we go through. So, we're just starting. So, I think it's worth the conversation. um as a science person. I mean, seventh grade, life science takes all year, the
parts of the cell for goodness sakes, and eighth grade is Earth. So, um and yeah, so I think that's important and US history with the world so messed up as it is. I mean, we need to do something.
Um foreign language is debat, you know, there's big debates because it really should be taught like in kindergarten and first grade. Um, but I agree if you want to get to French five or something, you you need to start early.
So, so I think it's something we just start with and we look at our priorities as we go and then see what happens. >> See what ends up being possible. >> Yeah. Yeah.
It's all got to be transparent. Are we going to know what we're trading and what we're It's like the supplies. One one school said, "Don't order any more reading supplies because we have a whole closet full." So, I think the same number was
ordered every year. Maybe they're not using the those things the way I don't how many were ordered. Maybe we can >> maybe we can rephrase that point to
something like um to seriously consider and maintain uh focus on the desire to do those two things.
Then we don't lose don't lose that as a long-term goal. and >> seriously consider and maintain focus on the desire to support movement toward fullear science and social studies instruction as well as the restoration
of foreign language instruction. Well, aren't there time learning requirements for science and social studies? No, >> learning for the year >> and not for subjectbased I mean foreign language is always considered an elective. Science and
social studies are core subjects. I will go through the standards and look. >> What if we do something like to explore pathways towards development of or Well, we clearly need to massage the
phrasing on this one. So, I'm just going to put all caps massage phrasing, >> right? >> Because I don't want us to just spend 20 minutes on that. >> No. >> Do So, that was the last of those bullet
points. Do we have anything that came up from our meetings that we think really is curriculum and instruction that should go there with the reminder that the next categories are staffing and volunteers, professional development and transportation. So because a lot of mine I think are st
or PD rather than >> right I think. >> Yeah. >> So what was this category? This is curriculum and instruction. Well, there's two things I don't know if they exist. This may be another question for
Stephen. Um, that all these new teachers, I mean, that number is pretty significant. Um, is the coaching and the mentoring for for new teachers. if we're providing I mean we used to for the
first three years um and then it got away from us and it was just the first year so I don't know what kind of support um for curriculum the teachers are getting >> okay
>> okay it's still alive and well okay >> you know I mean we may look at literacy coaches we may look at means that can go into district literacy planning. I think that's a great start. >> Okay. So, shall we move to staffing and
volunteers? >> Yeah, because that's big. >> Okay. So, our first bullet point is to maintain a level of staffing needed to continue to provide small class sizes and provide individual supports students need. Um my only issue there is to
continue to provide small class sizes when we're hearing that we are not providing small class sizes. So I would just cut out to continue. with level of staffing needed to provide small class sizes. >> And then
um because that sentence there covers both, you know, need for more teachers, need for more paras um to consider additional resources that may be necessary to fill needs for substitute teachers. like that didn't come up in any of my
listening sessions. That's because there aren't any. So, we're using our instructional assistants as subs. I mean, you can see it in the money. I mean, it's it's bottom line is usually they're just I mean, I think
Superintendent Pat notes that she had like three um at one point um and is somebody who's subbing all next week um because there are 10 teachers out at the tech school. So I I would say to you that
um I think the big thing that needs to happen is our IAS need the same professional development our teachers are getting so there's consistency. Um at Newton they had an IIA sub for a third grade teacher you know for half of
the year. So I think that's sort of it would be nice. Um but I think it's just getting good subs is the issue. Um getting hiring and maintaining quality staff
that includes teachers, IAS and um substitutes. So it's more that >> are you okay with the phrasing of consider additional resources that may be necessary to fill the needs because that could cover the training of IAS or
it could cover because that really basically just directs the superintendent to see what will work to fill what we need rather than being prescriptive. >> Okay. So >> big enough to Okay. So any objection to
keeping that point as is, Kate? >> No, I think it's good. My recollection here is that um we historically have not paid a competitive rate for substitutes compared to surrounding districts. That means that
we have a hard time getting subs and thus uh IAS get pulled for that role. That's a huge problem because instructional aids don't just provide uh assistance in terms of general
education. They actually provide services that students in special education are legally entitled to on their IEPs and they need this in order to make progress. Uh and like we mentioned earlier, our students with
disabilities are um highlighted in terms of need to improve student achievement in the district. So, it's an issue and um something that I think is a great budget
priority because that's something that can very directly be impacted by the budget. So, uh I think it's great should stay. The next bullet point is to increase and
support parent and community volunteers in the district, which I think the uh tying into directly from the Federal Street School Council talking about wanting the whole school community buyin for literacy. that sort
of slides there because you know and also the the community event the funding for family events because I don't know it's like does that count as volunteer if we're getting people in the community to volunteer to help their own kids?
>> No. >> No. >> No. >> Too much of a stretch. transcribe them. So >> I believe we use title one funds to to provide um >> book bingo >> activity, don't we? >> We do book bingo
>> and then the trivia game at the GMS >> and the bike. My recollection of this issue was two or three years ago, we weren't really we didn't really have we weren't making it easy for people to volunteer
in the school. >> Um and since then that has that situation has improved and I think we have a better process um for that. certainly uh Vice Chair Ston could speak to that
being a volunteer um in the district, but I don't know where things I don't have a good picture, I guess, of where things stand in terms of supporting the volunteers. Do we need to have that be a budget item? That a question for me for
the superintendent. I I would almost agree Kate in the sense of are you allocating funds for volunteers and this is a budget talking about budget we're not if that's a whole different thing like we need to make it easier for volunteers I
think we've done that like you mentioned with the fingerprinting and the Cy checks etc in coming in I'm not sure how it ties in we're not expending funds >> for it here >> yeah I think it's more community engagement But if community doesn't count as
volunteers, right? I I think we did with the reimbursement for the fingerprinting. So I'm okay striking that item. >> Yep. >> Okay. But something that I would add to replace it >> is to full is to support fully staffing
our schools including shifting um the the contracted positions to district employees like what came out from CPAC how they didn't want us to use the sprout subcontractors to to do things inhouse as much as
possible. >> School psychologists the behavior If I may politely, that's a no-brainer. We only use them when we have to. >> Yes. >> Have to. We do not choose at all to use
them. >> Yeah. So, I guess the question is, what would it take for us to not have to choose, you know, to what would it take for us to be able to choose not to use them to have the people >> applicants, right? We had the people. We
lost the people because we did not We paid them too poorly. >> Yes. We paid them more as instructional assistants than as behaviorists. That was never worked out. We lost some of the best um there in Vermont. Um
yes, we had people who were training other people. We had a train the trainer model for behavior happening and they all left because they could get more money somewhere else. And I don't know where this fits. I would like to fund a full-time grant
writer. A lot of these things grant writers could find funds to help us with volunteers and events. Um, some benefits to support fully staffing our schools, including prioritizing attracting full-time school employees to
positions we've previously been forced to use outside contractors and services for. Sound good? >> Okay. So, that was the big one I wanted to put in there. Um, any other staffing
volunteers notes to full-time grant writer? >> Full-time grant writer. Okay. >> I I'm not so sure about that one. Uh, we have grant writing that's specifically under the responsibility of the the
assistant superintendent. And Stephen did um he did outline um his work in I think I think in our last school committee meeting and he also provides information about that every month. Um I wouldn't I wouldn't want to
have an additional salary position to do a job that's already being done. So if folks have suggestions about grants to apply for and things like that, I think they should go to the assistant superintendent. We already have someone doing that.
>> Well, as somebody who's worked in a few districts, a full-time grant writer, their job is basically in the grants. So, it's sort of really aggressive grant writers know that they're
their position is in those grants. Um, I I think it's a full-time job to manage. It really is. Um, if you get up to um $6 million worth of grants, there's a lot of management. There's a lot of
paperwork that goes with it. And I don't think anybody can do that along with curriculum and all of the other things we're asking our assistant superintendent to do. >> Can we put that out as a question to
Stephen >> as to whether he feels he needs administrative support in order to expand, you know, improve and expand grant seeking? had actually started even typing ask Stephen
what supports he needs. Okay. Did Okay, let there we go. Sorry, the monitor here turned off on us. So yeah, ask Stephen what supports for more grants and then you know for more grants both
applying and management >> competitive ones. >> Sorry, what was that? >> Competitive grants. >> Oh, for competitive grants, >> there's entitlement ones which we get like title one. There's also competitive grants.
Okay. So my note here is to ask Stephen what supports for competitive grants both applying and management. Okay. Are we ready to move on to professional development? Um to provide needed resources to support staff in teaching neurode
divergent students. Um yeah to I mean for staff there that includes teachers and IAS right? Yeah, I I added that one based on the feedback from in writing from the CPAC.
>> So, I think I will just after staff add in uh teachers and supports. Wait, no, not support staff. >> Yeah. Well, instead of support staff, support all staff. >> Yeah. In teaching neurody divergent
children. um to provide needed resources to support staff in teaching our English learner population. >> Right? So that's the qu another question for Stephen. Have all the IAS who are in the classroom had the same literacy
training that the teachers have. >> I would assume not. I would assume not because that is the history of Greenfield which is a lot of times those IAS are in the classroom um whether they're covering a meeting or they're
subbing for a teacher. Um I would like to see us invest in funding our IAS because that's also where you can build capacity. Right now there are teachers teaching in Greenfield who were subs who became IAS who became teachers. So, and
they received all that training. >> Yeah, I would say we definitely need to have a bullet point that is IIA professional development specific. >> Um, so how do we want to phrase that
>> to provide >> provide support for professional development for instructional assistance? Okay. Um then next one is to support continued investment in advancing our core value of equity particularly as it
applies to advance anti-racism throughout our school communities. Um, it didn't come up in the listening session, but it's something that >> Well, we did hear from a student who came to school committee this year to talk about um issues,
>> race-based language being used at GHS and GMS and the student efforts to >> to address it. >> Yeah. I remember last year they the the high schoolers did the presentations at the middle school. So yeah, that's yeah,
let's keep that. Um to support expansion of restorative practices through professional development for staff at all levels and related programming for students, which was an easy thumbs up for me. um and to support our CPAC in developing
parents capacity for understanding their rights in special educ special education and our LPAC in supporting parents of English language learners which um the only thing I want to see here is some sort of professional development
or standardization of IEP implementation and something to uh tackle the continuity issues. that the CPAC parents were bringing up. >> Maybe you want to integrate that with
the item regarding PD for neurode diver teaching neurode divergent students and um that way you could scrap that item and incorporate it. I don't know that item based on CPAC input from last year.
So, >> it doesn't sound like CPAC asked for or funds related to parent training >> this year. Correct me if I'm wrong.
>> They they did not. Um so that first point to provide needed resources to support all staff in teaching neurody divergent students including standardization of IEP interpret interpretation and implementation
that that gets to the fact that you have like 20 different staff members writing IEPs who don't have a common language. Um, I think that's what you're trying to say >> and that really has to do with
um, professional development for special ed staff. It also gets back to something else we already talked about is this bed staff is a revolving door. You know, there's a new one >> every time you turn around. So, >> so if we develop our IAS who are staying
more then they would be able to see how things are supposed to be flag and help adjust. >> I think that's for um Dr. Mess to to address that one a little bit. Can I suggest
>> can I suggest the term consistency rather than standardization because I are individualized and I as a as a parent in special education I hate seeing something that's obviously
a cut and paste from 50 other IEPs in my child's IEP. I I don't think they should be standardized, but the implementation of IEPs should be consistent across staff. And that is a pro probably I don't know maybe the number one concern
for me and a lot of other parents in special ed. >> Okay. So changing that to including consistency of IEP implementation. >> Sound good? >> Because we're supporting the resources which would be that development. Okay, that's good. Um, and then what did we
want to do with the last thing about the last point we had about developing parents capacity? >> Um, well, CPAC was just getting going again last year and working on creating their annual uh basic rights workshop.
Um, but I think that did get off the ground and I don't think it like needs to be a budget item necessarily. So, and I don't think they mentioned it this year, so it could probably go. >> Okay, I've that one from the record.
Um, do we have other PD things we want to put here or do we think this covered what was being asked for? >> I think it's covered. >> Okay. Um then our last bullet point was
transport. Our last category transportation to ensure equitable access to sports and extracurricular activities as well as to increase accessibility for parent engagement in related district groups and events. I didn't hear anything about
transportation at my meetings this year. I I can tell you that we have increased parent engagement and accessibility by bringing them in. For example, at the open houses or middle and high school, we did have buses bringing parents.
>> Wonderful. >> To those who needed pickup. And last week, Thursday evening, middle school had a hot cocoa and event here. I was at Franklin Tech for with our award winner for thing I couldn't attend that night
but they had busing as well for families and parents who needed to get here that evening. >> So we have been providing that. So if we keep the point, I would just change it to say to continue to ensure just so that it doesn't end up on the chopping
block or at least doesn't thoughtlessly end up on the chopping block just to save money because it is important for our community to be able to be engaged. >> That sound good? >> Yeah. Yeah, I agree with that.
So, are there any things from the listening sessions that have not made it in that really need to make it in? The only thing I can think of from CPAC would be um aside from the more robust OT program which I think goes under the
getting the in-house uh would be the finding ways to accommodate those out of district placements and bringing them back. But there is no one quick easy answer. I think the steps that they have the other things they've asked for are steps that will create the school
culture that affirms neurodyiversity and makes that room for them. >> I think that's a very long r that's like a long range goal. >> Yes. >> Um having and it's a also a sensitive
topic for families that already have a student in an out of district placement. Kids are not house plants. You can't just move them from one place to another. You know, if they're settled somewhere and they're thriving there, they should stay there. Um, unless they,
you know, really want to change. And the district has to look at what are the most what's the highest impact type of programming the district could work to improve um inhouse in order to prevent the need
for future out of district placements. Um I had former superintendent Patnau did speak to that. Um and I believe that um she saw opportunities for improving our
programming for student our students in uh a subsparate program or subsearate programming for autism. But that's a I mean that's a pretty big long range topic I don't think is going
to be solved in our FY27 operating budget. So, >> you're missing one topic that I heard all over this town is the bullying um funding bullying prevention programs
um K through 12. Um and they may be able to do that in title one grants but we need to make sure that we're addressing that problem. Um and that it's pervasive. is to me it doesn't restorative justice
is a separate thing than addressing bullying. So, >> but would bullying go under the seal curriculum development or should it be a separate bullet? >> I think it needs to be separate because it's it's being talked about in our
community as a problem. Um, class size and bullying. I feel like every door I knocked on I mean Okay. And those were the reasons parents were giving for leaving our district. Um, so would we say to support
anti-bullying programs? Anything else there or >> I think that's it. It's there's a lot of >> so I would put layers >> that um in terms of order where I have it just you know roughed in was between the support the district's seal curriculum and restorative justice and
then above the uh maintain and expand art and music >> just in terms of where on the sheet I >> sure >> it's not that that order matters but >> sort of goes with whatever our discipline process is because there's people who believe nobody's receiving
punishment bullying. So, it's it's sort of a what are we putting in place as a framework to address the problem? What are the consequences? Um, and that I think that needs to be out there and people need to know there are consequences and what are those
consequences? I know all about HIPPA and everything else, but I think there just has to be a conversation that something is happening. >> Um, >> but yes, there are >> disciplines that are used. Yes, here are the possible consequences for any given action.
>> And I looked in our handbooks to kind of like try to maybe that's a place to really jazz it up a little bit. >> So would it support anti-bullying? Oh, sorry, Katie. >> Well, I just want to put that in context
of the operating budget um because that's what the document is for. So I think that relates to two of the items that are listed there. One is the uh restorative practices
uh programming and the other is the anti-racism programming or efforts. Um, so I think and when the district is looking at implementing new programming, like if it say it wanted to implement a new
anti-bullying program, there would be a period where a group would look at options and then um go through a process to decide what is the best fit for the district and then
pilot it in a certain place and uh it's kind of what has been happening so far with restorative practices. So, um, an actual law that >> how can that be put in the context of
the FY27 budget is my question, >> right? But there's an actual law that says we have to provide students and parents access to an anti-bullying um, and we did, Greenfield did adopt um,
Second Step. Um I don't know if we still own it or not. It was online um which is an anti-bullying program. Um it's by the committee for children and so but there is a law and you're supposed to document it um that every year there's an
anti-bullying assembly um for children and you're also supposed to provide it um for parents and that's supposed to be documented. Um and I think the funding can range from two grand um to you know it has to be
funded. Um I know some PTO people are trying to fund that kind of thing as well but it's something that we should make um a statement in our budget that we are going to address it. Um,
>> yeah, I agree with you >> because people in town are pretty clear. >> We people need to know we're addressing it. >> And I'm speaking for a lot of people. >> I agree. Uh maybe the superintendent could help us by um getting back with u
some information about what's currently um on off like what is currently being offered or or um sought or implemented in the district and how can how could we support that through the FY27 operating budget because then we could put in an
item that's specific. >> Right. That would require funding. Yes, I'll get you information. Thanks. That would be great. >> And I'm putting the note there that that is where that question was. >> Okay. Do we have any other things or are
we ready to I suppose the next steps would be we've got identified some questions for Stephen in particular. Um Kate, do you want me to send him the questions or do you want to do that? >> Um yeah, why don't you go ahead and do that?
>> Okay. Thank you. >> So, our action items are I will email Stephen. Uh there was that one thing that was going to massage phrasing on and I can get this draft cleaned up and
sent back to you. >> Sound good? >> Okay. So, we're ready to move on to the next item. Uh we actually did uh items five and six because we in the process of drafting it. So our second to last
item that's for adjournment uh discuss and identify elements for the fiscal year 2027 executive summary budget booklet. >> Okay. So that was trying to design a budget that was more transparent than the last one. think we had that
conversation and I don't think they've started to I know there was steps to unclog things or move things around. >> We agreed >> we agreed at our last meeting that the district would produce a budget booklet
that is comprised of an executive summary and um that members would come back to this meeting with specific items they would like to see included. like the specific items you were asking for was the building by building staffing numbers,
>> right? >> Similar to the long, >> correct? And you know, because we may get to the point where we have to trade things, so we need to know what we're trading for. Um, and and that's all in your hands, Roland. But I think it's
it's really as a community who's facing another bad budget year um with health insurance doing another roller coaster ride. Um everybody wants to fund fully fund our
schools, but we really have to we also have to fully fund our water and a lot of other things. Um, and health insurance for our staff is a big we didn't we didn't ask our staff last year to put more money into health insurance.
I was pretty proud of that um because other districts were doing that. So I think looking at this carefully to try to make things happen um by but we do need a number and I have really been as
a math person want to know a number like you know where are we so Kate used the 2 million if we stay this exactly the same um and I don't know if that's the number that we're going to you know what is
level funding going to cost us if we stay the same and are there things that we're paying for now that because of our current lack of enrollment or you know do we
have too many somethings at each school um that we could eliminate and add the things that like a science teacher or a social studies teacher or reading specialist um because we have too much of something which I know is absurd to say out loud,
but um with our enrollment at current size, I really feel like a lot of things made sense when we had 300 more children. Um, so I think that's sort of and the other
thing we didn't talk about and I think there may be a budgetary cost is I know you know the fifth grade returning to the elementary school. Will there be a cost to that is a question and I don't
know. Um that would be a question for the superintendent and that is a broken promise that superintendent Harper and school committee chair Adrien Nunes made to parents. We spent a year of our lives on Thursday afternoons in a star
committee. First the fourth grade went back to the elementary schools. We did that. Then fifth grade was supposed to follow the next year but we had a pandemic and then we were trying to fit six feet apart which didn't work right.
So we lost that promise to parents and that is in this community that was a promise. Fourth grade returned and then fifth grade was supposed to return to the elementary school. And I think that's the the message I got as I walked all over town is there's so many broken
promises that and right now I can I could list 15 parents who've told me if fifth grade doesn't remain at the elementary school they're going somewhere else and they would like that decision made and I don't know if there's a cost to that.
>> Um I think there definitely would be a cost but I think us deciding something on that now is a bit premature. They just weren't sure discussing it >> on Wednesday, >> right? So, we have a bullet in there that's sort of
grade level and we call it redist. It's not really redistricting. It's grade level reconfiguration. Well, I mean for >> Okay. >> Um I think in regards to um
in regards to what member Goodwin uh was saying about um the impact on the operating budget of maintaining our existing um staff and services. I just want to
make the distinction that level funding and level services are two very different things. So when we have um contracted increases and things like that in order to maintain our current staff, that all by itself um results in
a a substantial increase of course. And Andy, can you correct me if I'm wrong, please? But I believe the the cost of that for this year was going to be 1.8 million. Am I way off base? >> You're talking the redistricting?
>> No, I'm talking about the amount to pay our staff for their their increases in the new contracts for this year. It is >> I mean the long and the short of that is that if we level fund then we have to cut staff because we can't you know we
can't afford our contracted increases. Um >> so I'm but that goes to some one of the requests I would like to make um for the
uh budget book which is uh clear um visual for people to help understand uh how much of our uh requested increase
is for maintaining existing services No, >> things I would like to see is some kind of visual chart presentation because that is something where time and time we'll have people come up and be like, "Yes, I read the numbers, but it didn't
sink in." So, you know, showing what percentage is staff. And then going back to the talking about staff per building, I'd also like to see students and classroom size projected so that people can see,
oh yes, this is why they have so many teachers here. Or even if it's specialed populations, yes, this is why we have so many specialed supports in this building because this is what the population looks like. Um, so I think that's what I
would like to see and possibly even just a very quick contextualization with some of our dirt districts to be like here is how we compare to similar so that it's not like Greenfield is this huge outlier. Here's
what you can expect from a school district that looks like Greenfield. >> Those were my executive summary thoughts. I the category I'm the most interested in in the executive summary is the per pupil spending
um category because I think we have had um the greatest need for communication about that with city council uh and I have prepared a a list of suggestions requests for that. Uh, I
would love to see a student infographic that depicts the amount funded for teachers, administration, other types of staff, etc. per student. I would really like to see a 10-year history of our local contribution per
pupil and a comparison of our overall per pupil spending to the state average. And like member childs was just saying, I would like to see a comparison to per pupil spending in our surrounding
districts plus the dark communities which are uh municipalities that are similar to Greenfield and on multiple metrics as well as a comparison to a wealthy community um in Western
Massachusetts to help people understand the differences Um and I would like that to include both overall uh per student spending and that from local contributions.
Uh I would also like to >> some of that information because that when time comes to report to DESIE they just take the total school and you know so to divy it up by local versus
state is it's all combined as one >> right >> I guess unless I don't understand what you're >> it's one I'm gonna say it's one bucket when it comes to the actual what is the contribution? It's you know the chapter 70 money goes to the city or
municipality and then the local contribution and they take those two in total to come up with a per people amount. It's not divided as local contribution versus state contribution. It's totally >> I know. But we can divide it up like
I've done I've done it before to try to understand how Greenfield is keeping up with our surrounding communities and um how we differ from others. So we can uh look at our own numbers in order to see how much of our um expenditures are
being covered through state and federal aid and how much is um being covered through local contribution. I will say uh Greenfield on average funds its students considerably less per student
um than a lot of our surrounding communities and um and that that's been going on for quite a while. And I think that that deficit over time uh is really important for people to
understand uh the impact on the schools and student achievement. That's what I'm getting at. I'm going to cry field for a minute here. Historically has done an amazing
job at getting grants like expanded learning time, like the discovery school grant, like giving birth to the virtual school um which kept Greenfield public schools alive. So I agree there have
been times where in the history of Greenfield public schools bankruptcy has been around the corner and it is through the staff who have historically been in our buildings who have found a way to
receive funds from somewhere else. Um ELT brought in millions and millions of dollars to our school system. Um so we used to have a subcommittee on our school committees called innovation and they worked with a grant writer to
maintain a level. Um a superintendent created a virtual school which brought in millions and millions of dollars. Children signed up all over the state of Massachusetts to be part of the virtual school and that kept us going during
some tough times. So Greenfields, we're a poor community. We've studied poverty. We've we really, you know, making the map in Western Mass. And I'm not afraid to speak to Joe
Kmerford or whoever about Chapter 70 money, but I think you cannot assume that if we raise taxes again for the schools that this community will continue to
survive. It will actually become more povertydriven. Um because we haven't brought in businesses. Um, as a citizen, I've been waiting for more businesses to come to Greenfield. I was excited to see
Starbucks and Aldi's come to Greenfield, but until we bring in other revenues for our tax base, um, and so, and I'd like to see us bring back
families to Greenfield as we continue to lose funding thoughtlessly um, by making decisions that cause us, you you know, to lose funding. So, you know, 26 kids in a kindergarten, eight
families take off for another district. And yeah, our class size went down, but it cost us a significant chunk of change. So, I just I think one of the reasons I'm sitting here as a taxpayer,
I don't mind funding and funding. schools were always going to be. I've sold more candy bars and written more grants and fundraised more than any human being ever should. But we need to be accountable. That's why this this has
to be transparent. It can't be fluffy. It can't be hiding things. It really has to be transparent. Um and that's you're not just going in with a number. you need to go in with we have four
first grade teachers, we have three PE teachers. We need to know what those numbers represent. And as somebody who's even worked here for 10 years last year, I I didn't know what all those numbers represent.
>> They were on her power. >> It just And we also had the column of the FD, the budget document. >> Sure. >> So information was there. Y >> is it is there is the long metal way of better way to present it
>> to say that it wasn't there >> 100% accurate it might not have been to Joe and James public out there readily available but it was both a powerpoint and there is the pet a bunch of time
>> well I like using this executive summary to sort of head off questions and one of the questions I've seen a lot has been uh the savings from a vacancy when the position is not filled. So maybe if we have something like budgeted for
position but if position unfilled what the cost to us is with those contractors if I don't know how that could be incorporated into an executive summary but I'd like something in that summary on that point so that it's not like we
didn't hire this position so we had this extra money to play with. No, that money and more were spoken for in order to meet our legal obligations if that makes sense. But I don't know if there would be a clean way to do that in an executive summary. >> The challenge with that is that that we
don't necessarily realize the biggest save. >> Yeah. >> So when we're talking about presenting our budget as a prospective document, >> you know, so >> and then any of those contracts, it's just for costing.
I didn't want to tell you how much it works. We will, but >> I know just that is a question we get. So, I'm trying to find some way to head it off, but I believe Kate has been waiting really patiently. So, >> I just wanted to suggest uh a more
organized format for our discussion. So, um, based on the draft budget book, um, that we looked at last month, the executive summary is sort of broken down into certain sections.
And um if we talked about it in terms of what goes under revenue change, what goes under cost increases and what goes under per pupil spending. I think we could we could come up with a organized
list. I think it's hard with declining enrollments to apples aren't apples. You know, it's they're not they're not the same. You want a physics teacher because you have high school kids. Maybe the physics
teacher only you only have eight kids who are going to take physics. I mean, it's not um and I'm one of those people who's gone back 10 years with the enrollment and and the budgets and the numbers that the
Department of Ed puts out, which is a clump amount of money. I've looked at that. Um but declining enrollment means you get funded less. special ed, you know, circuit breaker is a a moving target. Um, title one funds a moving
target, a failing moving target. Um, so what you get is less because you have less students. Um, it's it's >> well the last historically the student opportunity act did increase the chapter
75 it came to district. So the challenge is going to be what is next with that to end is are they going to be able to sustain it now has been a declining increase that we've seen. >> Yeah. >> The other challenge regarding that is like and this is where I I know just
thinking last year's budget discussions um the challenge we have is that the sending choice in charter tuitions goes towards meeting next school spending. So we get that in our found those those
students are in our chapter 7 week per pup people number but it's the amount that they take off the top that ends up rec meaning less dollars I'm going to say stay in the district >> but they do they are part of our foundation
>> so the charter school students show up in our foundational budget >> then the assessment gets taken right off the top goes to the charter school. >> So when I look at those numbers
for per pupil, that's including charter school funds. >> You said if you're if you're talking foundation enroll Yes. And >> well that's as crooked as the day is long >> and >> and that's how credi you mean I got to
say this. I know one of the things that you know the mayor had shown in the discussion last time was the fact that green field is substantially over spending requirement and it is on the back of the
choice sending tuition >> correct and those are but those are part of >> so that's how they say and greenfield's not there are other communities that are like >> okay >> you know that that's how they do it you know we're we're $4 million above school spending that's great is going out the
door >> and that's because of the way chapter 70 is the formula. Okay. So in the draft um that we looked at last month there is a section for trends
and projections related to enrollment. So, I'm wondering I I certainly like that section and would love to include it that it would include enrollment history, indicators, projections,
demographics compared to the state. How much I'm thinking of chapter 70 for the preschool. How much I'm not ever going to say close the preschool, but how much money do we get for preschool
for a preschool student? Do we get the full? >> No, >> that's what I was afraid you were going to say. Half. >> So like 2500. >> They're cuts. >> Okay. And then it would be really hard
to have the preschool cost because we have the kids who pay partial tuition, kids who pay full tuition, half day, full day, >> many are free. >> Isn't that based on what services they need?
>> Correct. >> Right. And the role models. >> Okay. Another chapter 70 failure. Sorry. >> Would it be >> known?
I agree with you. >> I remember when kindergarten wasn't required. I wrote the kindergarten grant to keep kindergarten alive. I think Kate wanted to >> I just I just want to try to keep the
discussion organized about creating an executive summary booklet. So maybe it would be helpful um if I share my screen and we can look at the draft booklet and members can talk about what they like or
don't like or >> that would be wonderfully helpful. I just want to make sure that it's set up that you can share which you should be able >> I just sent you a request. Okay.
>> Okay. Let me see if I can do this. Wait a minute. Okay. This share is that is that working? >> Yes. >> Okay.
Um, so this is um the draft that I came up with and we looked at it um just briefly the last time and um a lot of it is uh based off of Wister because they
have an award-winning budget. Um but you know feel free to to get creative. So this is just a cover page. with information about the district and uh the
administration related to the budget. Now, if it were a full budget book, it would include more than just an it would have the executive summary like this. Um, but
then it would also have an organizational section and a financial section and all this. But we decided it's a multi-year project to do something like that and we would start with just the executive summary part which is all that I really put together
anyway. Um, it would have a table of contents, of course, information about the school committee, the members and their rules and things like that. >> We have to have our photos in it.
>> No, no, totally no. I This is just it's a mockup, you know, based on somebody else's budget book, so that can change. um the district leadership information and then it really begins with the superintendent's message
and then these are the items that I saw were in an executive summary. So um you guys can see this so I'm not going to read it out loud.
when you're done with this page, tell me. >> Okay, we're ready to move to the next page. >> Okay. Do we pay our utilities or does the city do it? >> Do you want to take that out because
it's really not our purview? Let's not bring it up. Okay. under areas to watch. I would put health insurance because that's the big
even though the health insurance is paid at the cities. Isn't it correct bargaining? We'll see. >> It can become part of our our bargaining, you know, the percentage staff pay. >> So, insurance does is part of our school
spending. So, we have to report. >> Perfect. >> Now, will we be able to have projections from the city as to what the school health insurance is? That's more of a question for Steve and
the mayor, I'd say. But when time comes for this, >> Andy, do you Andy, do you think health insurance as part of net school spending is an appropriate item under areas to watch >> or no? >> I would say yes. I mean, but I'd say
that's, you know, if if the city were going to be doing something capital, they put that in there as well. serious to watch all over, I'd say. >> Yeah. Okay. >> Now, quite honestly, do we have any control? That's where the bargaining comes in as far as all the units in the
city agreeing to any sort of change. >> Does anybody have anything else? >> Anything else on this page? >> I think we're ready to move on to the next page. >> Okay. Okay. So then um this is
this would be in visuals graphics um but it's just a list of the things that would be provided in in graphics. So for general fund per pupil, are we talking local contribution or just from
the townside budget? Well, this would provide some um visual representations for all sources and chapter 70 for the general fund increase etc. And
this could be broken down any way that we would like. I think what I would want in the graphic breakdown is also the comparison to the DART and local districts if that makes sense there to everyone
else. I think >> it might be helpful to put that further down because there's a there's a part where there's an entire section devoted to this
to per pupils. But so maybe that comparison could go there. >> Well, my only thought is I'd also want the the dart comparison in terms of
you know, the enrollment and also the employees like we had with Karen during her presentation last year where she put, you know, what the administrative profile looks like at these comparablesized districts. So I guess I
wanted it as more than just the one thing unless there's just a different page that is just looking at Dart and our neighbors, >> right? Dart is hard because you can
>> Let me just skip down a little bit. So there's a financial overview for Greenfield. Just skip here. So there is the ben there's a benchmark data section that covers things like
enrollment. Um and I think this might be it also covers things like class size per pupil spending things like that where dark comparison might be helpful. So maybe we'll do this
>> like I do think we need to have our uh have an administrative comparison with Dart because that is an area that the community is always interested in. >> Okay. also an under teachers
teacher mobility. You know, we used to have teachers who stayed here 30 years and now I I you know, the fact that we're up to 50% of them being new. I mean, the pandemic
brought that about. >> So, is that something you would like to see in a staffing history? >> I would like to see Yes, >> it would be interesting to see if >> Okay, >> we can find another district that's
experiencing the same. I'm sure we can. Do you want to word that, Member? Good. Um I think back where you had staff would be um professional status
which would mean that they've been working five years. So you could pull up how many professional status teachers we have um compared to not and I think that number explains our
need for professional development funds. >> Okay. >> And I think should be funding that. >> Okay. So maybe professional status could be part of the graphic representations and staffing.
I'm not sure. I mean, I'm not devoted to a whole staffing history section, but I I like the um suggestions that have been made about
uh understanding our uh percentage of different types of staff and things like that. opinions. Maybe this should just be stuffing and not history.
>> I don't know. I like the history as well. >> You like history also. Okay. >> We're facing staffing challenges that we've never had before. >> So, and so it's good to show what those
challenges are to justify >> Yeah. Okay. Okay. Uh, so I put professional status and types of staff here under a staffing section.
>> You can work off of that. Okay. Um, after that, did every did you both get a chance to look at this part? Oh, it already says comparison for Greenfield and dark communities. Okay.
>> I'd just like to just make the note of administrative breakdown. >> But that would be here under types of staff, right? Well, I except I want it specifically the DART administrative like Karen did in her PowerPoint last
year showing what the administrative numbers are like in comparable districts. So, it's specifically showing the dart for that. I thought the staffing page was really
>> Okay. How Oh, I get it. I get it. Never mind. Don't listen to me. I'm crazy. >> How does this look? Sure. Sound it looks good. >> Okay. Okay.
>> So, this would be benchmark data about students >> this section. So, >> things we like, don't like, do we? I think we might want to add so I see we
have the ELS but we might want to add um our special ed or disabilities population just because we are a higher population of high need students because I see ELEL's but I didn't see that and aside from that everything else looks good to me.
>> You want to put the percentage in there? Is that what you're saying? >> Yes. >> Like we're 24% or something like that. Uh >> well because that's one of those things with the charter schools. They're not going to take the kids who have disabilities or high needs or they'll
take them and take their funding but then the send the kid back to us. >> So the more kids we lose out of district, the higher our percentage of special needs kids fund get. Sorry. So bucks. >> It's okay. I just
I always struggle with that because it's all very personal. Average class size the state we'd have to do our own because that the state will give you that but it's not real because it's just all clumped together.
Um it's like per pupil spending. Um maybe not average class size. Then we'll like uh let's see class size analysis if I can spell that correctly. Is it okay if I go down? >> Yes.
>> Okay. Okay. And then there's this section which is a more detailed breakdown of per pupil spending. So that would um include the infographic that I mentioned earlier about the
amount per student funded for teachers and uh instructional leadership etc etc. And so what >> basically it looks like a kid and then you show like what how much is of their
funding is going to which things >> because para pay has been such a big topic. I think I would like uh the paras to have their own mind like teachers do and I would like some sort of asterric with other services with a list of what
kinds of services we're talking about. It doesn't have to be the Yeah, >> but just so that people know what we're talking about. Like are they gonna think, "Oh, this is how much each kid pays to do the lawn at the high school or is this school psychologist?"
>> Exactly. >> Okay. So, um we can put paraprofessionals and then other student services with detail in the narrative. There's a narrative box below.
>> Okay. I just think you know having that asterisk so that people can specifically >> look direct you know direct people to it so that >> okay >> so this is the amount we're spending per
kid where that money is going but that doesn't show the amount that >> I was going to say because >> every child has an instructional assistant not >> on average though this is so this is not a specific This is the amount we're
spending for each child and what their attached amount of money is going to. And the only thing it doesn't show here would be how much of the per pupil spending is actually landing out of district. Give the child a suitcase and the
suitcase will be the percentage that goes out of district. I made it. >> Yeah, it would work. >> It would be cute. >> This could touch. >> Yeah. Sorry. Okay, we have to turn the screen back on.
>> Oh. Oh, is it okay? >> Yeah. >> Okay. Is it working? Uh, it is. Yeah, we're back. >> Okay. Okay. There. Um, I think
everything's in there. >> Next. Yep. Ready for next. >> Okay. >> No. Okay. So then um this is about enrollment. So member Goodwin was suggesting
information about enrollment and this section would include member made a pretty graph about that >> explanation. This would provide a a narrative explanation for people about how
enrollment and demographics actually relate to funds and um the use of enrollment data for staffing. And then there would be this type of um visual representation to show
history u projections things like that demographics. >> Looks good to me. I I would kind of like to um see maybe superintendent or business manager. Um,
I don't know what part of this it would be appropriate to put it in, but I would like to put our enrollment history and projections in the context of the region and and enrollment trends generally
speaking. What do you think that would be appropriate under indicators or no? because that's those would be more about our you know individual birth rates and things like that.
>> There's 5,000 students in Western Franklin County. That's it. I added >> but a place where it might get messy are the schools that are banding together and regionalizing.
>> Correct. Well, that's because I added all the budgets up last year and it was $111 million for 5,000 kids. >> Maybe I'll just toss that in there as a separate thing like regional broader context of enrollment.
>> Yeah. >> Okay. >> Might I don't know. Maybe you could fix this Ann. I can't get that to line up, but okay. Well, formatting is a problem for tomorrow us, not today us.
>> Okay. Um, then there's a section about budget trends. So, this helps people understand where have things been, where are they probably going? Um, with like a gigantic asterisk on the projections,
right, Andy? Mhm. >> They for the next three years, right? >> Mystery. >> Yeah, >> that seems pretty solid and straightforward to me. Unless Andy or
Roland see a spot where we would have trouble. >> Good with that one. >> You good with that page? Okay, let's go. >> Okay, I think that's that's it. We have reached the end, but let me skip back because
we jumped ahead a little bit before. Um, wait a minute. No, this Okay, so this is right after the >> Greenfield by the numbers graphics. There would be this overview. This is like the bird's eye
pie chart. very necessary, very non-controversial in my opinion. >> This would have a graphic plus a linear chart plus a narrative just to sort of get all all brain types
on the same page. Okay. And then this is a chart summarizing the budgeted expenses. Any suggestions or additions, changes? I mean, it looks fine to me because we
break it down in more detail in the next pages. >> Yeah. And there would be a table of contents, you know, so folks could see, okay, well, >> here's the overview. Here's the more detailed part. I think that was all.
No, wait a minute. Sorry. There's a summary chart of revenue and expenditures. That compares last year to this year and the percent and the dollar change. >> I really like having a last year, this
this year, next year breakdown and then the historical separate so that it's like this part is the microscope. This is, you know, here are the trees. There's the forest. >> Did I miss anything else? >> I think that was
>> okay. Let me see. Stop share. Do we have any we provided clearance direction? >> I think that um we can share all the materials because I started typing. I
couldn't find it. I just had the PDF version but not that version. >> Oh, this one. Yes. >> You know what I mean? And any materials Kate has obviously before >> she leaves you know that's sharing if we throw it into a file that we all share or something like that.
And I know she had had some notes from her visits. >> Yes, we >> we should definitely compile that little folder. >> Okay. >> And then after the school committee's
organizational meeting in January, the whatever the new iteration of this subcommittee is, we'll, you know, need to take it up and run with it. But I think it would be really lovely if uh the superintendent and team could uh
put together a more informative accessible document like that to work off. >> It's something the community has needed for a long time. >> Okay. Well, if there's no more
discussion on that, should we move to adjourn? >> So moved. >> Second. >> Okay. Have a good one. >> Here or yes. >> Chair Martini.
>> Yes. >> Member Jobs. I have a yes. And we are adjourned at 12:59 p.m.