Hi, good evening. I'm Christy Budro, chair of the Hatfield School Committee, and welcome to our December business meeting. It's Monday, December 15th, and we're going to jump in and offer up uh public comment. Is there anyone joining us online for public comment this evening?
And there's no one with us in person. Um, it is possible for the committee to make a public statement and public comment. Would anybody like to make a public comment? Yes, I would. Thank you. [laughter] >> I think we can cover >> um I would just like to update everybody
on news from the collaborative. Um we are meeting tomorrow with our search agent who is from AESA. He's flying in from Texas and we will be reviewing the applicants.
The applications were live for the month of November. Initially we had 44 uh applications started. Um three withdrew, 23
were incomplete and we ended up with 19 completed applications which is still a very decent number. Um and we will go through those 19 tomorrow. to determine who will make the first round interviews which are
happening January 7th and 8th. [snorts] Final interviews will be January 14th um where we will make a decision and negotiate a contract with the new executive director and January 28th at
our board meeting we will officially make the hire. So that's where the search process is. >> That's awesome. And for anyone who's tuning in wondering why you're giving an update, Kathy actually chairs the collaborative educational services board, which is really a grand thing to
do. Thank you for your service. You represent Hatfield and you chair their board. >> Yes. So, >> and there are 37 member districts. So, potentially if we had everyone present for a meeting, it would be 37 members in
a meeting, which is like um corelling. >> It's a big meeting. growling cats, you know. >> I wasn't gonna say that. >> Yeah. Well, I did. >> Not gonna say. >> So, okay. Awesome. [laughter] >> It's okay. >> Okay. >> And so, we're gonna move on to mission
mments given that there were no other people for public comment. So, thank you for that update. >> Yep. >> Um, we had two, just as kind of recapping, I had this in my newsletter as well, but we had two fifth graders approach me asking if they could do a food drive for the month of December. um
understanding that there's definitely a need in the communities. So, they organized and orchestrated that food drive and we heard from the um representative from the Western Mass Food Bank that we had donated 279 pounds of 133 meals to uh needy
families. So, >> kudos to the two fifth grade girls who orchestrated that and to this community members who participated. >> That's awesome. >> Thanks. Academy also had a food drive of late. Yeah, >> we did. Yeah. Um I have Can I do two
mission moments? I'll be clear. I promise >> you can do three mission moments. >> So the first uh the first is um similar to the the food drive at HS. We had our um I think it was our our zoo crew Xlock ran a uh like a spirit week competition
uh which culminated uh today. Congratulations to Miss Petra, not this Miss Petra, but our teacher Miss Petra's uh advisory who won. Um it included a food drive. Um and a and they raised over 500 pounds of food that they
donated. >> Wow. >> I thought I saw online that that was the biggest single donation. >> I think I think so. >> Was it? >> Uh I think it was the Western Mass Food Bank. >> Yeah. That they had received. I was impressed. Yeah. It's awesome. Um, but it also included things like uh
different dressup days and a uh door decorating competition for holiday films that was judged today. Die Hard was the holiday film theme which won the door decorating competition. [clears throat] Um, classic holiday.
>> Yeah. Um, the other mission moment I wanted to just highlight was the uh the art in the music uh show that we had last week at Smith Academy which was absolutely fantastic. It was really well attended not just by artists and musicians and their families but by the general community as well. Um and they
sounded fantastic. They did middle school played, middle school and high school played combined. Uh and then the high school played uh their set as well. Um and it was great. So, we heard everything from um Slayigh Ride to the Jurassic Park theme to
uh what was the I'm drawing a blank now. There was a it was like an 80s classic song. It was fantastic. >> So, it was great and the art was was out of this world. There was a lot of uh people appreciating um not just the kind of the the 2D art, but some of the 3D
works that were done. Uh there was a glass blowing exhibit that the students had gone to um gone to do at a local artist shop as well as some um some stained glass work that they've been doing at Smith Academy too. It was fantastic.
>> That's there was a line for that table. >> There was entirely the whole time. It was great. >> Elbow people out of the way >> carefully so you didn't break or in front of the glass. >> I saw like video of the glass blowing. It was awesome. >> Yeah. really neat.
>> Um, other mission moments. I have one and I I I'm going to It's kind of a bittersweet mission moment. [laughter] Um, and I decided to share this maybe perhaps because some of our recent press coverage about the size of our district.
Um, and some questions that are coming from our local select board about the size of our staff. And so I was pulling together some information to give to the select board. And while I guess anticipated staffing cuts
are never going to be a mission moment. And we're going to talk more about that when we get to the financial update this evening, I could not help but be really just blown away by what we actually offer at Smith Academy when it comes down to just we're a little bitty school
and a little bitty district. Um, but even after what might need to be trimmed, I was just really wowed by the fact that with fewer than 20 teachers, Smith Academy has 70 different course offerings.
They're teaching 94 classes. Um, it includes nine AP and concurrent enrollment offerings. And on top of that, there are 27 clubs and academic support offerings like and they're really wide ranging. They cater from everything like the what I assume
is the serene of fly fishing. >> Very serene [laughter] >> to what I assume is probably a fairly rockous rock band. Um, and it's sort of like everything in between, including Mr. Garrett teaching cooking, which I really hope I get invited to see someday because I would like to see the cooking
class. But it just dawns on me that with all that offering, the only way that that happens is because we have a really exceptional teaching team who's clearly committed to the success of their students. And it's evidenced by just what they choose to
offer and the sheer scope and variety because it means that those teachers are prepping for all of those different classes. Because if you look at like 70 courses across 19 teachers, they're teaching a lot of different stuff. and the commitment that it takes to make that work and the fact that all but two
of them sponsor at least one club and several of them more. And you know, our dean of students sponsors clubs, our superintendent sponsors clubs, our principal elementary school sponsors clubs, everyone steps
up. Um I don't totally get how you schedule that puzzle. Um, but my hat is off to you and your teaching team. >> You do a great job. >> Good job. So, we may be small, but we're we're packing a lot in. And I thought that was worth
just calling out since we had pulled the numbers together. So, um, we did also have a a rep student representative report and I'm excited to to see those come in and I I will say
we'll shout out that I hope um that their efforts on Jolly Ball with Mr. Tran are highly successful. >> So, we're looking forward to that. >> We'll hear how that goes. Um, with that, we'll turn it over to Dr. Driscoll for a district report.
>> Sure. Um so I everyone has the write up so I can just highlight a few few things here. Uh one thing that I that didn't make it into the report I realized um after I had written and submitted it was the progress on the um uh boilers in
roof project. >> Preempted you right there. I was ready. [laughter] >> The the boiler it's it's out to the boiler project is out to bid. Um the estimates came back really significantly lower than the initial estimate which was f like >> what
>> kind of mind-blowing. [laughter] Um so those are out to bid. We have a walkthrough scheduled at the elementary school tomorrow or Wednesday. >> They've already come. >> They were they were here. They've already been here. >> Sorry. I'm >> There were like 15 or 20 gentlemen that came through. >> I'm a week behind. That's okay. >> So they had the walkth through and it's
currently out to bid and we're expecting to re be able to reveal those bids soon. >> Um which will be great. Did the bid that came in include price for updating the control systems? >> I believe it was everything >> comprehensive. Okay. >> Yeah, because that was in the original package. So,
>> it was, but my concern when I saw how low the number was or I heard how low the number was, I was like, maybe it's not. >> And when are we hoping that it would get done? >> Uh, they're still hoping for a winter time they can knock one of the boilers offline, >> plug that new one in. I say it very
simply, plug the new one in. Um, take the have it up and running, take the other one off, and then plug that new one into. >> Just know we're in cold weather. >> We sure. >> It's a little extra early. [clears throat] >> Yeah. >> Yeah. Yeah. >> Are we allowed to say how much under budget it came in or do we not want to >> I think we should wait until we actually
see it come in and be [clears throat] done. >> Okay. >> Before someone starts to like Yeah. >> dream of those funds. >> Yeah. I'd be So, I'd be more I I'll be more ready to share that once that bids once the actual bids come in. >> Okay. So, just to clarify, if it were to
come in under bid and we were able to do it much cheaper, the funds that were allocated for it and we didn't use don't come to the school budget. They go back >> to town. And in fact, this case, if it was a borrowing, we just wouldn't borrow less. >> So, it's all good, but we don't see any
>> just in case someone thought we might see something that wouldn't come to us. >> And if it was not a borrowing situation, then that money would go back eventually into free cash. Um, just a followup on this. I know there was like a HVAC thing that
happened, but that had to happen while school was closed. >> Yeah. So, they haven't done that part yet. There was like >> they can't Okay. So, they have to do it over winter break. Yes. Right. They have to go into the ceiling and actually tear the >> all the plumbing pieces apart because it's like a an an elbow joint thing
that's going to be making a huge mess once because it's so clogged. Got it. But the boiler project will be able to happen while school is in session. >> Yes. Correct. >> Yep. >> Because there's two boilers. Right. >> Right. >> And they are both working. >> Next one in. >> Just don't know how long. [laughter] Right. Knock on wood.
>> I did. >> Um Okay. Uh a couple other updates here. Uh we are at Smith Academy finally fully staffed. We just hired Joe Gentile as an ESP and um he's been been wonderful. Um,
uh, let's see, the project, the door projects at the elementary school. Um, I had heard from the contractor, talked with them last week. He said that it will, uh, he's hoping that he can get a crew here to do it over the winter break, which is two weeks. Um, and if
but at the at the bare end, it will he guaranteed that it will be finished by the end of January. So, that's that's where we're holding the contractor to. >> And if not, you're going to release the contractor's phone number to me and Melissa and Adam and let us all start
calling. >> Sure. >> Um, >> we're just I think everyone's anxious to get >> Yeah. No, we we want that done. We want that done for a couple reasons. Um, A, it's it just needs to get done. Uh but B once that work is done then we can work to put in a for the afterare put in
electronic buzzing system that they can have so they can they can see remotely who's at the door. Um which will just make that whole process more more secure. >> Um and so we're ready to go on that. We just need we don't want to do it obviously right now with the doors that are about to get >> um
uh over the next couple of weeks. Um well actually the two days in the first part of the uh break. We are finishing up the carpet job at Smith Academy. The front office and um the uh the guidance
counselor's office are getting done. Um we had originally forgot the guidance counselor's office on the first run through, but we have enough left over that we can do it there. Um so she won't have the the lone green shag carpet still. Not shag, just bright green
carpet still. Um, we had a snow day. Uh, we've had one so far. So, now that bumps the last day to June 17th. Um, let's see. >> I appreciate you putting that in there as people >> as much for my own. >> Yeah.
>> For my >> to keep it Yeah. >> Can we find a where find a spot that seems intuitive to also add a running tally on the website so people could look that up? >> Yeah, we can do that. Absolutely. because that once we get to the summer, everyone's just sort of >> Yeah, everyone
>> becomes a thing. >> Y >> thank you. >> Um I think that's everything I wanted to highlight from here unless there are uh questions that >> we have. >> You mentioned one departure at HS. >> Yeah, there's actually two. >> Oh, okay. >> Two ESPs.
>> Um are we are we okay? >> We are posting for those to replace both of them. When did they depart? Uh, Friday was our last day for both. >> Yes. >> Okay. >> And one took a teaching position.
>> Yes. >> The other left for personal reasons. >> Yep. >> And we will have some band students at the luminarium. >> Yeah, they'll have band students there. And we are trying to get some s I guess not so super secret anymore
but some super secret uh holiday singers in the crowd to try to sing loudly and encourage others around them to sing. We'll call it some plants I guess is what they are. >> Um so we're we're we're seeking those
out too. Slowly we're getting them to trickle into the office to volunteer. >> Um do you have a sports update for us? I do. Sure. Yep. So, the sports the uh I was actually just at the JV game that was going on. The varsity game just
started uh for boys tonight. Uh we have uh six basketball teams this winter, which is fantastic. So, we have varsity, boys and girls varsity. Uh JV, boys and girls, and middle school boys and girls. Um so, some of the players float from middle school to JV and from JV to
varsity. Um, but we're able to field six six teams uh with our relatively small student population which is great. A lot of student interest um a lot of energy there which is wonderful. >> Girls played at the Mullen Center on Saturday so that was pretty >> Yeah. I didn't actually unfortunately I
didn't get to go to that but I heard it was a great great time >> being able to be really fun. >> Awesome. questions before we move on. Miss Petra, >> John Halpin, our food director, and Jean
Hobby, our nurse, um apply for the MassFresh grant every year. We were unsuccessful in getting that. That's the grant that we utilized to um get funds to bring in Prospect Meadow. They came in weekly last year to do food tasting for students, but Prospect Meadow
enjoyed the relationship that they had with our school that they have actually donated um to do a taste testing once a month. So, we've had one so far. We're hoping to do another one this week. Uh for we had a half day on December 5th, so we had teachers engaged in various um
professional development opportunities. Uh had brought back the restorative justice and practice work with the presenter that we had brought in on November 10th. We did some work with neuro neurodeiverse learners um I Ready and then self-directed curriculum and then we conducted an organic lockdown
drill on December 9th. Um that's where it started in the school. A teacher actually calls the drill and then it proceeds to spread throughout the building just in case that was ever a need. >> How'd that go? >> It actually went really well. Um you
know it's interesting. It doesn't get all the way to the second floor, but ideally what we want happening is if someone hears it to then call the office and then the office then would reiterate. But they, you know, the person who started the drill did an amazing job and every the state police and local police said it was very loud
and could be heard throughout because everybody then spread it through, you know, from door to door. So, worked out very well. >> Questions from the committee. >> Dr. crafts. >> So, one of the things that we've been working on recently is looking at our
STAR program at HS and really kind of uh we want to actually develop a new program description with entrance and exit criteria for it. And now that we have a a full-time BCBA this year, I want that person to be more involved in
working with the program and developing strategies and really doing fidelity checks relevant to behavior plans and making sure that plans are actually being followed. So, I've been working on a new description for the program with the entrance and exit criteria and forms
that would actually support that process. And I'm hoping within really the next couple of weeks after we get back to have that finalized with the staff. One of the other things that uh we've been looking at is uh how we promote ABA types of services and
supports to students internally. And a couple different things that some of the staff have been doing, the school psychologist has been offering mental health first aid like classes uh to staff this year, but also our BCBA is willing to open up an RBT training
program. And the training programs are typically 40 hours a piece. and she's looking to she's already started to actually put that together and we're looking forward to her actually uh implementing that sometime in the near future. This would only be for either
people voluntarily deciding to participate in it. It would not actually give them an RBT position. Uh but if an RBT position opened up in the district, it would allow staff that have the training to actually apply for
it. And the third thing is uh because we do not have a CPAC, we are looking or we do an alternative to having CPAC meetings and that means at least three meetings a year where we provide training and we're doing that through the federation. We're doing that
virtually and the next training is coming up in January on the 20th from 7:00 to 9:00 p.m. And we will be sending out individual notices to parents once we actually have the Zoom link for that uh that training.
>> Great. Um with the changes with the STAR program, do you anticipate serving a broader number of students? I think more specific, those students that have uh academic and behavioral issues, possibly need a behavior plan, have not
made progress academically or behaviorally in their current settings. So, it's going to look like on paper a significantly separate program, but the philosophy is going to be it's a partial pullout program. If we have a student that needs a full day program, we'll have that in place, but the goal is to
always get them out and reintegrate them back into the general ed setting. So, we want to look at a point where we can fade services when the student starts to make progress. Is the goal then to have this new program service our own
students or would we be looking to bring students in under a tuition tuition situation? >> You know, we we've talked about that over the last year and a half or so. I'd like to be able to do that. Right now, I think we need a good foundation to work from before we start to talk about
tuition and kids in from out of district. So I I guess I'm assuming that we continue to look at the cost benefit of that CL like there's a lot of benefits to that classroom and historically it's been a huge cost savings to the district
>> because the students that were served in the star room would likely have needed services that would have been far more costly than running that program. And so I'm assuming this will continue to yes be that kind of cost savings. Awesome. Other questions.
Okay. So with that we'll move on. Um we have a vote tonight over the district improvement plan. So Dr. Driscoll. >> Sure. Um so I I think you all have the updated plan. There were two big pieces of feedback from when I presented it
first. The first was to um change goal two, I believe it was, uh or no, maybe it was goal one um to have more concrete academic benchmarks um for for student growth. Um so I added those in there for both MCCAST as well as our our internal
benchmarking system. Um and the other was to spell out the acronyms. Um which I tried to do at least the first time they were used. Um >> and I think since the last draft the goal three which was around professional development got spread through.
>> Yeah. That got merged into into both goals one and two. So the the content of that goal was not eliminated but it was they it was placed where it made more logical sense. Professional development around academic growth um is in that goal.
Can you just review quickly just what each of those goals are just for folks that might tune in? >> Sure. Um, so the first goal is around academic uh academic growth. And so um I I'll just read the goal, the overarching goal. Uh student outcomes on MCCAST or
other state assessments. Um I added that piece in because as you know MCCAST um is no longer a graduation requirement and there is some discussion at the state level around what kind of um assessments may replace MCAST um if if
any. Uh so MCCAST or other state assessment and district benchmark assessments will demonstrate student learning with 75% of students meeting or exceeding expectations on MCCAST by 2028 and 75% of students demonstrating growth on benchmark assessments. This will be achieved through rigorous academic
programming being offered to all Hatfield public school students. That's the first goal. Uh and the kind of the initiatives can be found underneath it. Uh and the second goal is to increase the feelings of belonging and positive school culture across all Hatfield public schools. Um so those those are
two pretty overarching goals. Academic um success and achievement as well as um social emotional um safety success and sense of belonging. Um, the last time it came up, I had
asked on goal two on 1C that you add sports and arts and music. >> You did. And you know what? I did not did not make it into my notes, unfortunately. But I can make that edit. I can actually make that edit right now if it's okay with the
>> Please, please do. I may be misremembering this, but I thought we also had included a communications plan in here, but that might not have been on here. It might have been somewhere else. We do talk about communication updates in in celebrating success. I think we
did talk about a communication plan. I remember that, but I don't remember where. I know where it was. >> It was in my goals. >> Your goals. Okay. I thought I thought it was in both, but Okay. >> Yeah. >> So long as it stays in one or the other.
>> Can you describe what an early childhood innovation academy means? So, innovation academy is a designation that a um a public school can can get when they have
I I use this word hesitantly um because it's charged, but but like a a certain specific kind of charter. So, not quite a charter school, but a public school, traditional public school that has says, "Hey, we want this to kind of be our focus." So, if and it can take a few
different um a few different ways. You can they can be a new school. It can be a school within a school. So like a an academy within academy. Um and so an early childhood innovation academy may be or innovation school may be um you
know if you take the early childhood classes K12 or preK K1 um and and say okay are they going to you know change or shift what they do or how they do it um you know the you know the the
schedule um to to really um drive home what what works best in uh in those early childhood um which may look different than the rest of the school. So it you know they once they are in second or third grade they might have a different schedule um
but but this allows more flexibility within that group in that core um to to make changes that they think will best serve students. Um so right now we don't have like hey this is what how it will look this is what it will be. Um but
they you know they it can be pretty wide wide ranging um what that designate design designation can can do. Um they have had schools that have changed the schedule to extend the school day. Um they have had schools that want to kind
of do a dual language immersion program. Um they have had schools that want to do it become a project you know a specific project based learning kind of academy in school that have have done things like that. Um so so basically this the the idea it's a state it comes from the state of
Massachusetts and it it it came in response to kind of the rise of charter schools um as a way that that local uh leas could u could focus what they do or change how they do or have more flexibility with with how they how they
ran um to be able to kind of compete. Do you have an idea or a theme of how you would want it to look at our school or um >> or did the early childhood team here have an idea of how >> So I think that's where you know this is a this is a three-year three-year plan. So I think the the first step would be
to say okay are there things we want to really kind of dive into really kind of focus on and working with the stakeholders to establish that first. Um, but it could be it could be a place that we kind of, you know, we're we're small and nimble
enough that we we can, you know, it could be a change that we could make relatively quickly compared to some larger districts um that would allow us to um to kind of make a make a name for ourselves. >> Is there state funding that supports these programs?
>> Yes, is um is the answer to that question. There has been historically. um the the funding that has been designated to innovationmies and those changes um has sort of shifted in recent
years to to um be designated more for innovation pathways which we've talked talked about with the committee. Um but there may you know there's always grants that that come up to to do it. I think the biggest the the biggest um
the the biggest kind of thing that allows a district to do is to have some flexibility within the CBA um to you know to to make some changes that may not otherwise be made. >> Yeah, it's one of the things that would let
you open that back up. >> Other questions before we take a vote on this? I have two. >> Yeah. >> Uh so on goal two number five um where it says outreach to accepted
students would we want to say ex accepted students and their families or in families because we're trying to >> sure >> build community with their family as well. Mhm. >> And in number six, um a
we talked a bit about this last time about restorative justice and how some people um just don't like that phrase. Do we have to call it that? Can we call it restorative practice? >> We could we could call it restorative practices which includes restorative
justice. >> Yeah. I I think justice just implies um I don't know more judgment and more >> practice >> more of a practice what we're trying to do >> and practice is more inclusive I mean it
includes that part for sure but it also includes you know the the setting the community up to have those those norms >> but I I think that sounds more collaborative >> I calling it practice rather than justice.
>> Change down flat right there. Other comments. Is that both of yours? >> That was the two things I had. Yep. >> Plus the sports arts and music. >> Yep. >> Um I'm appreciative to see that we're getting some measurements in there. Do we feel like the in goal number one, do
we feel like 75% is a stretch, is easy, is not like >> it. It's a stretch. I I I would absolutely say it's a stretch. Um uh you know, we've seen our our recent MCCAST scores, they haven't been there.
Um and I think that, you know, if we can get to that point, that will be a huge success for us. It's going to take work to do it. Um I I think it it's possible that we can attain it. Again, this is a three-year goal, so it's you know, we might not get there year one. We're hope
hopeful that we'll make progress over the over several years to get there. I have to say I'm particularly keen on 75% of students demonstrating growth because that means students that are doing good are also getting pushed to do better.
>> So it's everybody moving up. It's not just like let's get everybody to over the threshold. And historically, we've seen that kind of merge to the middle too over the last several years is is um you know doing a pretty good job of getting students to that um proficient
level or at least the um the um some you know some some growth level but um you know falling behind some districts in that you know pushing from meets to exceeds expectations. It's great.
>> Is there a Is that going to be easy to measure? >> Yes. On the internal ones, it will be easier to measure than it will necessarily be on MCCAST. >> Um yeah. Yeah. Because we can track individual students. >> Okay. >> Through our me. Does that also have um
it's not called out in the sentence because you in the first part of that 75% of students meeting or exceeding expectations on MCCAST by 2028 you don't say by 2028 on the other do
you need to do you want to do you [clears throat] expect it to happen quicker I mean >> um I I think we can expect that to happen quicker. Okay. um you know the the MCCAST that threshold is a set threshold right um when we talk about
students making growth you know you're not necessarily saying um a student who may be well below benchmark is going to be exceeding expectations by the end of the year but if they go from well below benchmark to approaching expectations that's that's growth so they may not
make that growth all the way you know to the that 75% of students who are meeting are exceeding expectations, but they're still making growth. Um, and so that, you know, I think that's a that's a place that we can expect to see results sooner than necessarily on the on the
MCAST. And quite frankly, it's it's more applicable to our our practice. When you do that several times throughout the or several three times throughout the year, you get a um a better dipstick measure of okay, you know, here's what's working with my class with the kids that I have
in front of me. When you get MCCAST results, you get results from last year's students. So, it really doesn't help you to to change for the students who were who were in front of you because it's not those students. >> Anything else?
Is the committee comfortable taking a vote on this tonight? >> Would be. Is there a motion? I'll make a motion to approve the district improvement plan uh for 2025 through 2028
with the amendments made. >> They're there. >> They're there. [clears throat] Yes. [laughter] So, as as [cough] presented, >> I'll second that. >> Any other discussion?
All in favor? >> I. Any opposed? [clears throat] Great. Thank you administrative team for all the work on this one. It was nice to have you guys leave that. And um we'll move on to the previously
highlighted much anticipated school finance update. >> Okay. So, um school finance met last week remotely um to continue our work on the FY27 budget. Uh just a recap of where we are and how we are got to where we are
in kind of our planning for next year. Um for this year for our current fiscal year basically all of the new hires came in at higher steps than anticipated. So they came in at higher salary ranges than we had budgeted for. We had more out of district placements and our out of district placements that we already
had came in at higher than expected tuition costs. Uh so our current year budget came in over $400,000 over budget than we had planned on. Um, and we were able to cover that using the majority of what was left in our
school choice reserve fund. The um, so it was great that we didn't have to go back to town to ask for additional funds to get through that. Um, but the downside is we will have at the end of the year about $200,000 left in that reserve fund. Um, so it's very much
depleted at this point or it will be at the end of June. Um so looking forward toward next year uh we're projecting having about $630,000 in school choice revenue. Um that reflects the number of
school choice students that we have and budgeting at a lower rate than we had had uh historically. We previous years we had gotten up to about an average of $7,000 or so a little over 7,000 or so per student. Um so you get 5,000 per student but then students with services
you bill for all those services. If you divide that by all the students, it worked out to be over 7,000 give or take. Um, and then the town of Hatfield broadly is facing financial constraints. Uh, every town in the area pretty much is facing significant insurance costs
because we all use the same group. Um, the town had a miscalculation of its tax levy limits for this year. Um, so we just had a town meeting last week to rectify that for the current year, but that does set the FY27 budget for the
whole town a little bit behind. Um, and we were anticipating um, we were told to anticipate planning on a level funded budget for um, Heo public schools for next year. So on top of that, we're also anticipating significant special ed costs to go up again. We're budgeting
now for nine out of district placements next year. um with a tuition cost of about $810,000 and $220,000 in transportation for those students. Um those numbers are basically our current numbers plus 5% uh plus one
additional student. Um and you know we don't know for sure what the numbers will come in at for tuition and transportation. 5% is Dr. Visll's best guess. It could be higher than that and we'll just have to cross that bridge next year if and when that happens. Um
on the upside we'll have uh increased circuit breaker funds available to us. Um just circuit breaker is we get money back from the state for any high cost student over about $53,000. Um you get three quarters of the amount
over that back. Um so we don't have that full number calculated yet but we are expecting that to be significantly higher next year than it was this year. So that will help. Um other things is just rising costs. Uh utilities are rising for everybody. So
we expect utility costs for the schools to be up even though we have the solar roof at the high school. Uh we have put on the capital plan. Um the idea of having a solar roof project at the elementary school in the you know in the future is just it's on the map as a way
to try to cut back on um utility expenses in the future. Uh, our staff will be getting a 2.7% COLA plus lane and step changes next year. Our bus contract goes up by 6%. Um, so all told, we have a budget gap of between $400 and
$600,000 if we were to try to meet current services. If we try to have level services for this year, um, >> can I just clarify that's level services by the same means we're doing it today? >> Yes. They're
services I think is a little like I get it but I sometimes think you can pro sometimes you can provide the same services with a different staffing arrangement like there's tweaks >> if if we maintain status quo. >> Thank you. >> It would it would >> lawyer that a little bit
>> to maintain status quo would be about $400 to $600,000 more than we expect to have. Um so in order to meet that budget gap um we're anticipating staff reductions of up to seven full-time equivalents uh spread out across the district. The impact will um will be
felt a bit at both schools. Um part of this will be or the majority of it is going to be just done through right sizing looking at opportunities where uh you know we have chances for consolidation and um we'll have more details on that at upcoming
meetings. Any questions or comments or thoughts? I mean, I think anyone sitting here knows this is not the news we want to bring, but it is the reality of where we
are. Rising costs and fewer dollars. >> Yeah. And 80 75 to 80% of our cost of our district is in staffing. Um, just one thing I'd like to like to
add to and to to echo this is this is not a conversation anyone wants to have. Um, but it's a conversation that virtually every district that I've spoken with across the Commonwealth is having. Um recently we were asked, every
district was asked to um to comment during uh public hearing around chapter 70 adequacies of the the chapter 70 funding formula. Um and school districts across the state, whether they were rural or whether they were urban,
whether they were suburban, u were all kind of singing the the same song that um really and it it was was, you know, proportionally um similar all all throughout. So So larger districts looking at at massive deficits into into
the millions of dollars, smaller districts looking at smaller deficits, but proportionally similar sized. Um and one very common theme was the um kind of astronomical increases around um special ed specifically out of district uh
placements um in transportation um which which is really um crippling many many many districts um and so there is some not not some there's there's a a lot of interest right now in looking at what the adequacies of that formula are how
it's calculated how how school funding is calculated across the state. Um I'm not holding my breath that, you know, those hearings are going to change anything. Um but at least those conversations seem to have more traction uh than I I mean that conversation's
been happening for a decade >> or or more. But at least they seem to have more traction and more urgency um than they have in in the past. And when everyone's facing costs that increase, you know, at historically
above average rates and chapter 7 is not going up at a commensurate rate. You know, we're facing increase in costs of 6, seven, 8%, insurance is going up, it went up 20% this year or 40% this year, something like that. >> Um, they need to make an adjustment in the calculation and adjust the state's
priorities. >> True. in and in and the and the way that it is that that schools and municipalities fund their schools um is is re really has the general consensus from those hearings is that it's pretty
far outdated um and and really hasn't kept up with with the needs of the students. The other thing I have to say of like when I talk with state reps and state senators is making sure that that circuit breaker funds for special ed gets fully funded because that hasn't
always been fully funded. And as it is, it's not everything, right? It's after $52,000. Hey, we'll give you 75% of what you spent. But when that isn't even fully funded, um, and our our tuition
costs have doubled. So it's not a six or 7%, it's a 100% increase. So we went from sort of like 200,000 to 400,000 and then we're looking next year at over 800,000. So it's massive shift
which is really hard to absorb without impacting every student, right? And that's again that's not specific like that's not unique to us. Um but we don't have a lot of wiggle room to manage that. >> And even beyond C you know circuit
breaker covers the students with extraordinary costs but then there's the students kind of in the in between. So you have the students who have you know whatever the average cost per pupil is up to that 52,000. You have a student with a dedicated pair of professional and they get you that's an extra >> not going to that's never going to hit >> it's never going to hit that but it's
going to hit our their budget. You know we have like 18 ESPs on staff and it's going to cost us we have to pay the full amount for that. And those aren't costs that are going away. >> No, just more and more students required dedicated support.
>> I I will say ju just for the the record too that um circuit breaker is one way that we make we we recoup some of those costs and school choice claiming is another way. So for school choice uh students who may require either out of district placements or um dedic dedicated pair of professionals or or
services we we can claim those services back and the sending district >> [snorts] >> um pays pays for those services. So, uh, for example, if a student who was a school choice student, not from Hatfield, um, had on a plan that they received a, um, you know, that they
needed a dedicated pair professional, we could claim the cost of that salary back to the the sending district >> at 100%. >> At 100%. Yeah. So, that's 100 100% not not the 50 or 75% after 50,000. And conversely, does that happen to us that we have
students >> that have gone to another district that now requires >> different needs and we have to cover that? >> Is that built into these? >> Yes. But that comes through the chapter 70 that that's Yeah. >> It doesn't hit budget.
>> Okay. >> But it >> it hits town finances. Um I know that transportation the 220 roughly um [snorts]
is this what we're contracting out >> for sped tuition uh sped transportation. It's not using our drivers and our vans. >> No, >> that's what we're paying. >> That's what we're paying. >> If we had I know this is impossible. If
we had more drivers, would it work for us to do more of our transportation or not? Because we don't have the vans. >> We have one more van uh that we're that we could use. So, the the potential is is there possibly um one >> if we could do we to for one of those
routes. >> Yep. >> And it wouldn't save us that much. >> Um I mean it would it would it would save a little bit. Yep. and how aggressively could we uh talk with other districts about,
you know, [clears throat] car poolooling and combining routes with another district. >> We we that's something we already do, especially with anybody whose school choice. If we're looking at our district placements, we always offer the transportation back to that district and
ask, "Do you have an existing route that's also going to the same school?" Um, I have not found one yet. Not that we have a high number, but it is something that we built into our routines when we're looking at transportation. >> We've been reviewing that in school
finance as well to look and see like, is there anything here? Not that we doubt it, right? >> But we're like because the warrants come through and you look at the cost and you're like, holy cow, [snorts] there must be some way we can save here. Um,
we have at least one route that actually the transportation is higher than the tuition. >> Wow. >> Nice. >> Yeah. I'm just making sure everybody shares my discomfort and upset over that. [snorts] >> Just for a little Just for a little fun down the
transportation road or the rates per student are anywhere between $200 to $300 per day per student. >> Yes. I I like I utter obscinities when I pass those vehicles. Just it feels like
they're price gouging schools. >> But if we could hire a van driver, >> well, >> we could maybe cover one route. >> That's the thing, >> right? >> It's because it's >> different kids going to different schools, starting in different places, and >> right
>> can't really combine them. >> Maybe next year there are two students that could share. I mean I know you guys are talking about this. I'm just >> Yeah. No, no, no. It's the question we are all Yeah. >> You know, >> what skills would be needed for a van driver? [laughter] >> 70 license. >> I know.
>> But I mean, as to operate a van, but because they're transporting um special needs students, is there any requirement about how they are with its students or >> That's a great question. >> There are two different things. We we're
required to give kind of a breakdown of what the students needs are in case something comes up during during the group, but there is also I I believe it's a two-day training that staff have to go through. I believe it's every couple of years. Usually it's um I
believe there is training in Holio, but some of the the programs are actually offered much further east from us. >> And if we were to hire a van driver, we would pay for that training. Yes, we we do that now with our in district. >> Well, I'm just going to try to spread
the word to get a van driver and but I'm going to get asked, you know, >> how about a half dozen van drivers? >> Well, this is when I leave the school committee. I was teasing Connor Day like this might be my new startup business. [clears throat] Just crazy. Yeah. >> Could do it for half the price. >> Yeah. >> Nutty.
So, okay. We beat that to death. I know. But >> yeah. Well, thank you for that important update and [sighs] the diligence you do on our budget to you and Adam and Connor. I would say we're happy to do it, but it's not a happy job right now. >> It's not a happy job.
>> The I have a question about the reduction conversation. Is this happening in with the principles or is this happening on like reorganizing classes and happening with us or is this
conversation strictly administration decisions? >> You want to start that? >> Yeah. So, we've been having conversations recently about what that might look like and there are a couple different options that that it, you know, that that it could take, a couple
different ways that it could look. U we're not ready to share share that yet because it involves obviously personnel and we want to have those conversations with them with them first. [snorts] >> Um, but there, you know, primarily that's a that's an administrative decision. Um, but it's something that we
we take input from for sure from from the committee and from the community. the part that we're >> and from the HDA. >> Yes. And the part that ultimately we will approve is the budget for it. Right. So at some point it's like okay here's the budget you're going to have
to live within and if you can if that is two reductions or that's four reduction like whatever that number is we're going to we're going to assign it by a dollar value. Um, but we're starting with the staff we have and the costs we know from
that. And, um, the collective bargaining agreement with the HTA is very specific about, um, sort of what that process looks like. So, that like that takes all of that out of the equation. So, um, at some point it's a it's a number to the
budget and the part that we get is the budget. >> I understand. Um, and that if there's nothing else, I'm I'll move this. >> I have a qu a follow-up question. Um, timing for this. Does budget come first
for us? Then your decision by when do these decisions have to be made? >> Ultimately, the budget decision has to be made. We're going to look at that probably for February. the specifics because it's an administrator's decision
decision. Ultimately, I assume it's when you're hiring contracts like but you would know before the end of the year. >> Yeah. Yeah. And you know, we ideally we'll start those um conversations with staff probably with you know January,
February um as we as we look at as the budget takes more shape >> just to make sure that people have time. >> Yeah. Yeah. This isn't something we're going to um you know do around Memorial Day. It will be way more heads up if we need to. >> Thank you. >> That's not to say it might not shift
because if someone retired that would >> that would alter the finances which would alter like just things would change. So if there are >> cultural shifts. >> Yeah. and and as we do more budgeting work, we'll have a much clearer picture
too of of exactly what that that gap is going to look like that we have to have to make up. >> Thank you. >> Sure. Um so the next thing up and it's slightly related to all of this. Um we need to have a vote tonight whether
we're going to open school choice. I would really like to decide whether we're opening. We don't need to name a number. we do next month, but this month we need to take a vote on whether we're going to open school choice. And I would really like to make it specific to we're
gonna open it to a minimum of one student for whichever following grades, which would open up pulling in those applications. We wouldn't have to decide this minute how many students by grade. So, but we
would need if it was not going to be open at all, we need to know that before parents are putting in applications because we wouldn't take applications for that grade. Does that make sense? >> [snorts] >> So um based on
based on school finance review um and administration review there is a sort of general recommendation for the committee to take a look at that is grade by grade for next year. >> Oh unless you don't want to I'll do it.
>> Um no no I'm I'm happy to talk to it. So, um, if you look at the the sheet that you have, it's on the right hand side, um, all the way to the right, that column, it says choice recommendations. These are the administrative recommendations, um, w with numbers that we could, um,
could add to existing classes. Um, that would keep us kind of within our within our means for uh, for next year. So, as I read this, there is currently only one grade that you would not recommend adding.
>> Yes, with the asterisk that I I think we could um you know, we could comfortably add at least one student. We could open it >> to see if there were >> I see that middle school
has a higher grade size limit >> than the high school. >> Yeah. >> What's the thinking on that? Like if we're having 30some kids potentially >> in a middle school grade, why wouldn't
we want to have 30some kids in the high school grades? >> Um so the couple couple reasons. First is that um if we are going to have reductions that hit at Smith Academy there, you know they it may require that
we have um more limitations at that level. And we know that we lose students from 8th to 9th grade. We historically know that, you know, we can we can count on a certain number of students um cho going to either Smith Boer choicing
out. Um so if we if we limit it to that same number, you know, say, you know, 25 is the number here for for 9th through 12th grade classes. If we limited that to 25 at the middle school level and we had, you know, those eight or nine kids
leave, um, then that would, you know, you'd be starting even even lower. So, this this number allows us to kind of grow within our within our our means and also um, we would still allow for some
more more vibrant offerings. And by preserving the the size of the middle school or the goal size of the middle school, it can help preserve um at least somewhat larger classes in the high school. Um, I know that we don't have to set a
specific number besides at least one tonight, but I am um just wondering what kind of conversations are happening with the particularly the fifth grade families and the eighth grade families to
get an idea of anyone who's planning to go elsewhere for the next year. >> Yeah. So, typically around this time of year, we start to um we start to have those conversations and we start to bring students, what we've started to do is bring students up so that they can
see what Smith Academy is like. They come up for a tour, they see the school, they see what we offer. Um and we do that both in um both both in fifth grade and in eighth grade. We started doing it's it seems a little silly, but it's actually not. um you know we are
required uh legally we're required to to have Smith Vote come in to do a presentation about what they offer all you know and and we started doing something similar even though these kids are with us they are at Smith Academy every single day they don't they're not immersed in the high school experience they are you know by design the middle
school is separate largely from the high school um so to have high school students go in and kind of showcase what they do to talk about what what the experience has been like for them um the support that they've gotten for a student from from faculty and and the the classes they've been able to take
that are of high interest. Um it's we've I mean if if you look at you look at this year for example um last year was the year I think the second year that we've really done that um and and when they know that what we have to offer um
you know we we saw a large number of students choose to stay which was great >> which when we look at enrollment Smith Academy is like Smith Academy is up not because the sixth graders are there it's because >> independently upep ly up because fewer kids chose to go.
>> And I will say, you know, with the the school choice policy that we have for mid-year admissions, we have on the the left lower left side, you can see the applicants that we have. Um th those if those applicants all do choose to come to the district, that would put us uh
either at or slightly above where we were last year for enrollment. Um so we could see that we could see that shift. Um, I mean, not not a a ground swell shift, but I mean, >> we were just so right. >> Yeah, we were like right at the cusp that we're we're
>> we'll just be on the other side of the I guess. >> Yeah. For the district as a whole, >> it sounds like you um are doing a good job sharing with the students >> what the high school has to offer. How is that getting sent to the parents?
>> I think that's a a place that we have to improve on. um this year. So, in the past, we've sent that home with kind of the course catalog um and and we've done that through kind of um new student orientation open houses that we that we
have. Um but I think we could do a better job for students because because again, a lot of students who are at Smith Academy already, they're not, you know, if they're in middle school, they're not going to come to that. They've that's already their school. Um, so we can we
can do definitely do a better job of getting that kind of that literature and that information out to parents about here's what what your experience could be like. Um, here's what we have to offer. >> Like a email brochure of >> Yeah. >> Yeah. >> here's what you can look forward to.
email brochure or like I'm it's old school I guess but I'm a big fan of actual like hey here's >> it's actually very nice in some ways and I think um yeah extending that to the fifth grade families as well like the Smith Academy middle school really is um
is is great like it really has um a lot to offer our students I think and you know in my short just like personal experience attending some of the Smith Academy events and things like that The energy is very good. >> Yeah. >> At Smith Academy right now,
>> band concert was excellent. Booster Club did a 5K was excellent. You know, all these other things. I think the energy is very good. So, if we can, you know, help promote that >> and the middle school team is very solid. >> Excellent. It's an excellent team. So, like to the fifth grade families and
then also to the, you know, current eighth grade families. But are we great? >> Are we getting that out to like the fifth grade families now because people [laughter] shortly into the new year? Yep. That's that's >> and maybe not just one hit. It may need
to be a sort of an ongoing >> and you know to the elementary's credit, the fifth grade team is like stars of communication to family. Like there's a great asset to leverage >> because they do such a good job already.
So, um, would you be interested in amending that to one? Yep. >> For now, >> I think that makes a lot of sense. I don't think one would be, [clears throat] >> it wouldn't tip the scales if it went to, >> right?
>> Um, so with that, is there a motion to open school choice with a minimum of one per grade? Obviously, the recommendation when we come back, we'll we'll fine-tune that when we go grade by grade, but just to get it open would be the other.
>> So, I'll make a motion um that we participate in school choice and have at least one slot open for each grade in the 20 25 26 no 26 27
>> 27 >> I know. >> I [laughter] know. Yikes. 26 27 school year. >> I will second that. >> Okay. Is there any additional conversation about that? >> This is the best
presentation of the numbers yet >> yet. [laughter] So >> yes, it was >> um appreciation for the clarity >> and really happy to see that at least five uh new students are starting in January. >> Yeah. Oh,
>> maybe >> maybe >> potentially. Well, it looks like the first three >> and then two prek. >> Yeah. And two in prek. Those look like definitates. No. >> Yes. Yeah, there's at least three.
>> Okay. Okay. Awesome. Any additional? So, school choice has been great for our school community. It's been a huge benefit for a long time and it still is.
I'm worried I continue to be worried about sustainability at the secondary level. And I'm worried about a few things. I'm worried about accepting more choice students and not knowing what their future might be within Heftfield public schools. There's more I know there's
there's been two letters to the editor and gazette talking about looking into regional options, but the conversation in the town is greater than those two individuals. Um it's greater than the conversation on the Facebook parents page. It's conversations that happen now like in
the preschool line in the morning um or you know after after school at events. More and more families are getting more and more concerned about sustainability. >> [snorts] >> I I don't think I I I don't get the vibe that any of us five love the idea of
pursuing regionalization, but I I'm at a moment personally where I feel like it's just the spot where we are. I don't love it. It doesn't make me feel good.
Um but the numbers have us at Smith Academy in 7 through 12. There's currently 72 local students, which is pretty much exactly onethird of what it was when I graduated in 2000. The school age population in the last
like 23 years is down about 42%. So, we've lost about twothirds of our local students when we've only lost we've lost 42% of el we're doing a poor job at retention of that group. we might be doing a better job at retaining than other towns
are, which is a conversation we have a lot. Um, all schools are struggling because there's fewer students and then there's more options. There's more schools, there's charter schools, vocational schools arising again. So, we're all in that struggling moment.
I have a bunch of concerns about continuing to accept school choice students into our system when I don't know what we can guarantee them two, three or five years down the road. I worry that if we say come to Hatfield, it's a great place and Dr. Driscoll, you
provide a great education at Smith Academy and like the dream has always been like it would be there for my kids. You you this we we talk about your course catalog and your work with VSU. It's amazing what you've done and it's a testament to what any school can do, let
alone a really small school. Um, but I worry that it's going to feel a bit like bait and switch. Come to Hatfield, come to Smith Academy, and then in a couple years, the town has decided to go a different track. So, it makes me uncomfortable to
continue to go deeper into the system when I don't know what the future's going to be like. And when we talk about regionalization, it's a multi-year process to get there. So, you know, you might that might make you feel like, okay, well, we have time to sort this out, but then there's always the option like if finances hit a
certain point or if the town hits a certain point where we're kind of forced into an intermediate decision where we look for a tuition partner. So, if we reached out to Northampton or Frontier or Hadley and and to see if any of them have capacity and we know if you look at Desi's website physically, they all have
capacity to absorb our students because [snorts] their enrollment is all down as well. everyone's in this boat. So, it's do they have, you know, the the the staff capacity um and the will to partner with us. If we end up in a tuition agreement,
what we usually have with a school choice student as being a $5,000 net positive to our district, when we tuition when we get an agreement with a different district to send our students there via tuition, if it's not a regional agreement, we're on the hook for the difference. So, what was a
$5,000 net positive becomes a negative over $20,000 net negative to the district should that student choose to go to that district. And there's a it's reasonable to expect that a number of our school choice students wouldn't elect to do that. They came here to choose Hatfield,
to choose small. If we end up in a different system, they may just opt back to their home town or to a different district. It's a variable that we can't know until we get there, but it's it's not an insignificant variable. And
I worry about it making a huge negative impact on our finances in the next, you know, two to five years while the town works on sorting out what its longer term future will look like.
Um, I also have some concerns about putting further strain on our already stretched student services program. Um, Dr. Es, you've done a great job in the past year trying to sort it out because it it was a struggle and you know, we
we've added additional staff, additional support. Um, but we still have a high number of students with plans with high number of students who need support down there. And I know that the majority of school choice students just statistically
the number of student of school choice students who come in with plans is a is a lower percentage than our local students. So people tend to you know out in the community they tend to pick on the choice students who cause an uproar in a classroom but it's a low
it's it's a lesser rate. But I'm but I worry about just rolling the dice and getting one more that makes things more difficult for you to manage, for the for the staff to manage, for the teachers to manage. Um I think we also have an opportunity to
focus on fixing some of the things that have been plaguing the elementary school by going a little bit smaller. It's already pretty small, but our results at the school, our MCCAST results in particular, haven't been great. I was at
town meeting last year and someone in town that I know, my mom's generation, kind of pulled me aside and she said, "What is going on with our scores? They're not what we expect of happy." And I I tried to say like, "Everybody's down. Everybody's
struggling. everybody's scores are are have fallen behind whether it's you know something that's going on culturally whether it's still the co blip um but the answer felt insufficient for me to give and she took it as an insufficient answer and it was fair um the
expectation has always been higher and we're struggling to meet the town's expectations so by g by focusing on making sure we're doing right by our local community before we continue to welcome addition additional students in I think would be
a benefit for our residents here. My last concern is adding any so like if we open up for one student in each class we have classes that are on the bubble of like they could maybe be consolidated to one classroom down the road and we're working on getting through FY27's
budget. We don't know what FY28's budget is going to look like. We don't know what the additional 2 and a half% of revenue in town will look like. How much will be allocated to the schools? We don't know what our choice revenue for next year will be like for sure. So if we end up in a [clears throat]
situation because we're we're we're talking about reductions for next year at both schools. When you talk about reductions at the elementary school, there will be classes that can get consolidated down to one. Um there's other classes that like maybe
could if you look at the numbers, but if we have if we add one more, it makes that harder. And if I worry that it's going to become a burden that we place on our students when our budget gets tighter two or three years down the road that we're stuck where we because when we hit when we hit
financial cliffs, we hit when we hit a wall, the only place we can reasonably cut is staff. That's where 80% of our budget is. And we're cutting staff or impacting students. So if they're I don't want to put our students at the elementary school in a
situation where their home room class will be tighter and more difficult than it needs to be. And then there's another feel. I was talking with a gentleman this weekend and one of the worries is that there's only so many cuts we can make at Smith
Academy before it kind of falls apart. We're making some We're making cuts for next year and you will do your best to make sure that they're not impactful as far as the programs we offer that we can still offer our APS and our our concurrent enrollment, but there's still going to be cuts. And then after that,
if our budget is tight for another year, there's not much left there to cut. And I worry that we end up forcing cuts on the elementary school and burdening our younger students in order to keep Smith Academy going. Sorry, I dislike this conversation, but
um the that's the bulk of my concerns. So for that, I'm going to vote no on school choice. And I it's not that I don't think it's a valuable program that it hasn't been great for our schools, but I'm very concerned about what the next two to five years are going to look like. I think we've had time and
opportunity to be more proactive in our planning for the next several years. We're looking at regional or tuition options. We haven't done that. I think there's a call in the town to do it. We should we should have been more proactive about it. Now we need to react and embrace it
and just see what the town wants, what the town is willing to do, and what's best for our students. Um, so for that, I'm going to vote no on this. I'm sorry because I know that's going to be impactful to our student population, to our
budget. Um, there's a lot of downstream negative effects from opting out of choice, but that's just where I am at the moment. [snorts] Could you remind us again uh when we take the vote for how many in each grade?
>> We need to have that vote before the 15th of February. >> Okay. >> So my assumption is we probably would do that in January. >> January meeting. >> Yeah. >> And in January will you have a
better sense of what the budget is? >> Yeah. and what um what staffing might look like, what grade options there might be. >> Mhm. >> And
I know how hard that was. There's there's not an easy path either way because to say no to turning down additional dollars is going to hit everywhere too.
So, um I think the the one thing I would revise slightly is I think we have looked at some options. We haven't been incredibly transparent about what some of those things might look like, but I
think understanding what tuition costs might look like elsewhere, I think there is some understanding of that. It's just the minute we start that ball rolling, it will it will take a life of its own. And I think when we put that
conversation on the table, we owe the community as much information as we can bring them so that it is a robust conversation with with some answers and at least a good articulation of the questions that need answered
and and I do believe that conversation is started and happening. It's not here today, but we need to make a dec like we do need to decide whether we're taking kids or not because we need to open that
up if we're going to because what we don't want to do is delay the conversation to the point that we don't get applications after we decide we want them because we have we've been there. We did that once and it
>> and we didn't have a good year of school choice recruitment because we waited the year we had the override. We waited because we didn't want to open up classes that we might have to cut and so we postponed our
school choice decision which pushed back applications and families went elsewhere because they knew whether they were going to get in or not at a neighboring district earlier than we even had a had them come in. So,
I still am looking to to make this vote tonight, not on the specific numbers, but to have it. And this will open the door to more conversation about how many if we vote yes, it will open the
conversation to the next time we bring it up to how many per grade. So as we look at the numbers, the only two places where it's sort of right on the bubble where it was down to something very low,
it's the difference where there's a potential of 22 kids going to 23 kids in a classroom of older elementary school kids.
That didn't for me that doesn't feel like a big stretch. 23 kids in a room that all are already reading is is sort of a different place. Um,
and there are a few grades on here where the the recommendations are are really small because the numbers are already low and we know we have to make some reductions. Um, and then the only other place was,
you know, where we we might bump a high school class up to 28 kids. >> So, um, these recommendations are were they taken into consideration the downsizing of seven
staff members? Yeah. Yeah, I think the difference um this year compared to previous years is we have in the in the past we have kind of intentionally tried to preserve the
two classes per grade level at the elementary school and the equivalent um at at Smith Academy through um in in order to kind of try to preserve uh both the vibrancy of offerings um but also the opportunity to grow within those
classes. Um, and and and it hasn't necessar has not necessarily paid off the way that we would have have liked in terms of of, you know, filling all of those slots, which is ideally what we would like. You know, we when we open those school choice slots, we want
to fill them. Um and so this year's this year is sort of a um a reckoning with that a bit of a right sizing when it comes to um those some of those smaller classes. uh within those smaller
classes. Even even when we go down if we in some case if we were go to go down to one one class per grade level at the elementary school or the equivalent um of that at the high school um there are still some places that we we have the
opportunity to grow within that. um maybe not to the grow to the level of two two full classes um but to round and fill out one full class um [clears throat] so we you know that's a class that would exist anyway
so so having that opportunity to to bring those numbers up to a you know quote unquote full class would um would not add an additional staffing I guess What >> though to your point Adam it could it
could open the door for additional services that may be required. >> Yeah. >> When you say number to the full like the small classes what what is to you what is the small class that that you want to add to like
is it the class that has 10 or what? >> Yeah. I mean so so for example if you look in the in the uh column that's second to the right there that the grade size limit I think that's kind of the the ideal of okay this is this is a good
kind of you know larger class size u for the whole grade level. So for example if we if we look at first grade and we say we want to cap it at 18 um you know that that's a a relative relatively >> it's doable. Yeah, but it's doable.
Well, you're looking at 36. >> That would be Yes. >> I'm just saying if we wanted to make that like at 25 that means once that could be done in one class. >> Correct. >> And if we let's say we only get
we get five more students that makes it 30. That does make it unmanageable for a teacher to teach one teacher to do that class and you still have to divide that into that means 15 and 15. >> It would depend on the class and the
age. I don't think that would be a given >> not for second grade and >> oh no no I think the assumption when you see a 36 and it's at the elementary school that that's going to be two classrooms of kids, >> right? >> Two groups of kids. >> Yeah, that's Adam's point though. If you
make it to classes, you're you're >> so so those those classes where you see those larger numbers. Yeah. >> Those were based on the the makeup within the the classes um as well as the
current size. Those are areas where we think, you know, it would make sense to still have two uh two two great two. already enough kids there to keep two going? >> No, they're not because when you're
looking at fourth grade, there's 18 there's 20 what? 24 kids in that class. >> Sometimes it's more than the number, >> but it's right. So, but I think the the conversation was that that particular when it was not all the way up to the number that would be the grade size
limit that the makeup of that group had room to be two groups or had reason to be two groups, >> right? >> But when we're looking at money, making those classes,
regardless if if you need if that group needs more more It it doesn't matter. 25 kids is do is a class one classroom. It's not two classrooms of kids. At this point, we do
have that. We have 10 to 12 kids in one class at each two teachers full salary paid to do to teach each one of these classes, right? Let's say fourth grade or second grade.
>> They're not 10, but they're small. Yes. So, we also have the choice to come back and limit how many we want to take in any of those grades. But if we don't look, we won't get.
>> I understand. I'm just trying to bring a different perspective in what it is that we are trying we would like to happen versus what actually is going to happen. And still having let's say more than 10 12
let's say 12 kids in one class which is what my kids class is at in fourth grade is very limiting to those kids too. They don't they don't have as many opportunity to grow. They I know there's they go from class to class and there's
more they do something as a group but couldn't they do it as a group in the first place? They wouldn't have been able to do the departmentalization the way they're doing it now if it was just one teacher. That teacher would be they would be a self-contained group. They wouldn't be switching classes. >> Yeah. But
>> but that teacher knows exact like that teacher is the same like the teacher should be able to teach the same things either math and social studies >> although I mean >> in elementary school. Yes. >> Aren't we looking for as much individualized support as we can offer?
I mean I Yes. a teacher can keep discipline over 24 kids, but I I don't know that they're getting the same education if they're all in one room and >> needs are diverse and I'm just taking that one because it's on the relatively low side. But
>> yeah, >> I I also don't think that first of all, the ask tonight is just to open at least one seat or not. >> Correct. But also, we're not saying we automatically have to make as many, you
know, reduce down as many classrooms as possible. There are, you know, looking at the grade size limits proposed here, we have some options already on the table. It doesn't have to be like every single one. Let's make every class as big as we want because I think we will
lose things. I mean like in a single classroom like you were saying like >> and and in the cases so the proposal that I I think will continue forward from administration trying to speak for you but is there going to be a couple of grades based on
the population >> and and that's like the population in Hatfield and probably the population in Western Mass. People had fewer babies during COVID. So now they're kindergarteners. there's not as many of them. And so [snorts]
we're just we're gonna have to rightsize for some of that regardless. To Becca's point, we don't necessarily have to make every class. >> Right. >> As big as we want, as big as we can fit them in the room.
[cough] It's a good conversation to have tonight. We don't have [clears throat] to vote on everything, but we do need to have the one vote. And we're this conversation's coming back when we have the how many per grade. Like
>> this is not a oneanddone vote tonight. >> Talk about it. >> We're going to have to continue this conversation. >> It's also not a one thing fits all. It wouldn't be that every grade is down to one classroom or
there's options and variables. And this is this vote I feel is just keeping some options open for discussion and potential >> but without necessarily tipping anything into some other
commitment. >> Yeah. >> So that was trying to thread the needle tonight a little bit. So other thoughts? So, we have a motion and a second to open up
school choice with a minimum of one seat per grade. We've had a conversation. So, I'm going to call vote. All in favor say I. >> I. All those opposed? >> Nay. Okay.
So, um, we'll be back. >> Adam and I respect your views and I thank you for bringing them forward. It's important for us to have these conversations and it's only going to get
more in depth. >> Absolutely. I agree. Thank you for bringing it. >> Yeah. >> Well, policy is pretty boring. [laughter] I was just going to say I mean nobody wants to talk about policy now. >> Enjoy reading the policy updates today as just a breath of fresh air.
>> I mean I am straightforward and logical. >> Kathy and I have really enjoyed our secret societies conversations. Just so you know the policy committee does not support any Greek life in our schools. There will be no sorities been secret
society. >> I don't know but we have a secret society's policy. Um, so >> perhaps not in Hatfield but elsewhere in Massachusetts. >> Let it be known that there shall be none. Um, so >> secret how would we know? >> That is a question. That is a question.
They must they have to be very very secret. Um, yeah. So we actually don't have any specific policies illuminated on the agenda tonight. So um, these are justformational for the committee about streets. >> Yeah. About what we've been looking at.
So um we are still reviewing just everything related to conduct and we're trying to be very comprehensive about that. So, um, what you have in front of you is JICF secret societies, which we just did some cross-checking, did a little diligence there, made a couple
wording edits, nothing major. That one feels straightforward. Um, JICFA with an attached JICFA- is um, hazing. Um, we have not made edits to this at this
time. We did do a cross check with MASC and we're completely in line with that. Um we did have some questions around some wording. So that has been sent to legal and we're waiting. Um you didn't hear >> I heard back today but I haven't sent it off. >> Okay. Yeah. So we're um the policy
subcommittee is waiting just to get confirmation on that end. We also have JICFB which is bullying prevention. Um we have made some clarifying edits and done our cross check diligence. Um, we have more questions about that. Um, and
so that one also has been sent to legal for a review and we did get a response but have not had another meeting to start making those edits. We do anticipate that this one is going to take a little bit more work. Um, Dr. Driscoll is also um
sending it for feedback um from the district seal team. And then finally we have JIC which is drug and alcohol use by students. Um, we just made some clarifying edits and did our diligence with that. >> Huh? >> Don't do it. Yeah. Just to be clear,
there will also be no drugs [laughter] >> with our secret societies. Um, yeah. So, we are happy to take any comments from the committee >> collection. It's just >> so just, you know, drilling through JIC policies.
>> Yeah. And there we've got some others on the burner for January. >> Yeah, we've got more. Yeah, >> more fun stuff. >> Yeah. >> Um only I I likewise enjoyed going through these.
>> Um I didn't see anything that gave me any pause whatsoever. I the the updates were on par with everything else. It's been it's nice to see the consistency. I wondered in drug and alcohol and I didn't look up the substance. There is a
there's a substance that actually gets sold at our convenience store. >> Cred. >> Yes. And I wondered if that might be something worth including >> to call out specifically. Well,
I'm not sure it currently gets regulated the same way that some of the rest of this stuff does, >> right? >> The evidence looks pretty strong on its >> uh detriments of use for >> minors. >> Is this something that's legally
prohibited to sell to minors or is it >> I don't know that it is. >> I just wonder like like do we have standing to say you can't do this when there is no law saying they can't do this? recommend it >> have it on school grounds but
>> yeah I'm not saying that I want to encourage them [laughter] >> I think we can bring it to subcommittee we can investigate further >> so >> and I can also reach out to legal about you know what the what >> if that's been updated any new substances and
>> I mean I I would I would assume that we have standing to say that I mean if you look at our wellness policy it limits things Right. >> And I'm assuming there's going to be more
overarching law on that product, but I haven't seen it yet. >> I mean, and then there will be something else. >> IA doesn't call it out, do they? >> I don't believe so. >> No, I think >> so. I was wondering if we could tie it in with that of
>> Yeah, I don't I don't believe that's part of their substance. >> Deny it to our athletes. Let's deny it to all the student body. But >> just a thought. Okay. >> Oh, thank you. >> We will have more in January. >> Right.
>> Any other Let's just enjoy it. [snorts] >> Okay. Last up, we have a vote on the 2627 school calendar, which has seen a few adjustments um towards teachers. >> Yeah. Um big biggest change that you'll
notice from draft one is the start date. >> Um and this is based on on feedback we got from the HDA um is uh wanting to start a little earlier. So the 24th, 25th and 26th of August having those as the teacher work days. Um students would
start on the 27th come for two days 27th and 28th. Uh then they would come for four days the following week, the 31st through the 3. Uh we would have the fourth as that sort of fourth u start of the year PD day. Um that would tie in
with a long weekend on Labor Day. Um and then that would then they would come back for four days, the 8th through the 11th, and then their full first full week would be on the 14th. Uh that earlier start date would also coincide with an earlier end date. So without any
snow days, the um the school the final day of the school year would be scheduled for the 11th, which is pretty early um of June. Um with five snow days, it's likely that it would be up to the 21st. Um they are we are I'm still
waiting to hear back on from the town about what their uh [snorts] there's conflicting state versus federal reasoning around Junth if it's celebrated on that Saturday or if it's recognized in on the Friday. >> Um
>> okay >> so waiting to hear from the town what their plan is >> and we can we'll kind of marry it to that. Ideally, we won't have that many snow days, so it will be a non-issue. >> So, it's 10 half days, which >> talking to yourself.
>> I know. I know. [laughter] >> Um 10 half days is in keeping with where we've been. I think it's got a half day before Thanksgiving. It's got a half day
on the 23rd of December. So the if we wanted to push it out past the 11th, those are sort of the two days that could in theory become full days. >> And there was mixed feedback from the HD around that. There were um some people that were really in favor of having full days rather than half days um off on th
those days. And there were others that said no, keep them half days so we get out a little earlier. It was pretty much 50/50 split. >> If we have one school day though, we're going to be coming back in on a Monday half date. So, >> I mean, someone might be coming in on that day. I don't know how [laughter] many
>> the teachers would be. >> So, thoughts on the calendar with the updates. >> It's interesting um that the teachers liked the the way we've been doing it in August of having three days and then the students coming.
Um, but then when I saw September and I'm looking at it and it felt like, oh, there's, you know, two 4 day weeks before they have a full week and then the next week is 4 and 1
half day week. [snorts] But when I compared this draft to the first draft, it's the same number of days in September. And it >> it's just where you put them. >> Yeah, it's just where you put them. Um, so if the teachers are are pleased with
it, uh, >> I I kind of like the long like having the fourth with the seven to have that long >> last gasp of summer vacation. >> That is nice. I think families will enjoy that as well. >> Gives you a chance to travel and not
with everyone else in the world. >> We're really enjoy the threeount fair [laughter] that >> lots of threeount fair time. I'm see the demolition derby this year but not our bus that we had last year. >> So, other thoughts?
>> Did we fix May 231st? >> Uh, we have not yet, but I can. Unless you would like to add more days to May. >> Oh, there it is. >> It's not the number of days. It's just that it's on the 31st. >> I think it looks it looks good. Um, very
reasonable. Okay. Is there a motion to approve the calendar? >> I'll make that motion. >> I'll second. >> All in favor? >> I. Any opposed? >> Great.
Okay. Is there a motion to adjurnn? >> So moved. >> I'll second it. >> All in favor? I I >> Thank you all very much. >> Thank you. >> Thanks everyone. Thank you.