So, good evening and welcome to the April business, actually the 2027 uh budget hearing for the Hatfield Public Schools. I'm Christy Budro, school committee chair. Um, and we're
going to spend the first half hour of our evening tonight going through our um budget presentation for next year. So, with that, I'd like to turn it over. We don't have anyone with us in person tonight to speak. Um, we don't have anyone joining by Zoom. So, we're going to go straight into our presentation.
Dr. Dol, >> should I close the Zoom meeting up? >> Sure. >> Okay. All right. So, the Zoom meeting is closed. Just pull this up. >> There it goes. >> And uh, we can There we go.
>> Taking off. >> Blue. >> You have options. You have handouts. Do you have slides on the school? So many choices. >> All right. So here we are. Um this is the um the budget hearing for next
school year. So fiscal year 27. Uh this is a presentation that we have given already to the um committee and select board. And now uh to the school committee for approval. So we'd like to start with just kind of a record of the
things that we are um currently able to do and and what we what we're able to achieve with our current budget where we are. Um so we have a a record of of high achieving students. We have um at Smith Academy we have 83 courses that are available which includes uh nine
different advanced placement options. uh three concurrent enrollment co classes which are running right now uh which allows students to take college level courses for credit at um at Smith Academy. Uh we have embedded computer science, a 21st century skill within our
within our core curriculum so that every student in sixth through 9th grade um is getting computer science uh with options to expand um expand what they get from computer science with things like AP computer science or um uh internships uh
and work studies. Uh right now, as I said before, we have 70% of our juniors and seniors, they're currently enrolled in college courses. Um which is a uh a a huge amount of of students um
comparatively um something I think 15 to 20% uh statewide take advantage of those options of eligible students. Um so we're way above there. 20% of our students um our our Spanish students are achieving the seal of biiteracy uh which
is a a huge deal. State schools give credit for that. Um they students can test out of the requirements for foreign language. Uh and again comparatively to the state average we are far above that's 5 to 7% statewide. Uh this year we had Anna Tuntol was named attorney
general for student government day uh which is a statewide essay contest um uh that that she won. And last year Ian Gazowski played in the he was second saxs in the all state band. Um so we have both collective and individual students um that are really achieving
high levels. We're able despite our small size um and and largely because of our small size to really cater to what students want. Uh we have 33 different academic options at Smith Academy. Uh 32 Xbox, which is our
clubs, so every student who comes through our doors is able to find something that speaks to them. Uh we offer international service, cultural uh exchanges, language trips. Um we we've gotten into doing whole school field trips uh and now sort of 8th through
11th grade field trips, middle school field trips as well as senior trips. Um we are this year in a position where our sport offerings are now um beyond what they were pre-COVID. Uh we we have for the first time since I've been here uh
been able to offer subarsity both middle uh both baseball and softball teams this spring which is fantastic. Uh at HS um they can students continue to have uh art, music, PE, steam, band.
Uh they they have enrichment programs. things that that we're seeing in the news that are on the um kind of on the the outs for some other districts are are things that we are holding holding on to uh making sure that that we're we're protecting and still offering uh
field trip field trips are supported uh for every field elementary class by an outstanding PTA. So, our community has been involved and continues to be involved. This year, for the first time since 2015, our enrollment has gone up from the previous year. Uh particularly
at Smith Academy, when comparing 7th through 12th grade, uh we have had an increase in in students compared to last year, which is a trend that we would like to continue to build upon. Uh currently, we are already looking um this this is slightly outdated. We have
more than 34 applications with 13 accepted. We had another phone call today with a parent wanting to make sure that she her student was able to attend and that's another another student in eighth grade. Uh we have that happening daily. Um and at this point we're
looking at uh a likely revenue of um 65,000 on top of where we were this year because of those additional students. As I said before, uh we we have a you this success is largely thanks to the town. Um the recent in 2003 the
proposition two and a half override and last year's u overrides for facilities allowed us to kind of be where we are. Um we've seen that we've seen the feeling in our in our schools really shift and really um really reflect the
the community support uh with the vibrancy that we see in our halls every day. Excuse me. So, um that being said, we we are uh you know, given the shifts in local the local student population, we built a budget
that um it it does it does downsize a bit. So, it downsizes classrooms where it it's logical and makes sense to do so. Um, with really trying to make uh as few changes or as few cuts that would
directly impact what students opportunities are uh what they what they're able to do. Um, so we we have we we've submitted a level funded budget for next year. So, no increase on the town side. We do see an
increase from state funding uh through through through things like um school increased school choice uh increased circuit breaker uh in and some increased um state aid. Uh but from the town, we're not looking for any additional funding for next year. Even so, we're
still able to maintain and preserve the innovation pathways that we're developing at Smith Academy. Uh we're able to preserve the concurrent enrollment program that we've rolled out this year and we're expanding upon next year. we're able to preserve our AP offerings, uh the the sports offerings
that we have, music and extracurricular programs, and all the specials at HS. Um so those things that you you hear about and you read about in the news that are kind of front and center of of what many towns and municipalities and school districts are losing, uh we are looking
to preserve those. Uh it maintains a star classroom which is able to save on our out of district costs. We'll talk more about district uh costs and rates in a little bit. Um it it meets our contractual obligations to staff. Um and it includes the increases that we're
predicting the next year for out of district tuition and transportation um which is kind of a trend that we'll speak more to um in a little bit. So um anytime you have a level a level funded budget um level funded is not level service. So level funded means you
will have to find uh savings for the increases that you're you're seeing. Um so so we are looking at cuts for next year in our district. Um I think we're we're not not alone in that. Um in in fact we comparatively may be better off
than some some surrounding districts. But it you know it still hurts particularly for those who are directly impacted whose livelihoods are impacted. Um those cuts are coming from right sizing a few grades uh where it makes sense to do so. Um so at the elementary
school that looks like uh going down to one kindergarten and one first grade class where populations are low. Um so we'll likely only have one one class per grade level there. Um the impact that will have is largely on school choice
slots. So, the conversation has been had in the past about whether we would open a a second classroom specifically for school choice to increase school choice. Um, and this limits our ability to do that. Um, so those two classes are small
enough that that we'd still be looking at classes of of 15 or under. Um, so not, you know, certainly not big classes. We're not bu you know, building a class around 30 students. um at Smith Academy because the the the way it works is you don't have one you
know one teacher one one with with per class. So um you have to kind of combine core some core and some other programs. So um we we we will look to cut from Smith Academy um in uh a couple different places. So um one of those
places is a core teacher. Uh so those core classes may look a little larger. Again, our population is small enough that even a larger class, a larger core class wouldn't be astronomical. We're talking, you know, 20 students instead
of 10 or 11. Um, so really typical sizes and and still smaller sizes than than other schools comparatively. Um, but what that will allow us to do, uh, because every student needs to take those core classes, right? Every student takes sophomore English, every student
takes freshman English, every student takes algebra. uh when you go from two of those two of those classes to one of those class uh one of those classes, it allows us to preserve those electives. So having 20 students in a class instead
of 10, now you have one class instead of two, but you're still able to offer those two electives uh that that you you may still um you that that will give students that opportunity. So, all said and and done, uh, across the district, we're looking at a
reduction of five and a half full-time, uh, employees affecting both schools. Um, so that's that's five and a half total. Um, and for an estimated savings of $426,850. Um, it also shifts some spending. uh we're looking at um some of our our
trends in special education shifting from the main budget uh or or school choice um to out of district cost. So so from our um you know main special ed budget to towards out of district and that just reflects the the changes that we have seen in student needs over over
recent years. Um, one of the things that we'll we'll be talking more about is out out of district costs. And those costs are not something we can control. Uh, but they're likely to be up about half a million dollars next year from this year. Uh, and you'll remember that
earlier this year, we had to open up more um of our school choice uh fund to help cover some of those those costs that were unanticipated for this year. Um now
given even given what we are cutting and and the the 0% increase uh from the town side. Um it's going to be going to be a pretty close margin and there are some wild cards at play that I think it just makes sense to to speak about. Um, so there's
always the potential, no matter how much you plan and how how well you plan, there's always the potential potential for additional out of district tuition placements. Um, so a student moves in with a IEP that that requires a services that we can't provide and and we need to
provide those. Um, that's when we have this have have a potential out of district placement um that is unanticipated. Um earlier this year we we had some unanticipated costs about uh 258,000 and we were able to to kind of absorb that
but we won't have that luxury next year. Um so that's potential wild card. Uh it also you know the the other thing we can't control is what will happen from the federal government side or the state government side but but particularly
federal government here. Um, we are in a position as a town where we don't receive a ton of federal funding. Uh, there are some some cities and and towns that rely quite a bit on it, but but we don't. Still, we have $168,000
of our budget is um wrapped up in federal funding. So, if that funding doesn't come through, that's a place where we would need to need to figure something out. Um it also assumes that the state will continue the free lunch program which they've committed to. Um
but until it's written down and passed it's always you know there's always um always got to be wary of that. Um, now one thing that that we we haven't really talked much about, but but we'll be speaking more about um in coming weeks
is we have a significant weight list right now for students looking for preschool for next year. Um, tuition paying students for preschool. Um, so there's there's the potential that we could open and and many of those many of those on the wait list are Hatfield
residents. Um, we just have have more more kids of that age looking to go to preschool. Um because preschool is a tuition paying program. Um we we could potentially if we had every single student on the wait list as a guaranteed
uh student for Hatfield public schools that program would be close that classroom rather would be close to um self-sufficient. Uh so if we were able to do that and we had the space to do that that could be an option that we look at which would potentially have the effect of a couple things. First of all,
it wouldn't really cost us anything because again, that would be funded by primarily by by tuition payments. Um, and secondly, it would give us more students of preschool age this year, which could give us more students of kindergarten age next year. Uh, both
Hatfield residents and potential uh students from out of out of town. So this is just a kind of a comparative chart for um staffing what we're what we're looking at. So um you can see right here between FY26 and FY27
um that's where we're looking that's where we're looking to to reduce. Um ESPs we haven't reduced there uh primarily because ESPs uh are required mostly through IEPs. So to to meet the
um legal obligation that we have to students with those needs uh we have have kept um kept that number of of ESPs. So the part we wanted to sort of double down and and focus on was where our costs are rising and what we can
attribute that to. And this is an update of a chart we looked at a year ago um when our primary conversation was really about our increase in special ed costs because our the total percent of our budget has continued to be dominated by special education costs. So last year we
saw we budgeted for a 25% increase and we had to add to that. Um this year we're looking at a 21% increase. Um and as we went to understand like we have sort of tracked along the number of IEPs that we're supporting in district the
percentage of the overall budget that that makes up um and the number of out of district placements but we took a look to see what what could we learn and we mapped it out. So if we look at the next slide this was just sort of a way to visualize what is it that's driving
those costs um just so that we're cognizant of it. Again, we can't control much of this. Um, students need what they need. Um, and I'm I'm appreciative that Hatfield uh supports student needs. So, what you see along the top in blue
is the number of IEPs. And so, if you look at the curve of the IEPs doesn't suggest that that's driving the costs because we have years where it's up and years where it's down and the costs are still up. Um the number of out of district placements is in red and
again the curve of that is some of it's related. I think that's a factor but it isn't the only factor. Um the piece when for me looking at this is really looking at tuition costs. transportation isn't in there because we've had a lot of
fluctuation in in providers, but those two together are likely what's driving this increase. And so, you're getting an example of two different programs. Um, in the case of White Oak and Hec Academy, White Oak is the most modestly
priced tuition where and we have students who have been in that program year in year out and this is what we paid for a single student each one of those years. Um and same with hack. And so we're seeing those increases as being largely what's driving those costs.
So we sort of take a deep dive into that. So yes, it's multiple factors, but when we look at the current average per student, um, and these are I think the committee understands this pretty well, but for folks who might be tuning in
later, um, understand that these out of district services are things that we just cannot provide within the district. They're needs beyond what we can realistically take care of. We have at times built specialized programs where we had a number of kids who had similar
needs and we found some really nice cost savings for that while continuing to meet student needs. But that isn't always a possibility. Um the current average per student cost when we look at someone who's got an out of district tuition rate and transportation to that
program, we're spending $133,000 per student. Um we have one case where the transportation costs exceed the tuition rate. Um the tuition rates uh have state allowances. Um those hiked 14% in FY24
which may be part of what uh has eaked us up. But those programs consistently what the state allows for rate hikes consistently outpace the two and a half percent that any municipality could increase their tax rates. So the average
increase over the past eight years was 4.2. But sample schools were seeing it's not uncommon to see things like 7% increases. Um again we looked at White Oak as one example. We've seen a 70% increase over
eight years, which is $27,000 for a single student over those eight years. What the difference is um in FY22, the majority of our out of district students were in specialized programs run either by ourselves or other public school districts. Um it's
still costly, but it was it's not as much. Um, and there just currently aren't options. And I I know administration looks for them. Um, but they're either not being offered um or they're full with the the district
that's housing them. Uh, so that's one of the things that is challenging. Um, the number of students, obviously, when you have $133,000 per student, every student can make a pretty sizable impact. Um the typical over the last
nine years we've averaged seven students that are out of district. We currently have nine. We have nine this year. We're projecting nine for next year. Um the difference between a mild year and a high-end year is is significant. So um
particularly when we look at the rate that costs are climbing. So, uh, and I just want to make note again because I think there's sometimes some confusion. If there is a a choice student that is still part of our district that receives
out of district services or receives special education services, their sending district pays for all of that. So, we get 100% of that back. Um, it comes the following year, but not not true of Hatfield residents.
So, the budget topline, um, again, I think we've spoken to much of this. We're anticipating that chapter 70 funding in rural aid will see some uptick, but not be significantly different. So, there's roughly a million
dollars that comes to town that helps offset this portion. So, not all of that 6.2 million is is taxpayer funded. There is some state money that comes to help offset that. Um, Given the situation
for local finances, we felt it best to keep it flat. So, this is the it's the first time since I've been on the committee that we aren't asking for at least 2 and a half%. Um, but and we only had 2 and a half% for FY26.
So, we're doing the best we can to keep it flat. Um, we're looking that choice grants and other funding and revolving funds will be up. that's really dominated by additional circuit breaker dollars and that's because our our out of district needs were so high this
year. We can expect a greater offset next year. Um before we add food service into this equation, this makes a total budget of 8.137 $118 and that's up 3.6%
from the budget that we approved this time last year. However, I want to note because we updated our budget in October, given the additional um special ed needs and we we had to pull from school choice dollars in the
difference between this budget and our October revision is only a quarter of a percent. So, it's pretty flat overall. It's just a shift in where those funds come from. Before we leave the topic of special ed,
we want to um on the next page, we want to just talk about budgeting for unforeseen costs. So last this year, we were able to handle the unforeseen costs because we still had some money sitting in school choice reserves. We know that's not going to be the the case next
year. Um this budget includes all of our anticipated school choice dollars, both new revenue and anything that's left over from this year. Um there is an opportunity through a program that the state has put together on special
education reserve funds and it offers up the opportunity for municipals and regionals to create a res a revolving account that lets us sort of save for a rainy day. um it would be something that we would need to have approved at town
meeting, but we could establish the fund and then if we had funds left over in a year, we could put it into this pocket. And essentially, it allows us to keep up to 2% of our annual net school spending by the district in a fund that's reserved for emergency needs for special
education. And so for FY27, that fund could be all of $173,970. They would be something that to transfer funds out of that reserve would require a vote by both the school committee and
the select board. And so one option for unforeseen cost next year would be to create this fund at town meeting and ask that the town help fund it. So whether they would find um free cash or some
other way to help fund this so that if we did have an emergency need in the middle of the year that we could not fund, it wouldn't require an emergency town meeting to come back and help get those costs met. So, there are a few different ways that town finance can
manage this. This is one option and we just wanted to make sure that we're putting some choices on the table and it's something that as the school finance committee has met with town finance and the select board, we just wanted to be very vocal and very clear that should there be new needs next
year, we don't have a reserve for it at this time. So the last page of this gets into the breakout um that the school committee where the school finance is asking the school committee to approve and that's a
total budget of 8.2 94872. So let's call it 83. Um and this breaks it out. The local percentage is 6.2 million. School choice dollars are just over um 1.1 million. The grants roll up
to about 554,000 and we would be planning on spending about 454,000 in revolving funds. There's a slight difference in this number and the one we presented a minute ago and it's all about school nutrition. So, we have not
typically had our food service counted in our revolving budget, but we do pay those bills and we sign those warrants. And so, we're just making sure that we incorporate that. But this is not an apples to apples from what we have approved in past. So it's a bigger hike.
The previous page when we looked at it's a 3.6% increase is apples to apples. Does that make sense? >> Okay. And then the the two pie charts just take a look and help you see where our revenue is coming from. It is not
surprisingly 75% is from local funds. Again, a portion of that comes back from the state, but most of that is um tax dollars from Hatfield residents. There's 13% is choice funds. Grants are up as a
percentage 5.5 and revolving is 5.5. So, and the revolving accounts are things like preschool tuition, athletic revolving funds, afterare funds, and school nutrition, much of which comes in through a grant. Um, and then the other chart is breaking out where the expenses lie just so you
can kind of see, and this cuts across all the different funding sources. So, you know, there's grants that help pay for salaries as well as choice dollars as well as local dollars. Um, district salaries are
about 6 and a half% of our budget. Smith Academy salaries are 27.7%. HS salaries are right about 35%. So obviously people are what make schools happen and that's where the
money goes. So it's about 70% of our budget goes to salaries. So are there questions? Anything you want to dig into? Um I'm hoping we have a conversation about the potential for a third preschool. The third preschool
isn't captured in this. Um, if we were to do that, we would be looking at increasing the revolving revenue because we would have tuition for that. Um, and we would have an increase in cost accordingly because it
would add back a teacher and an ESP. >> Um, we've run the math and it's darn a very small tuition increase for preschool would make it budget neutral. And we would still be, I believe, I'm
fairly certain we would still be a lower prek tuition rate than all the neighbors. It's been a lot of years since we've increased tuition. >> Yeah. >> What's the size of a preschool classroom now? How many students? >> 15.
And then that limit is set by um the EOC. Uh I don't think >> yeah. Thank you. >> Um you need to have at least as many students who are role models, peer role models for students
who are on IEPs. >> If you have fewer than five students on IEPs, you can go up to 21, but I don't >> we don't >> we'd like to keep it to 15. We did that last year, I think. And it was >> Yeah. >> It was a big preschool.
>> Big big preschool. Y >> and there's 13 on the waiting list. >> Yes. >> If if 13 didn't choose to come, say there were 10, would you open that up for
school of choice for preschool? So right now the waiting list is both Hatfield residents as well as uh students who were families who are interested in sending their kid to Hatfield for preschool from surrounding towns um who
didn't get in because we you know our policy sets that Hatfield residents get precedent. Um, so there are some, I believe, some Hatfield residents who who who didn't get in who are on the waiting list. Um, and they would have first priority and then students from out of out of town. >> The Hatfield residents who didn't get
in, I'm assuming all those kids would be three-year-old preschoolers. So, not to be rising to kindergarten next because like based on the priority chart, >> we actually were able to get everybody into preschool that was a resident. What we just have now is someone who just moved into town. >> Um, that is now on the wait list. All the other students, the other 12 are all
choice students. >> Yeah. Oh, >> okay. >> Okay. >> I misunderstood that when you said it in the beginning. >> I I guess I've heard about some locals that got on the list. >> I Right. >> Yeah. Um, so I don't think we have to
choose tonight. >> Yeah. >> But I for one would be interested in having administration make some phone calls and see who's on the wait list and are they did they find somewhere else to go already? Are they committed elsewhere or if they're still looking? if they're
still looking. My guess is there's more than 13 families needing preschool, >> right? >> The challenge will be needing everyone to come. >> Yeah. >> And not having sort of a three three
people get seats and then us flounder through. So, I mean, although if it was three, we might be able to put them into the two classes that are already there, but um >> yeah, we'd want we'd want it to be as close to self-sufficient as possible. And to do that, we need it to be as full
as possible. >> And can we set that kind of minimum that in order to create a third classroom, we need to have x number of students, >> but there's nothing to stop them from pulling out in August,
>> right? That's >> or or pulling out mid midyear even >> mid year is probably less damaging than pulling out in August. But yeah, >> sure. Yeah. >> Um I would be in favor of of asking administration to explore this and see
how strong the commitments are and how big the need is, but I didn't want to ask for that to happen with the committee not saying, "Yeah, let's explore that." Because if you are all saying, "No way, no how. We've been burned before. We're not doing it again." Like there's no point in getting
those families hopes up that there might be a preschool. >> Yeah. >> And if we did open the third room, would that save one of our staff members um from being cut? >> Yes.
>> Which is another good thing >> keeping good staff >> and hopefully it builds us up for >> stronger kindergartens. >> Yes. >> Yes. because we know when we have big kindergartens, we lose fewer kids all the way through, >> right?
>> So, I'm definitely open to hearing more about this. And if we I mean, 13 kids is a lot. We're not talking five on a weight list. We're talking 13. And if there's that kind of need,
it makes sense for us to pursue looking at it further and making a decision sooner rather than later so that these people have >> they need to know. >> They know and then we know if they're
going to commit. >> Yeah. No, I agree. We have the space. I would love to. >> It's a gift that we have it in a way. Yes, we don't usually have >> I would love to keep one of our staff members. I would love to build capacity for kindergarten like
>> if the numbers worked out. >> Yeah. >> So, I think that would be the challenge we we give you is to like how >> they showing up and signing. >> Just recruit 15 just in case. >> Yeah.
>> Yeah. Maybe. Yeah. >> Because we can't have the other two classrooms drop out either. Like they all right. It it's >> you need to make sure that >> it's not a no- risk situation, >> right? Both classes. >> Two classes that are in prek right now have committed because we were really
clear. In fact, almost to the the point of like we already know that you've committed, but we need you to commit. Really make one more time say yes just to make sure that those parent because we had to call and say that you know you're on the wait and send the emails home. So I mean I called families and then we sent the letter saying you were
on the wait list. So, they were they've been reaching out saying, "Are you sure that there's nobody else?" And we keep saying, "No, the people who have committed to coming into preschool all say that they're definitely coming." >> And is there a deposit that they pay as well? >> Yes. Those that are already um if they
were new to coming in, yes, to pay the deposit coming in and that was $15 just to hold the spot and start the paperwork piece. But yes, if they were already in, then no, we didn't really ask them to do that again. So my sense is we'd need to make a call next meeting.
>> Is that going to be too late though to do it May 11th? I think is our meeting. >> Well, when I talk to families, um we'll we'll talk this week and we can I can let the committee know. >> If we need an emergency meeting to make that happen, we can do it by Zoom. It's
not the end of the world. >> So I I just wouldn't want to wait too long. Sorry, am I cutting you off? >> No, you're doing just fine. I just I'm over here wearing the black hat and I don't like it. Um >> I I know. >> Yeah. Just so if it's 13 students,
12 of them not local, that's regardless. But so that's at $7,000 per year per student, assuming they go full-time, all five days. That's $91,000 in revenue. >> Um but it's unlikely that you would get
all 13 to go all five days full-time. Correct. That would be >> an odd stretch. >> Yes. So that's to cover the tuition of or the the salary of a teacher and the salary of a parah. And then at the moment where half it is
it's we also I guess need to be somewhat mindful of the fact and their benefits. So well we we pay for their salary with that tuition. The town's then on the hook for their benefits. So I think we just need to be extra cautious. I I there's no harm in having
the call having in making calls and having the conversations with them. I I would be surprised if this pans out with enough confidence that we're willing to do it, especially in light of how we kind of got burdened on kindergarten last year. >> Sure, >> this is true. >> So, and I don't think we're talking
about looking for just 13 kids. I think if we did this, we'd probably put an ad out so that we were recruiting for a larger group. >> Yeah. >> Just in case we had anyone back out from either of the two classes that are already signed up. Um, so and because we can do a little
juggling if we've got two part-time kids that can balance out to a full-time Scott. So it needs some quick work to make it happen, but there are a lot of pluses if we could. >> Yeah, potentially we would be saving the
town unemployment costs >> if we kept one teacher. >> True. >> Which probably would offset the the insurance to some >> in part anyway. >> I mean, with with so many districts
facing cuts like this, it's not like there are lots of jobs out there that they can just immediately go to. So, um, just something to consider. Yep. Will, if you haven't already, will you please let Andrew know that we might have Yeah.
>> one pulled back? >> Yep. >> Okay. So, are there other questions about the budget? >> Yes. >> Okay. Um, regarding the elementary school and
kindergarten and first going down to one classroom. >> Mhm. As those grades move up and they get to fourth and fifth grade where
our ideal room size is a little bit bigger, would we be advertising school of choice for those grades as they move up and potentially moving them back to two or they going to forever be a one room?
It's hard to predict the future. I suspect that going down to one class per grade level will result in a what's whatever the opposite of a bubble is sort of inversion dip. So when they get to fourth grade or fifth grade, we would
probably have one fourth grade or one fifth grade class. That being said, when they, you know, this gives us time to plan for that eventuality. So it may be that when they, you know, as they go up their, you know, the the whatever those two grades are that are near each other
are able to do some some um kind of creative scheduling to to to give some flexibility and some some movement to prepare them for middle school. But I I suspect that we'd probably be looking at a um a a a dip in in in those classes up
through >> at least until they get to Smith where it's a little different. >> And and even there I mean you know when they get there if there's enough for um you know one class instead of two that that's you know we have we'd have to figure that out too.
>> There already is going to be a cut in that regard next year. So, as the classes get bigger, we're going to be coming back to talk about that because I mean, next year, sixth grade is 30 already, and there's a lot of kids
asking to choice into that grade. >> So, I think we're going to have these conversations every year >> because it's going to track all the way through whether they're a little bit bigger or a little bit smaller. Um >> and and it may be one year that you know we have say this the you know next year
is first grade which is a smaller class maybe when they're in fourth grade all of a sudden we we do get 10 15 school choice applications for that grade >> or people moving in >> or people moving in >> um and and we are you know it makes sense to do that you know because it
wouldn't make sense to keep growing to 30 kids in a grade level when you have the ability to to split. How does it affect um staff? I mean, this is a domino thing. So, this year it's first and second >> up first in kindergarten and then next
year we have to adjust those teachers and and it's going to keep going up where >> Yep. >> Yeah. So, this I anticipate it being um you know, this this being kind of the level of of of cuts that we're we're
seeing right now, but the the restructuring, reshuffleling will likely need to occur yeartoear. >> Wow. >> Which is not, you know, it's it's uh not common for Hatfield, but it is common in education to have that happen. Right.
So I I think you we we didn't say it as we went through, but I have a note because we want to speak to you looking at both that sort of contraction and expansion where elementary staff will have to make some juggling happen every
year. Same is true at Smith Academy. And the only reason this works is because we have a really fantastic staff who can pick up and do one more prep. Because as we shrink some of those core classes so that we can keep the electives, it means
that there's some core teachers like like they're going to have freshman, sophomore, and senior classes or whatever the mix may be where they might not have all of that now. So my, you know, hat tip to our staff to
make this work. Um, but the alternative to making this work is so much worse for our staff. So, I'm it's hard and I think they'll do it really beautifully and I'm appreciative
of it. I have one other thing. Um it's more I mean I've told you but I just want to put it out there that it's not going to affect this budget but um
CES is committed to addressing the sped transportation issue. >> Great for member districts. um the new executive director coming in and the current interim director are
working together to uh partner or piggyback onto Lower Pioneer Valley, right? >> Has their who has their own transportation built into their system. And the idea is to
>> learn from them, work with them for a year or so, figure it out. We CES, we uh handle Hampshire County and learn the ropes and it's a win-win for our districts because it would be cheaper
than the vendors that are currently out there. Um but it would be a slight revenue for the collaborative. >> Great. >> So that's already started. Um I don't know how soon pieces can >> tomorrow.
>> I know. I know. Everybody knows this. Um >> especially Dr. Bonner who you know in Northampton is very well aware of the transportation costs. Um it's considered uh the priority of any new
>> ventures or programs that the collaborative is looking at. Great. So slight hope on the horizon in that regard anyway >> in any way that they can do it was is going to be helpful. So >> it's great.
>> Truly my hope is that when the state talks about changing like, oh, we're going to look at the formula. I'm like, look at how you fund circuit breaker. Look at how you're funding special ed. If they could fix that, >> I don't care what happens to the chapter 70 formula. Everybody gets hit with this. So
>> it's extreme for us, but >> it's what's hurting every district, every neighbor as well. They're just >> they're really high. So any more questions on the budget? >> I have three.
Right. Uh Dr. >> Driscoll, >> can you speak to the intervention cuts? What are they and how are we going to make up the services? >> Yeah, so the the primary cut to intervention is um in math intervention and it affects both the high uh Smith
Academy and the elementary school. Um and it's a it's a tough one um because it has been very effective. Um part of the uh consolidation of classes at Smith with some of those core classes
um will free those core teachers up to be able to provide some of those intervention services. So where you now have, you know, since we're talking about math, say you have a math teacher that has they currently teach five classes. Uh if they were to teach four
classes that they could have one block that they're available to provide math intervention, uh whether that's going into another math class and working with a group or taking a group during a skills class or a a windblock and working with a group on math intervention there. Um, so because we're
we'll have some of that, those opportunities will exist. So we're we're confident that we'll be able to provide if not quite the exact same level and and method of intervention that we'll able to provide intervention for the students that that do need it. Um
similarly at the elementary school based on um ba based on student need down there and and personnel that we have um we have someone who has been has done math intervention in the past um who took on some slightly different roles this year who might be able to slide
back into that role. Um but the the that's an important question because the student need is not going away. Um that that's that's clear. So, it's we we need to be as creative as we can with our scheduling to help try to meet that need
with fewer people. Okay. Question two, Dr. S. Um, we're budgeting for 22 ESPs next year. Generally, year to year, we don't have the same number. Um, like we had, um, 15, 16 and a half, 22, and now we're
budgeting for 22 again. Do we have any reason to expect that number to increase or hopefully decrease? Is there is there any hope for a decrease in that number? >> I I would not say that there's hope for a decrease, but that's me speculating at this time. >> Okay. >> I mean, a lot of the ESPs that are being
used, some of them are being used for oneto ones, but a lot of them actually work in inclusion settings. So that the special ed teachers are actually doing pullout services in the CG grid. The ESPs are really providing the general ed inclusion support in the general ed
classroom. Okay. And my last question is back to you, Dr. Driscoll. >> When we presented this budget to the select board a couple weeks ago, >> it was suggested by one member of the select board that we reduce our budget
by about the $170,000 that the federal government is allocated for us >> and I would like you to speak clearly as to why that's not in our best interest. >> So, yeah. Uh, thank you. That's a a really good question. So, um, we have,
with this current budget, we have, as you've seen, we've cut five and a half pos positions. That's a for a district our size, that's a significant that's a significant level of cut. Um, we have been able despite that to
preserve, I think, what makes our district appealing and what uh what the vibrant aspects are that bring people in. Um, people talk about Hatfield because of what it's able to offer our students. If we go deeper than this, I mean, any
cuts, any any substantial cuts need to come from staff. I mean, you cannot reduce. You you see on this slide here, you see um where where the the the biggest areas of expense are. Um, and and we've already cut in years past
supplies. We've cut um subscriptions, textbooks. We've cut those lines down to where they are literally just what we need to survive yeartoear. Um we have right sized our staff and then some I would argue this year and deeper cuts
than what we have advocated for here will start cutting those programs that bring students in. Um so Hatfield is in a position where we do rely on school choice funds for our operating budget. Um it's not supplemental, it's not, you
know, extras. Uh we we plug our school choice funds into our budget to make ends meet. Um the second we start cutting programs that uh attract students, which is what we would have to do to cut deeper than we are, >> I would just interject for one second
and say not just attract but retain. >> Attract and retain. Yep. That's that's true. Um yeah, that that that's a very good point because we would also, you know, for every every student we lose out of district, we bring two students in. That that's kind of where where our
numbers are. Um, if we start losing more students, whether they be Hatfield residents or whether they be current school choice students or other school choice students who might be thinking of Hatfield that choose not to come, uh, we lose not just the vibrancy that those
students bring and retain and and have in our district, we lose the revenue that those students bring in too, quite frankly. Um, and if we lose choice revenue, then we lose our ability to to sustain the programs that we currently
have, we lose more students, we lose more funding, and we get we we we go deeper into a cycle um to sort of a spiral a spiral down. Um, so I
would I would um really really caution against cutting deeper than we have. Um, I think it would uh it would be a disservice to our students and to our community and I think it would have repercussions budgetarily that would
bring us back to the same conversation year after year after year. So, I also want to just add to that that the the cuts were recommended based on the possibility that federal funding might not happen. And since that
meeting, um we've seen the state come back and say, here's what we're hearing federal dollars are going to support. Um the one particular grant that they called out that they broke out by district was title one dollars. and the title one dollars at the rate that
they're projecting from federal funds is about where we've projected. So we have not overp projected federal funds based on what the federal government is already telling the state government. So Massachusetts is looking to see a little shrinkage of those dollars, but we've
already accounted for that when we budgeted. So there's not a sense that we're going to lose those dollars that would require the interest of those cuts. I don't think that was the only reason it was suggested, but
>> no. And I mean, and to be fair, like the select board member is on the record that he thinks we need to look at alternative options for our secondary education. And that's fair to have that opinion. I also have that opinion. It's fine. It's fair. But it felt like proposing to burn the house down before you have another plan when when it was
said. And so I wanted Dr. Driscoll to kind of come out as to why that would be a not great idea. >> Yeah. >> You got any more? >> No, that's it. That's my three. >> Okay. Miss Bench, anything?
>> No, I do not have any questions. >> Okay. Would anyone like to make a motion to approve the budget? I will make a motion to approve the Hatfield Public Schools FY27 budget as presented. >> I'll second.
>> Thank you very much. All in favor say I. >> I. Any opposed? It's going to be one of those we needed a roll call for a budget. I don't think so. Okay. >> So, thank you. >> Thank you all for your hard work on this budget and this very um
clear presentation. It's getting easier every year, isn't it? >> Well, I mean, I hate this budget, but >> I know we haven't made the best of it. >> The process is getting easier every year. The budgeting, you know, the process >> and it's still hard work and we appreciate what you do. Thank you.
>> Appreciate that. Okay, with that, we're going to close our budget hearing. >> Yeah, I think we could turn the uh projector off, please. >> And we will call to order at 7. Does anybody need a twominut bio break or
anything? Okay. >> Do we need to reopen the video call? >> Yes, >> we need to reopen the >> Hi, Angie. >> So, sorry for the the wait. So, we're going to call to order at 7:58 our um
April business meeting. >> Okay, let me just open the Zoom here. >> Opening Zoom. Okay, join from your browser. >> And as we do that, we'll see if anyone is there to make a public comment.
>> Thank you for your patience. >> All right, we are live on Zoom and we have uh no one joining us. >> Okay, so no public comment this evening unless you want to add public comment to your evening. Okay. Um, I'm going to ask to take this agenda out of order and
>> close Zoom, too. >> What >> can I should I close Zoom if there's a public comment. >> Um, and move straight to item number five, the international field trip, which I think is probably what you would like to talk about. >> Yes, >> the floor is yours.
>> I want to thank you for making the most current trip to B possible. Um it was a really successful trip and the kids represented us really really well. They worked they worked very hard and um had a lot of language opportunities and they
learned a lot. Um so thank you. I know that there was emergency meeting and we had to do some switching but thank you. It was it was really wonderful. So, um, we've done seven service trips
since we've done any other type of travel and some and they've all been to Central America. Um, we've had some students asking about a European trip as many of the schools in the area have
started doing European trips to Europe. Um, and I spoke to Dr. Driscoll about if we should try to, you know, what sort of trip and he wanted me to stick with Spain as I'm the Spanish teacher and we could offer language opportunities, but I've been coordinating with um Jessica
McMillan, the art teacher, on including art as a big part of this trip. And so we've had a couple proposals, but this was the strongest one um from this company, Passports, and it's to Spain in
two years. So in 2028. So, this would be this is a a big price sticker here compared to what we're used to with Central America, but we all know that Europe is expensive to travel to. Um, so there would be payment plans every
month. And um, this is a more of a traditional like student travel like you've seen with EF Tours or Explorer Car, World Stride, something like that. this company is passports and um I don't know how much of it you want me to go through with you
versus if you just want to look through what sorts of activities are included, what sorts of things are included in this. Can >> you just topline the where and how many days >> for those that for people who might want to hear about it later? >> It's the 18th through the it's March
18th through March 26th. So 8 days and um it's to to Madrid and then the biggest cities. So Madrid and then Seville and then Malaga. So it's Seville's in the center and then going
down to the Sun Coast and flying home from there. And and I'd just like to to add this is we're looking two years out for a couple reasons. Um the first reason is that you know this gives families a chance to budget and and and um fund raise
>> and yes for us to have several fundraisers instead of I usually just do that one big scone one but we will have time to do more and I'll have another teacher to help me plan fundraisers other ideas. >> Yeah. Uh and the other reason is that we
are on the cycle again for DC for next year for our 8th through 11th graders, right? >> Um so many of those students would be eligible for both trips and and that's probably a more expensive uh domestic trip that we're looking at. So um to have those both hit in the same year, we didn't want to have the students forced
to choose between between those. I >> mean I really love the service trips and the most recent trip to BISE really reaffirmed my belief in them. Um but because students have been asking, I thought to explore something different and we have a um survey ready to go out
if to find out um the interest level. >> So what age group would this trip be open to? >> This would be 10th, 11th, and 12th. And it wouldn't just be Spanish students, it would be to the whole all everybody in the grades. So all 10th, 11th, and 12th.
I've never traveled internationally with 9th graders. So, I've been just putting the brush on that and Mr. Driscoll agreed that we should hold off on nth grade that they're a little too young to do a trip like this. >> Is there a minimum number of students that you need?
>> Um, well, um I don't know. That's a good >> I mean, this says if it's 15, then you get it all to yourself. like you don't have to combine with
other groups. So you make it another school with you. >> Yeah, this I got the quotes for them to be private school because when I first >> started teaching at Smith and I did some trips to Spain, I didn't well there wasn't as much information available at that time, but I didn't know and I just
went through EF and they would lump us in with on a huge bus with big schools and we'd have this little group and then there'd be like 40 other kids from other schools and our students did not like that. they really felt just kind of like
this small minority. Um, so yeah, the that if it's less than a certain amount, it would be an extra cost to keep it private, >> um, so yes, 15. I would say yes on 15. There's a minimum of 15 to do this,
>> but more than 19, it reduces the cost. >> Yes. Yeah. Which we really could do. Quick, everyone sign up. >> The way it works at Smith Academy is with in my experience is it's usually a really big trip or it won't happen. Like kids, it's just a snowball. Kids will
just jump on once their friend is going and it's always the people are always amazed that we have bigger groups than schools that are have thousands of kids. And I suspect given the the interest level that we've seen with students and
with families um that this would we this would be a gosp especially given given the lead time and the you know the accessibility that that allows families to >> right >> and the current so it's like the current eth 9th and 10th
>> right >> yes >> yes >> that oldest group is a really small cohort but the two behind it are not right correct Yeah. >> Um, we I have a personal friend who's a teacher at Smith Voke and they have a
trip going to Ireland next year and they have 60 kids signed up and it's the same type of price as this 60. I can't believe that. But um they did the same they did one to Italy last year and it was the same thing. 60 kids. So there is in the area like interest and people
willing to make the payments and >> typically for your service trips about how much per kid gets raised through fundraising. Do you know? Well, um about just about 200 was we just did this um
the scones so each year. So it's been right around 200 per kit >> and it was like a 3,000 2,800 $3,000 trip. >> But with two years we could step that up >> with Yes. Yeah. And the scone funders
are such a work intensive one. Like I've never tried any of the ones that are less work. those scones we make homemade. >> But I always very good. >> It was really worth it to teach them how to do something like that, too. >> Yeah. Not just in the morning.
>> But yeah, >> weekly car washes in the circle at Smith Academy just all school year long. >> Yeah. So, I I guess for tonight, what we would hope for from the committee is um just kind of a green light to tell families
that we're planning this um and to you know, similar to what we've done with with other trips before, solicit um you know, who's interested and who will, you know, who's willing to commit um so that we are, you know, we'd like to be able by the end of this school year to be
able to say, "Yes, we're definitely going. we have this number of students committed um so that that they can they can really start planning unless you would prefer to do it even sooner than the end of the school. >> No, so there's this early Yeah. >> this enrollment discount by June 1st. So
they'll by June 1st as long as we >> That's right. >> I That's what I'm looking at is that it's June 1st and you get 500 bucks off. >> That's great. >> Um which is >> I mean they would get um they would it wouldn't be completely taken away if we were later. they it would be reduced to
250 I think if we did it the first part of June um plus the $200. >> Um so if we get somebody who puts down the early enrollment down payment
um and this is two years out. A lot can happen in two years. What happens a year from now that they can't go or >> Yeah. >> they move out of out move out of town or
town or somebody new comes in or you know >> what happens people. >> Yeah. We're hoping it well you know that this will keep some kids around. But um but is there can you get your deposit? I mean, if you're paying um monthly for a year and then
>> it's a percentage like the closer you get to the trip, the less you would get back. I I actually have it in notes at the school, but I didn't. >> That's okay. But they um >> mechanism for this. >> They get most of it back unless it's within I think once it's within 90 days
of the trip, then it gets to be that you don't get much back anymore. But before then, >> I would be curious if they would have the ability to transfer that if there was somebody else who was interested. So could you swap the name of the student who was going? >> Right. >> Probably I imagine.
>> So but that would be my >> because that's the one thing um why like our airfare was really high for BISE because it's a group ticket which you would think you'd get a discount but it's the opposite. It costs more because you can change names without a fee
>> up until pretty pretty close to less than it. >> Yeah. That that was the only thing I was really kind of worried about looking at this if somebody's paying for a year. >> Yeah. >> What happens? You don't have to worry about that now, but I just I I believe
what you're saying that there is a mechanism in place to get it back and >> and that makes me feel good that you know it's not a a major risk. >> Yeah. >> For a family to commit. >> And I think the important piece is that information from the from passports
would be communicated to families to ahead of time. Hey, you know, you if you need to cancel by this date, you get X amount back. So that, you know, they'd be going into that with their eyes open, too. >> So, I'm curious, what's driving the the tour date in March?
>> Baseball. >> Okay. >> Yeah, >> I knew there would. >> I mean, that's that's wonder. >> That is the the >> not a holiday. >> We we want it to be accessible for all students. and this date falls between the end of basketball season and the
beginning of baseball season. >> Um, so if we if we push it later, it would u potentially limit baseball players from taking part in the trip um or the baseball team from being able to play games. Uh, and if we did it earlier
and our basketball teams made it to tournament, it would um run the risk of not having, you know, players players having to choose between tournament and going on the trip. >> So, this falls perfectly >> well,
>> in the dates. I would think that when we go to create the calendar for that school year, we could potentially move the April vacation to March >> because if a large percent of Smith
Academy students are going to be gone, >> why have them miss a week of school? >> Why have them miss a week of school? you know, um, everyone always says March is the longest month just
>> Yeah. >> Yeah. I mean, just thinking ahead that it's something to consider. Um, >> anyway, >> yes, you're hearing questions that you don't have to answer for us now, but at
least it gives you a heads up on about the idea. Yeah, well, we got to adjust the calendar so they can go on this. >> I know, right? >> That's a big problem. >> And it's I'm not hearing I'm not the chair, but I'm not hearing any like
loud. Oh, no. This is not >> I'm seeing at least three people nodding along. And >> no, okay. So what what I'm >> three and a half >> kind of suggesting is that we do an official vote at our nay meeting, but we
give the go ahead to notify the students. You got to get >> and if they're considering to do this early enrollment discount thing, it gives them that much longer to plan for that kind of a payment. Yeah.
>> Rather than our May 11th meeting, then they only have a couple of weeks to do that is what I'm thinking. >> So, we want to make sure that the committee officially because it's by policy, we have to approve it. That before you start taking funds that we've approved it. But this gives you I think you're hearing a green light from all of
us. Please go forth and find interested families. >> Yeah. >> And and that way you can come back with, yep, we've got at least 15 kids that we know want in >> and the dates are set and the cost is known and it's the group is known. Most of the things that's on our little
checklist for what do we want to know before a trip is okay. You've got 85 to 90% of that done. So, and I I think everyone's pretty excited. So, and it's I've been to twothirds of that and it's lovely. You'll enjoy it.
>> Um, yeah, don't collect the funds, but get them in the mindset of after our May meeting before June 1st, >> get ready. >> Just so they save it, >> save some funds. >> Yeah. That just gives them a heads up
because I think it's exciting. >> It is exciting. It's exciting for them to have something new and something big like that to look forward to and plan for. >> And thank you for stepping up to stretch
what you do as well because I know this is above and beyond. >> Thank you. >> Appreciate it. >> I do heave a sigh of relief when the kid parents pick their kids up at the airport. >> As great as the trips are on. >> Wow. So
>> very exciting. Thank you so much. >> Excited to hear more in May. Just >> and you can send your report in with Connor for appro like we will do a vote in May. >> Yeah. >> Okay. If we come up with other questions, we'll >> send them to Connor who will get them to you. >> Okay. Sounds good. And if anybody ever
wanted to hear more about Bise Trip, I could get some students to do a presentation for you if you wanted, but I know that you have a lot of things going on this time of year, so I'll wait and see. Thank you so much. >> Thanks, Edie.
>> Okay, so we're gonna backtrack a little bit and do mission moments. Do we have a few mission moments? Clearly, we have some mission moments. >> We Caroline with 29 students at Fenway Park last week. It was awesome.
>> That's it. That That's my mission. >> That's the moment. >> There's a lot more, too, but that was just that was fantastic. >> The trip went well. >> It was a great trip. Everyone got sick after the trip, but the trip itself was fantastic. >> Perfect. Perfect. >> I want to give a shout out to the elementary school music teacher for putting on the spring concert. Sorry if
I just stole your mission moments. >> Um, but I don't get to attend all of them. Usually Kim and I alternate just because of work schedules. >> Um, so it was nice to be able to go this time and my daughter actually looked up and smiled and was great. >> She was so cute. >> I know, right? Um, Owen did a fantastic
job, too. And uh it was they all did great and it was it was a great show. >> She really is wonderful >> and really gets them engaged. >> Yes, she does. >> And thanks to uh Miss Gardner for coming
down from >> Yes, that was nice. Big fan. >> Well, I'll give a mission moment. Not to be too personal, but my family has been hit hard in the last month with illnesses and nurse Jean is still
crushing it. She's doing great. And I also know that she's she's covering a little bit extra right now and she has been amazing. Very good communicator with our family, calling us when we need it. Um, she's been really good. So
that's like not like really fun, but I was like we're taking care of our people and that that's like a big that's that's the mission. >> So >> any others? >> Yeah, I have a shout out just previously from our March um assemblies. We had two
of them that the PTA helped sponsor, but the kids and the staff really got into the Tao drummers. Um that ensemble that came and performed that engaged teachers, engaged the students. Um it was just it was a great I was hesitant when I was hearing about it because I
had never seen them before, but there I was assured that it was going to be great and it was and staff and students were like, "We need to get them back next year." So >> loud was the take I heard. >> Yes, it was loud, but I mean not so startingly loud than I that I thought. I mean, I wasn't sure. When you hear
Ansom, you're thinking, "Oh my gosh, are these like 15 or 20 people showing up?" But two, it was two, but two, but mighty. Um, it was a great performance. Awesome. Awesome. Deal. >> Okay.
So, is we have two sets of minutes in the consent agenda. Does anything need to come off? >> Nope. I'll make a motion to approve the consent agenda. >> Okay. Is there a second? >> Second. >> All in favor? >> I I >> 40. Thank you. Um, we'll table the
student representative report and district reports. All right, I'm going to pull some things out if that's okay. >> Sure. >> Because everyone has the the written reports. Um I'm going to skip right down to safety
and building report. Boilers getting installed next week. >> Yep. And shortly thereafter, they're going to start pounding shingles into the roof. Um getting started on the roof project as well. So that's going to those are both going to be happening. Uh
they wanted to start with the shingles because it would be less disruptive than the cranes and dropping things onto the roof. Um the field trips were fantastic. We heard a little bit about Bailey's, but that the pictures coming up from that way were amazing and it was great for the
kids to go to Boston Salem. Uh and then for Smith Academy, um we're in our final quarter of the year. Is that possible? >> It's it it doesn't feel possible, but it
is. Um and we're there. So, we have all kinds of stuff coming up in the spring. We have uh um NHS induction, we have graduation, we have um awards ceremonies, we have the spring concert, we have Memorial Day parade, we have all
all the stuff happening. So, um >> declamations that too. We have everything. We So, so keep your eyes peeled for information coming out about when all those things will happen. They'll go on the district calendar, too. Um, and then just hang on for dear
life because it's the end of the year. >> Question about the boilers. >> Yes. >> So, the boilers are being installed at the elementary school. Two beautiful new boilers. >> Yes. >> Controls. >> Yes. That's part of it as well. >> Okay. Yeah. So, when does that process I know I signed one or maybe two warrants
where we had to have Cody, the HVAC people, come out to then say, "No, we're going to bill you, but you need to call these other people to come and fix the controls." >> So, that I I'm not sure when that happens with the new boilers, but it is part of the process, okay, >> to get new control systems and
everything. So, those will all be um I mean, they're going to install the boilers. They're hopefully I mean this year this week's supposed to be 80° so hopefully we're done with the boilers for the >> don't say it >> the spring. Um >> they're going to kick them off at some point soon.
>> But this will also benefit the air conditioning, right? The >> control the controllers will hopefully do all that. Um so I just don't know I don't know enough about it to know when during the process that all that piece takes place. >> Um
>> question about the roof. >> You guys are beating me to Um what's the the time frame? How long is the whole project for the roof going to take? >> So they I mean it will be done
I I don't know off the top of my head but it will certainly be done completely done with enough time to do the parking lot before next school year. >> Okay. They're hoping mid August. They're they've asked permission to work Saturdays >> just to ensure that they can get that
done before school starts. >> So the the starting of April 20th to start doing all the shingles was purposeful so that they could minimize the amount of distraction and disruption it was going to be >> for our students. But once they start working on the membrane section, they've give I've given them my MCCAST dates,
but they start want to start working on Saturdays just to make sure that they can get that done by mid June by mid August, >> which will give them time to do the the parking lots before the start of school. Correct. In late August, >> we have a meeting with them this coming Wednesday where the they're having a big huge everybody's coming to um the school
this Wednesday to start looking at and finalizing all of that. But that's what I remember reading in the last email. So, so the parking lot is only going to take like two weeks. >> I hope so. >> To do it from mid August to like the end of August. >> Yeah, they >> I mean I'm just like I don't know how
many times I drove down Damon Road with it being paved and repaved. So my my time frames might be off. >> I think Elm Street took a day. >> I was like I don't know. Damon Road was like a couple years. The plan will probably be to mill it over a day or two
and then to pave it over a day or two and then to paint it over a day or two. >> Okay. >> Yeah, it shouldn't take that. >> All right. >> Has the paving construction? >> Has the paving gone out to bid yet? >> I don't know if it has. I know they were planning and thinking of combining that with some other projects throughout the
town to to do a more um >> but not all of those got through. Like some of the things they wanted to combine with I don't think are getting approved. >> Okay. So, so it will I mean it will go out soon, but I I'll talk to I'll get an update from Marlo on that. >> Have any more car casualties?
>> Okay. >> All right. Other questions with on the district front? >> Okay. Miss Petra, >> um I'm just going to highlight um one thing in particular, which is the um we had our March 10th PTA meeting, which
said yes to all of the different field um field trips that are coming up. And one of the things I needed to bring up to your attention, which I have the dates, were the two that were going out of state. So I have a second grade classroom um looking to go June 3rd to
the Connecticut Science Center and I have the a June 10th trip by the fourth grade who is also looking to go to the Connecticut Science Center. So, this would be both groups are planning to leave around 8:30 in the morning with about a 2:30 in the afternoon ETA
arrival back at school. Um, this is just for the day in which they're going to be utilizing obviously all of the cool levels of the science center to um help offset some of their the things that they've learned in their science classes this year.
>> Are all the costs for the trip covered by the PTA? >> Yes. >> Even the bus? >> Yes. >> Nice. transportation and entrance fee. And we made sure this year, unlike last year, that we also compensated and any shops that are going are not having to pay out of pocket that needs to be
coming from us as well. So, the PTA picked that up as well. >> Wow. >> They were very generous this year as far as making sure anything and everything having to do with field trips got got paid for. >> Okay. >> While we're on the subject of PTA and the amazing work that they do, the PTA is putting on a golf tournament May 2nd and they're still looking for additional
teams. It's $500 a team. reach out to the PTA um reach out to Regis or Melissa or anyone there and they would love to get more teams and get that going. >> I believe my son signed up so it >> was a lot of fun last year. I didn't play. I just was there to help.
>> So So we can approve formally because we didn't have it down to vote on those two trips. We can vote in May because it wasn't on the agenda. So, but I think we've previously said any problems. Any questions?
>> No. >> Okay. All you. So, we've uh actually been talking about restructuring our STAR program for a little while at this time and we do have a outside consultant who's been coming
in doing some observations, uh reaching out to a couple of the parents that are involved in the program, interviewing staff and other support personnel. Uh part of the uh the goal here is to restructure the program so that it has more of a focus on dealing with students
that have deficits or challenges with uh autism issues, also behavioral and emotional issues as well. So with the the the budget process, part of this was also looking at the structure of the program. We're intending to utilize our
professional or licensed staff to actually do more oversight in the program with the RBTs that are working on the program currently. Uh so we do expect to see a final report on the program review uh probably within the next two or three weeks and then we'll
be meeting with some of the parents to actually talk about what the changes will look like at that point. Uh some of the other things we've been working on and actually kind of an update from my update is that the regional CPAC is moving a bit faster than uh I was
expecting that it would and we've been actually presented with kind of like a joint document for different districts that we'll be actually combining together to be kind of a regional CPAC. And we've uh actually Conra and I have both signed that and it's electronic so
it's already returned to to Hampshire regional who seems to be really out of the two districts working on this project uh they seem to be the one really spearheading the effort. So I'm really kind of hoping by the beginning of next year with this document in place that we will be part of a regional CPAC.
And I think as I mentioned though, I mean the way the Federation for Children with Special Needs actually operates at this point, I I do believe that it's actually prudent for us to still offer professional development opportunities like we are right now that would be virtual that we would offer to our
parents outside of the regional CPAC association. School choice increment training and circuit breaker uh training, they'll be coming up pretty soon. Actually, next week there is a school choice agreement training for special ed. I'm kind of
hoping that I'll be able to to participate in that. It is virtual. I'm also hoping to include the administrative assistant as well so that I'm not the only person in the special ed department that's actually trained in that area. Um, and same would apply to circuit breaker, but I do imagine that
circuit breaker training will take place probably sometime in May. and team meeting restructuring the things that we've actually been talking about there um more intense uh more recently but we've been talking about trying to
update the team summaries which we adopted well basically about a year and a half ago when the new IEP document came out the form that we actually adopted was something that was put together by a gentleman named Alan Bloom
who actually had a lot to do uh with the new IEP process at the state level. So, we're kind of like finding now that we've had more than a year to utilize that document that uh some of the issues that we find with it, it's inclusive of inclusive of all grade levels, basically
prek through 12. So, there's a lot of areas in the document for like an elementary age student uh that we would not cover because there are sections that are really devoted to kids that are more like 16, 17, 18 years old. So there's a lot of like bouncing back and
forth within the document and we do want to restructure that. So there is more of a early elementary, regular elementary, middle school and uh high school versions of the document. Uh besides that, we've been looking at trying to cut down on the time that's involved in
uh IEP meetings, uh re-evaluations, and especially initial evaluations. And this is nothing that I'm not familiar with. Uh sometimes they can be lengthy meetings uh sometimes two hours or two hours plus. Uh we're trying to work towards cutting those down to get them
under two hours. So we are restructuring the format that we've been using. Ideally I'd like to use a facilitated format but really with the the structure of how our teams are set up that's kind of difficult because I'm usually the one who does all the typing during the
meetings. And the facilitated format really involves uh the facilitator really doing something more visual with the team. Uh which again right now I can't do that. Uh but we are talking about restructuring relevant to how the annuals are done for next year and
utilizing the liaison case managers essentially the special ed teachers to really run those meetings and then I would continue to basically cheer any of the reevals the initials and any contentious meetings that might be coming up where we need to talk about u
committing resources from the department. What's the general feedback from your team about the restructuring plans? >> Uh people have talked to me several times about the meetings being too long.
Uh and as far as the restructuring, I've gotten some negative feedback about it, but nothing officially as a complaint uh or a concern. And has there been an opportunity for the people who are most
impacted to have some input into changes? >> Yes, we we actually meet as an evaluation review team twice a month to look over like our meeting schedules and also evaluations that are in play. Uh we also utilize that time to really kind of
like meet with the majority of our staff uh to talk about things like this. So on my calendar, I've probably talked about the restructuring at least four times at this point. >> Can I ask some star program questions? >> Sure.
>> Okay. It may sound like I'm going to be questioning the value of the star program and I'm not. I'm just asking questions. Um, how many students are in the star program? >> Very few. Probably at this point and and let me qualify that a bit. We have like one student who's in there pretty much
the majority of the day. more than 80% of the time. We have other kids that are connected to it that go out to general ed classrooms. Overall, I think we have five students that are connected to the program, but again, that's a varying intensity
relevant to being in the program. We do also have some kids that stop by and use it as kind of like a regrouping site. Um, usually those are kind of like shortterm kids that are not assigned to the program, kids that don't have the service necessarily in their IEP, but
they need kind of like a different location to go to just to regroup and head back to class when they're prepared to. >> Okay. How many staff are dedicated to the STAR program? >> There is one teacher right now. Uh, there is. And as far as designated, I'm
going to qualify this a bit. the BCBA is is kind of designated to the program. She's in there quite a bit. Right now, she's sometimes in there two to three hours a day, sometimes even longer. Uh but she is more of a district-wide staff member. So she's devoting a good portion
of her schedule to actually helping to uh present information relevant to strategies, model that behavior, do fidelity checks on whether data is being collected correctly, and if it's not, then again to model what should be done. Uh so she's I I'll say kind of
part-time, but she's a full-time staff member. And then we have, I do believe, at least two RBTs that are following kids in the classroom and also in the general ed setting. We do have at least one student who actually is probably out
of the classroom most of the day and spending very little time in the classroom itself. >> Okay. So, what's the overall cost of the STAR program? Well, to run it, I would say, you know, the teacher and the two RBTs, if you
took a portion of the BCBA salary, that would be included. >> Okay. >> If you're looking for an exact number off the top, I'm couldn't give that to you. >> Um, can you ballpark it? >> Yes. >> Probably 140,000. I would say
>> 140,000. Okay. >> It's going to be a little under that. Um, and like let's just be generous and say let's call like 160 just to say it's extra, right? >> Okay. >> So, we have one student who's basically dedicated to the the room. And if that student wasn't here, we can expect that they would cost probably at least
$133,000. >> Correct. >> Right. And then so for the additional $10 to $30,000, we're getting additional services that are benefiting a wider community. >> Yeah. Between tuition costs and transportation. Yes. the forecast >> plus whoever the BCBA
>> gets in touch with throughout her day there. >> Correct. >> Okay. So, still seems like an overall good value for Hatfield. >> Yes. >> That's all I want to hit on. Thank you. >> And I think when the program started, it was three kids and it was cost effective then >> and the out of district costs have gone
up. >> Great. I have a question about um the shift in the team meetings. You said that you can't share the meeting if you're
taking all the notes. >> So, so I share all the meetings and I take the notes, >> right? So if I was using using a facilitated format and if you're wondering what I'm talking about there's a site keys the number two ed and this
has been something I was trained in back in 2005 when I was not working as a director trained by another director that had gone through the program. The facilitated format really is more of a discussion across the table back and forth. Right now we do kind of like
station reporting which is kind of like going from person to person to person all the way around the the table when we actually do an IEP meeting. The facilitated format really has the facilitator more up and writing things on the board as far as like processes what we're going to be talking about
next talking about strengths and challenges as far as a way to kind of like model the meeting. That's kind of hard for me to do when I'm typing all the time uh and trying to facilitate from a seated position. Um, we've talked a little bit about uh somebody else
doing the typing for me. Right now, I just don't think that's real practical. I I'm not kind of like patting myself on the back at all, but I used to work as an administrative assistant um back in non educational settings and my typing skills are pretty good. Uh, so I don't
really feel that most of the people that I work with have the same level of skills in that area. If there was some other way to do this without getting into AI, uh, as far as like notetaking, I I'd look at it more closely. But right now, I kind of feel like I need to
facilitate and take notes to get what I'm looking for in in the note takingaking. And and to be quite frank, this is kind of like a um issue for me relevant to having good documentation. I've worked in districts
where uh the team summaries are actually very brief and not involved at all. As an administrator coming on board and seeing those notes, they're not helpful at all. I do feel that my note takingaking is actually kind of like helpful for the team in general. And
that's one reason why this is going to sound like a power issue. It sounds I I don't want to give it up right now until we can do something that's that's really going to be more uh more beneficial to the entire team. I I think by having the liaison actually run the meetings uh for
the just the annuals and the ones that are pretty straightforward. I think those meetings are straightforward enough that we can keep them within 45 minutes and the note takingaking in those groups can can go on without actually me present. >> So the the last sentence here said uh
work toward transitioning the teachers. You mean the special ed teachers? Yes. Okay. I thought maybe you were suggesting like the classroom teachers. No. >> Um >> I understand what you mean about the typing. I did transcription, medical transcription for years, so I get it
about that. I just personally wonder if and I appreciate you want the good notes, but you're also the most knowledgeable and the expert in the room as far as
leading the discussion. So, I don't know which is the better role for you that I don't know if you've really considered that. >> Huh? >> I hear you. Okay. Uh but
>> that is one reason why I'm only talking about annuals that are not contentious. >> Uh these would be so in an annual we're we're only rewriting the IP to update it based on the performance that the special ed and general ed teachers have. There's no re-evaluations. So there's no
updated assessments going on. Okay. It's not an initial. So we're not determining eligibility at all. If there was a if somebody was suspecting pulling somebody off of an IEP, that's where I would step in because I'd have to say things like, "Yes, you know, we need data to actually
back up, you know, what people are thinking about relevant to ending an IEP." Uh those those would be the kind of meetings that I would get involved in if they were annual. If parents had complaints or things like that, again, I would step in and be the chair for those annual meetings as well. But the ones
that are pretty straightforward and we're just really kind of like updating the IEP and that's really the goal of the the full meeting. I don't ne at least in my opinion I don't necessarily need to be there for that. >> All right. Thanks. >> Sure. >> I'm appreciative of continuous
improvement on this room. >> It's it's there's a lot that goes into that and the legalities of all of it and the timing and it's uh juicy. Other questions before >> I just have one real quick. Um I'm just
wondering um with all this talk about the team meetings and things like that if you have any update on how the scheduling is going. I know we talked a lot about that previously >> scheduling the meetings and >> there is a lot of meetings. So so there is a a huge influx in initial
evaluations right now. >> That's not unusual for a district. Usually by mid year or so we get a lot of uh new consents or requests for initial evaluations to happen. Uh there have been quite a few meetings because of either snow days or cancellations.
Actually we had two meetings scheduled today. Both of those had to be uh cancelled and rescheduled and not because of district needs at all. Uh these were something really kind of like outside of our control. uh getting the meetings rescheduled. As we get into
this time of year, the meeting schedule starts to get tight. For tomorrow, for example, we have three meetings on the on the schedule that'll take up most of the day. It makes it kind of difficult to just kind of like reschedu something that um happens happens one day and then
trying to do something with them a week or two makes it a bit more difficult. There are probably two or three meetings that it's taken us more than two or three weeks to get them scheduled and and onto the schedule in time. So, it's it's definitely not perfect, but we do
again review the tracking log that has the meeting dates on it. We try to also make sure that we're reinforcing that if a meeting gets cancelled that we expect it to be rescheduled within two or three days. >> Okay. Um, is there any I'm just like
thinking just in my mind about how sort of almost naturally sometimes your department ends up in this cycle where we have like kind of in the springtime like a lot of initial evaluations and then eligibility meetings and then those are going to result in annual re-evaluations that all happen in the
spring. like I don't necessarily understand if this is possible, but like for some of these that you were saying like sort of like IEPs that seem to be going really well and they need to have like an annual review like can some of those be like pushed a little or done a little early, you know what I mean? To
like distribute the meetings through the throughout the year anymore because I anytime I think about it this spring is like so crazy for your department. >> Yeah. Well, a couple different things. So, yes and no on like messing with the dates. But I don't know like how flexible it is.
>> So, so there is one case right now where we've been talking to the parent because we had an annual that was due. We had to reschedu it, but we also reached out to the parent and said, "Well, you've got a re-evaluation coming up in a few weeks. Can we just combine both of those
meetings?" Now, that's not a problem. The problem is that the annual and the reevaluation should occur at the same time. I've been trying to reinforce that our practice is the end date of the end date stays the same no matter what from year
to year. Now people have and I've encountered this many times before. People will get into an IEP meeting and they will write the new IEP and they will use the end date or the beginning date for the date of the meeting. So all of a sudden from year to year the annual
and so the re-evaluation date probably stays the same because it's only a three-year process but the annual dates started getting further and further away from the re-evaluation and you end up with two meetings a year. So over this last summer I went through the IAPS and tried to get those dates as close as I
could without actually making huge uh changes in that. >> But that is one thing that we we actually did do. The other thing is that we committed at the beginning of this year that all IEP meetings except for emergency meetings, manifestation determination meetings, things along
that line, all the annuals, all the re-evaluations would be completed by the end of May. >> Okay? >> So that if we had and I'm sure we'll have initials, I know we've been talking about initials coming up over the last week that we'll probably try to get them done and try to have the meetings before
the last day of school, right? Uh but having June open in the calendar gives us some breathing room to catch up on stuff in case something is is later than expected or last minute. >> Okay. So just to kind of ask a question you asked, but I want to come back to
it. Are all of those meetings that you planned through May, are they booked at this point? >> Most of them are. I I'll say most, not all of them. >> Okay. >> Yeah. So some of the ones that we're rescheduling like the ones that we've had to reschedule over the last >> I'm really thinking about the initial
like not a reschedule I like that's I get that is everything else booked >> initials not all the initials because we're >> some of these we're in the process of getting the consents back from the parents. >> Okay. Get that. I have one last question. I'm
so sorry. >> What's the update on physical therapy? >> Oh we have somebody through pro care that's on site. It's been like contracted. Okay. I I just lost track of it. We were like talking about it a bunch and so I wanted to make sure that we had gotten that back. >> I should have thought to have put that
in the update. So, we've had somebody for the last like three weeks. Okay. >> Actually physically coming in and she's also catching up on our backlog of of missed sessions. >> Great. >> So, no more Zoom PT. >> No. >> No. No. That didn't go very uh very far.
>> Yeah. >> I've still got the equipment in my office, so that's got to go back at some point. Thank you. >> Okay. Anything else for our administration? So, policy subcommittee, I just want to say it's 8:45.
>> Yeah, it is. >> Um, these are second readings. >> Yep. Well, >> do we want to have a conversation tonight? Do you What would you like to do? I received some feedback, some written feedback from the committee and if there is other feedback from the
committee, I think we were open to it, but we are also still gathering information from other districts is like kind of like the next step that we have done is Dr. Driscoll's reaching out and we're trying to get some more comps. >> Can we bring this back in May? >> Yes, that's totally
>> that. And we'll have to come back for a timeout in seclusion because I just got a legal update on Friday. >> Oh, perfect. Yep. No, that works great. And we always accept from other committee members comments by email as well. >> Y >> did you let him know that we kind of
picked a date for our policy meeting? >> Maybe not. We can do it afterwards. >> You had to leave that meeting. >> I think I totally forgot. >> Um and we tenatively booked Monday, April 27th. >> I don't know if that works. >> And we ran a check.
>> Maybe that works for you. >> We went rogue. They hope to see you there. >> Yes. >> Yeah, sure. >> You got it. >> Okay. >> Okay. >> So, with that, um I'm going to entertain
a motion. >> Can I interject real quick? >> Sure. >> Because I forgot two things um that would are not um executive session >> really >> that are part of your update. >> Yes. >> Okay. So, the first is a followup to a
conversation we had about the senior class trip. >> Oh, right. >> Um, it's not on here for a vote, but I just wanted to update the committee um for hopefully a vote in May. Um, and the senior class trip is they're looking at
May 28th to May 31st. Um, a trip to Boston and uh, Cape Cod. They have um they've got it mapped out to do a you know the start in Boston, go to the aquarium, go to uh the North End in or
the Fenaniel Hall. Um go to the a Red Sox game, then head down to Chadam um to go to the town, go to the beaches, um and go to mini golf, go to Province Town, uh and head back on the 31st. um
they've got the cost down. They were able to work uh independently of a of a tour company to get the cost down uh once the fundraising that they've already done comes into play to about $300 per student for four days in the Cape. >> Wow. >> In Boston. So that would be it would
take place after finals before graduation. Um and so they're uh they are hoping for the go-ahhead to start really planning planning this out. Um, which I think would be great. And then
that we could if we could >> How many kids in the senior class? >> Senior class has 21 kids. >> And how many chaperones would be going? You would think if there were 20 kids. >> At least two. Okay. >> So, one male chaperon, one female chaperon, likely three.
>> Okay. >> So, we've previously green lit something that was awfully similar, but there's a few changes. any any heads up any problems? >> Great. Uh and the other is I I think we talked about this previously too, but a
May trip for the middle school to Mystic to the aquarium and to the seapport. Um so they'd like to get the get that information out to parents about um costs and everything else. >> Six through eight. >> Six through eight. >> Mhm.
And I think we've also kind of green lit that. >> I think we did. >> Great. We'll just But we need the details to come back in May and we'll give a formal approval. >> Yep. >> Sounds good. >> Okay. >> Okay. So with that um I will take a motion to move to executive session with no intent to return to general session
per the master law chapter 30A section 21A.3 to discuss strategy with respect to collective bargaining or litigation if an open meeting may have a detrimental effect on the bargaining or litigating position of the public body and the chair so declares and I do this requires
a roll call vote after the motion >> are we inviting >> and and Dr. school would be invited expert only. Uh >> I'll make a motion. >> Okay. So there's a motion. >> Second. >> There's a second. Um Budro I >> Engelhard I.
>> Bench I. >> Sullivan I. >> And um with that we are dismissed into executive session and we will not return to the meeting. >> Thanks guys.