Well, see what happens if I put my audio on. We getting any feedback? >> Nope. >> Okay. So, at least we can hear this side of the table being recorded. Okay. Thanks everyone. All right. I will call us to order at 103. Is your mic on
>> now? My mic is on. So >> Jack, um I know you're texting me. Uh Jackie, you can so you can hear me now. Can you just do a a thumbs up text to me? >> Thank you. Okay. Thanks, guys. Um sorry
about that. We had some technical issues and uh we are recording this. So, when I um I'll work through this, I'm I should be able to post the recording to the website instead of the live stream and that will get the few minutes
that we missed. >> We're so >> All right. All right. All right. Well, let's just continue. >> Okay. Um so, maintenance was custodial. That's mostly in the buildings. Maintenance is uh you'll see that's way over here in facilities.
And then we have security which is really at the high school. And then athletics is uh like police details and whatnot for athletic events. >> Okay. >> Um so that's pretty much as far as I've taken his his spreadsheet right now. >> Okay.
>> Um but you know I get into you know further over here you know HR. So there's a lot of not a lot there's there's an administration category. I guess I missed that. Administration and clerical um at each building along with um you know teaching and learning, finance, HR, technology, facilities, and
then the superintendent. Uh so it kind of toes it out at the end there. >> So the very very bottom should be the 39 and change, right? Is it which is our salary lines? >> 38. >> Yeah. 38622. >> And then it looks like you also had a
row where you had the number of students by each of the buildings. And then >> I did. That's that's the thing that I I don't feel >> okay >> that's what I I said I didn't feel >> that's not yeah >> it's not >> well again >> public document so don't forget that um
>> well I mean just category it's not >> it just needs some more tweaking >> but then I do have the enrollments in there and then dollars per >> y >> dollars per category >> and then what about um and did you break that out into general education special any of the special education
>> so every category Yeah, I believe I broke it out. >> Okay. Okay. So, yeah. Yeah. I mean, I >> just let me just look at it up on the screen. I don't remember exactly how it
was. Yeah. I broke it up by dollars per administration, dollars per um Okay, I'll share it so you can see this. >> Have you seen this? >> Yeah, we looked at it after the last
meeting. >> All right. So, for every category up above, I have a dollar per student. So, so Elover the administration was just look at 233,000 >> Mhm. divided by 443 enrollment. $527 per
per pupil goes to administration. Clerical, teachers, student services or special education services, substitutes, instructional assistants, instructional coaches, counseling, nurses, transportation. You don't see that in district-wide
>> um maintenance and then you know total per pupil at that level. >> Okay. Again, if if you look at like right here, you look at the two elementary schools for special ed services, we have a lot more services or or more intensive programs
at Glover. So that's why their number is higher. And down here, that's why primarily >> higher, right? >> Probably the same number of custodians at the two buildings, right? >> So that's why that one is is equally high. >> Yeah. >> Um you know, but then you look at
counseling, it's higher prop. Um, in some of this could be that a teacher maybe on the in person that's associated with that dollar maybe at a higher step or column than somebody at the other school. >> Yeah. >> Um, >> so again, that's that's why that total
across the bottom is just not really I mean it's accurate the way Mike's doing it, but it's based on a moment in time. It's not like true per people to. That's why I want to make sure we're saying that because that's not how DESI calculates. It's not um there's a lot
more involved with that. >> But that's salary wise. Yeah. >> And there's nothing in here for the out of district. So this is just in district salaries. Yeah. Okay. >> So then I did break out the teachers also. So you look at like generally teachers that's pretty even. I mean it's
$100 for Y >> um E higher at Brown, but I think it's because that's where the greater population. >> I was going to say it must be population based. All of this is population based. >> Correct. >> Right. >> Yeah. So I mean gen ed you know you kind of look at this you know general ed
teachers Glover and Brown are pretty similar. Village is substantially higher. Um vets is substantially higher again. And then the high school is just a take down from vets or between vets and village. >> Okay. >> But you know they have more electives at
those schools. >> Yeah. I thought it would been higher to be honest with you. Obviously not. >> You know, even at EL see the numbers pretty much drop a little bit. Pretty much dropping as you go up. >> Yeah, >> it's more below grades.
>> Okay. So, this tells us a snapshot in time. >> This is only based on budget, not actuals. >> Okay. >> Right. Since what we put in the budget for salaries. Yeah. >> Last year. Now, I mean, >> probably didn't change too much. Yes. You did retirement since. >> Yeah. So, I guess that Well, I don't Do
you want to make >> I I was just going to say going through this, did anything jump out to you that was like, hm, maybe we should double click into this or this looks a little strange because that me at first pass I'm like it doesn't look like it's really out of whack in any of these lines. It looks like it's broadly kind
of aligned, which >> is good, but did you have any kind of insights or observations putting it together yourself? >> Yes. And those are conversations that I need to have with the principles. Okay. Yeah. because I I'm sure there's logical explanations that as as I said to the
principles when we met with them last week is we're going through this exercise. We're going to meet up with you oneon one. Um because for me to say um you have too many teachers in your building from a number standpoint doesn't do justification as to what your
actual needs are. >> You know, it's just a spreadsheet exercise. You need the cont and it's one data point. Yeah, you have to put the whole picture together. Well, that was exactly what I was going to say. So, this just tells us at this moment in time, this is what our budget for this year is for. >> Yeah.
>> What I am asking for is the next iteration, which is >> you guys, not us, right? Is >> you know, is this right? >> You know, and given what we've been tasked to do, which is to do, well, based on our notes from last time, I think we were thinking about doing three
budgets, which I think is a lot, but a level funded because that's what we've been tasked with doing for FINCOM. Um and then some other either level services or enhanced service, whatever we want to call it or something in between. >> It likely makes sense to do at least do the numbers for like the level services because we know we know basically what
that looks like, right? So if we know like contract elation, we can say here's the number for that >> but we've been told by the town and this is where we need to plan. So that's this number, right? And then then we massage it from there. Like I don't think three separate whole budgets makes a lot of sense, but those just have a perspective
of where will we be? So I've done a level I've done a little service budget. Okay. I've got a number but I don't think it's prudent to actually put together a whole presentation on it. But we'll go through the entire exercise. It's the number is X >> you know
>> whatever that number increases from 49 million to whatever whatever it is. This is what it would be for level service. >> Yeah. But I I think we also John and I and obviously also believe that level serve level necessarily that there are
some areas in the district that can be trimmed and that's probably our next what can we easily trim not easily but what can we trim without causing too much damage to the educational impact students and then we're going to have to
make those cuts to get down to level funded which are going to have educational impacts. I think that's that's going to be the tough one. >> I think the middle one is more of a like not where can we trim but like through the conversations you have where are we maybe a little bit o like
yeah efficiencies to be had. Yeah. And that's what again what I have been asking for for six years is this whole idea of this level service budget again just it makes me crazy because all we're saying all you're saying is what do we every single person that we had last
year >> we're and position programming everything all in nothing changes exactly the same and based on you know contracts inflation whatever that's how much it's going to cost it's not an exercise. It just
always seems backwards or I don't know what the word is. I know that's what's done, but versus what do we need based on I think it's important to start there so that we could show what we're going to cut. Yeah. >> Which is instead of working from the bottom up and saying this is what we need and then say okay these are the
positions we're not going to fund or or the programs we're not going to fund or the >> services we're not going to. >> But but I guess my question is you know do do we need them and if we need them for how many students do we need them? That's what the exercise I'm asking for. >> And I also think I think think from what
I heard from the conversation fincom and I don't want to speak for anyone there but what I heard was they don't necessarily want us to like back into the number they told us we're going. Right. >> Exactly. Correct. >> So I think that's also part of the conversation. So I I do agree like we need to come to some
understanding of what we can reasonably provide for students to keep our our um high quality education intact while also doing it within a budget that's less than we than we had originally planned. Right. So level services yeah it's
>> it can be looked at that way and I think it has been in the past like oh you just keep everything in oh just add that contractual service. That's not always the case because a lot of times those you might say I don't need these six teachers over here because we can we can consolidate or whatever but those
positions can be reallocated over here because we know we needed more. >> Yeah. um service what we need to stand up in town meeting and explain and if we don't you're not getting it >> I'm telling you right now that's the whole >> I think that's so I mean it could still be level services but it's it's I know
we're not going to be there because the town's already closed they're not going to be there but when you're doing >> exactly the same it's picking some from over here >> I you know we recognize that this special ed programming needed some love and some extra support and how we did that was we we we took it from over here we put it from over here so the totality
may be very similar But we're not just keeping >> by the way that's a step towards us bringing special ed back in district so we can in future years like reduce the out of Yeah. >> Correct. >> Yeah. So in in the take yeah we have to do that in steps and it's and I think right now the narrative is we're never
going to get an override but you have to figure it out it's going to mean a million cuts or whatever and I think there's a way to kind of balance that and that's what we're working on right now. So, we're having conversations with the principles, with our admin teams saying like, let's start looking at like where can those efficiencies reasonably
happen so that we can get to that that those numbers that we're looking for. So, >> yeah, >> I think we're >> because I think that that Alec did make the point that they're not, you know, backing into that number isn't necessarily what we're being asked to do, but that is the reality, right? So we need to go with
like you know what the projections are by the town finance director um for revenue for next year there are some assumptions right that and so we are calling it a level funded budget and that's sort of effectively what that is and that's that has to be rally because we do have to present a balanced budget
at town we can't we are we are not legally >> able to build to to to present an unbalanced budget to the town >> and then if the the explanation is after all of this analysis was done that this is you know
>> properly >> properly done. Yeah. >> Yeah. That that this is what we need to for the students that we have enrolled now what their needs are. This is what our budget is and stand up there and be able to in excruciating detail >> demonstrate what that is. That's fair. I
mean I I I'll do that all day long. >> Meaning I'll stand up there chair or whatever was going to do it. Um and be able to explain that. Um because I think that's the information that's you know that the town is looking for and that's what we I think need to provide them. So and I think it to your point it does
make sense that this is done on the building level with the building administrators right and your and your and John's >> you know student services >> um teaching learning. Yeah. >> Yeah. >> So the other spreadsheet that I have in here is this is just for general ed. So
taking special out because that's where we really get into so and so needs a one to one, so and so needs a two to one, so and so's on a small group, so and so's >> not so our population of students are in these things and and by IEP, we need to provide these services. So these are
outside of IEP. So this is this the the enrollment right here is the enrollment for current year. How many kids per grade um by school? And then these are the gened teachers or staff by school. Now you get down to
that's in the high school because they they flip over so many different grade levels. It's hard to really say I've got, you know, 10, you know, they may not be 12 and a half. You know, more kids in high school may take elect. >> Yeah.
>> Are those are those FTEEs per student or those like Brown for the actual teacher? >> These are the actual teachers. So you have three heck go. >> Yeah. So I've got 37 prek at Brown >> and you've got three teachers. >> Three teachers and if I go down to the next level it averages 12.3 students per
class. Now that is a special ed class. So that that prek is not a good example. >> But if I look at >> kindergarten got 94 enrollment. I've got >> 19 class teachers and enrollment of 18.8.
>> Yeah. Um, >> I like this view. It's easy to follow. >> Um, you know, where where it gets hard to follow is is over here. This is, you know, the high school one because a high school taking ELA, math, science, social studies, or world language. Those are the five core subjects up there. And
some students may not take four four year world language. Um, I don't know. They attempt to take how many years of social studies or history or whatever. >> Four. >> Is it four required? Um, so those numbers, you know, screw a little bit. But what I also, so then
what I did over here is I I did projections for next year. And these are not NASDAQ projections. These are just my projections. What I basically did was I I level I level projected for Kay and K. >> I moved K to first last this year's K to next year's first. >> This year's first to next year's second,
this year's second to next year's third. >> Um, and and just brought those numbers across. It's not an exact science, especially when you get into the, you know, village vets in high school. Yeah. Um, village is usually pretty consistent. Uh, vets, you have some kids who start going off to other private
schools or other other schools um or start coming back from charter school. So, that those numbers can be a little different. And then the high school, you know, again, you you move some students to some um private schools and you get some students fast move. >> Yeah. But even so, I mean, you look, it's just it's drop. You can just see it
the drop off. >> Yeah. You don't even have a class other than 10th grade next year. Nobody's over 200. >> So from the So really what we're going to the enrollment right now is 2392. You just
>> 20 2345 and that's >> down the senior crowd next year >> bigger and that's going to drop off to >> 34 and generally speaking kindergarten those numbers be a little bit higher >> although in this case it's not that's
why that's >> that's just he he major level level >> right but this year kindergarten's not I mean you got it's one of the smallest classes is >> right. No, but what I'm saying is from what you print, Jack, you like 7% higher >> on kindergarten.
>> Yeah. >> But again, that's why I just leveled. >> Yeah. >> Yeah. >> So, >> just in general. >> So, you know, and then it just kind of show how many teachers next year just level >> again. Well, this is just the snapshot of now, not the not anything about what
we're going to propose for the future. And then the ratios again um what it would look like in in each class. I mean again preking pace should not be changed right that they're identical across because the enrollment was the same. >> Yeah. >> You know these numbers here these are
the same. You know this one drops a little bit in both schools. >> I mean it's possible John you might want to look at I mean I don't districting frown glober that's another >> for the incoming kindergarten. That's your job obviously, but but because you have a little, you know, you've got a
discrepancy. I mean, it may be the size of the facility, but >> I think where the conversation would would would go from here is I would go meet with Mary say, "Look, Mary, you know, you've got five first grad,
so your average is 18.8 next year projected." >> What if that went to four? >> What happens if that goes to four? And if it does, it means 23 and a half. >> Yeah, >> that's a that's a big number, you know. Maybe for some people it's going to be a big number. For some people it's a right
size number. Some people it's so long. >> Yeah. >> You know, and and and the question is is what if I went from first grade, if I went to if I went to eight over both schools, then what would be um Oops.
It may be a little bit of, you know, incoming students may need directed to them. >> Yeah. >> Yeah. >> Yeah. We And we do that now with kindergarten. Um any and sometimes with I think last year we did a couple first too. So we we we do it that way when there's >> when they're incoming
>> when they're in you don't >> want to speed >> if I take if if we were able to do something to cut one first grade if a class >> and re redistribute the population
rebalance correct rebalance um we're back down to 18 and a half students per class. >> Yeah >> because you know right here you're you're 18.8 eight and 16. So, we can stay at that 18. It's just how we how we get the right. >> Those are the conversations I need to have with the principal. You know, what
would it look like in your school and and what does it do to your prep time and what does it do to your duty time and what does it do to recess and and you know, coverage and, you know, your music, art, and PE there. It's more than just getting that classroom down because it has rippling effects throughout. I mean, but let's not forget that this was
the staff we had seven, eight, nine years ago when we had 33 3,400 students. So, you know, I mean, that is what we were living under. But that being said, and then Okay, so that's gen ed. Yeah. And then special education is a separate I mean because you can't
>> in terms of classrooms, but I just all of the specialties and the case loads and all that. I mean, those were >> so that's like student services are there to bal balance like the case loads and stuff. They balance those as best they can between speech and speech is the best one. So you have x amount of
speech have x amount of kids who need speech. >> Do you have the right number to provide and have to have a certain you know ratio >> so that's always a moving target like for instance we try to we we kind of >> we kind of shrunk that a little bit this year but then we have to bring it back up just kids that have needs. So that's
always fluid. PTO is a little bit different because there's not as many kids that need that service typically. Um but yeah, those are things we we try to raise as and then same thing with like know we have program classes like unit or whatever. Um yeah, we look at those ratios. So I mean there's there's
legal ramifications around how many kids how many students per teacher that you need or if the kids are really need anyway, >> maybe a second, you know, those are the kind of things that you just don't always you can't plan for it. And you know who the kids are, >> but you do know what your that's
somebody coming in or if the needs are you know who you have now and what their kids live on. >> Do that thing. So like in this third grade class we have these I'm just making up 12 kids that have very high needs and we don't have any fun next year. We can look at that and say okay where are the staff needs? We can we can
plan for that but then that 12 might end drop another eight and okay can we move all those aids somewhere else or it might go up to 15 and then we need another eight. So those are things that you you can play everyone you know um for sure and especially the program classrooms because generally speaking those students have those higher needs
and they're going to need that more self-contained kind of classroom. Um so those are things we can plan for for sure but we have to have contingencies for you know students coming in. We've had several people last time we talked we had like six new students now three
or four more in >> yeah extenduating circumstance. >> Correct. But there's more experience that we aren't aware of from other towns now. So >> yeah. So I'm trying to help. >> What's the best way from your guys perspective to like get data and balance
like visibility giving visibility to the town around that knowing that like it's changing it changes every day based on >> around special ed stuff. Yeah. that I mean it gets it gets tricky because you know we don't want to necessarily get them
potentially identifying anybody. So we can speak in generalities around like the pro you know you know this amount of students require this level of service kind of this the staffing that would generally be in place for that specific kind of classroom >> like that's that's kind of >> I mean that would be helpful to
>> just like say like K to three we have you know say we have two programs and one therapeutic want this and this typically if for eight students you'd have a teacher in need and if it's 10 students you have a teacher in two that kind of we can we that would be
>> I think there's area sorry there's areas right now that I think we're still you know kind of shuffling people around for that reason because kiddos may have self-containing needs like being in the same class but now we have to you know they need to start trying to you know be able to go into an inclusion class then sometimes they need to deal with them
but that brings the other so there's that always that fluid stuff that we have to plan for so um >> do we um have therapeutic programs identical programs in both elements elementary school buildings. >> No, we've we've been away from that. So, we that's that was one of the first
things that Lisa Marie and I spoke about. Um, now I say that caveat being um my understand there are a couple outlier students right now because parents may not have agreed to >> someone with
those. Um, so >> is that typically a choice? I mean, >> well, they have to agree. They Yeah. Yes. So like if we build the So if the students already in a program or in a school or a program, they can do stay put and then >> they can do stay put, but they Yeah, but they
>> they still need to agree to the placement. So it's if that's the only place >> I just know in my life as a special education parent, I had a child in a substantially separate classroom and it was out of it was not in my Glover school district and my student had to go to public school.
>> Yeah. And that's typically >> there wasn't a choice. >> Yeah, that's typically the case. Yeah. Um, we're just in a transition period right now. So, it's got >> understand new students coming students were still >> kind that's fair. >> But pretty much I think we're pretty
good on that. There's a few that we have to continue to work on >> because you could end up with two small class, you know, that's the issue, right? Versus one. So just for Melissa's edification, I think I think way back when we had, you know, a program in a school for some catchment of students
and a program in another school for different catchment students and at some point someone thought it was a great idea to just kind of oh let's blow that up and let's replicate programs like say Brown and Glover >> well it had to do with the the U statement of interest and the whole
thing on the new Brown School. Okay, >> that was it was facility driven too. So, so but sometime like in a small district like this, you can't replicate program that without it just makes way way too much. And that's that's honestly why we've had enough with kids more kids out of the district, I think, because we
haven't been the program. Yeah. >> The kids are so spread out like the resources so spread out. So, we started on we kind of get that nice we'll be able to >> do we have traveling um therapists? >> We do.
>> Yeah. So, we didn't used to. We we're there is some push back around that but what we did was as we went into this school year again I use speech language for for um we made all speech language 1.0 1.0 instead of quincet or whatever and a districtwide
>> therapist. So, >> so they are traveling between >> they go where we need them to. Not that doesn't mean all of them travel and all you know and we you try to minimize the travel, right? Typically you would do like two schools. So you might have some like >> some kids at Brown, some kids at Glover, some kids at the middle school, some at high school, something like that. So you
could break up that, you know, you wouldn't typically have a girl for elementary schools, right? Elementary schools. Um so yeah so but there is you know there's so that allows us some flexibility on where we need to move specialist bases.
>> Okay. Um all right so that well that's very helpful. Um question for you just based on one of the things we talked about last time is is it realistic that we would when would be in your timeline of this do you think
realistically we could start marketing ourselves to other districts I don't this September maybe not right like in other words as we work to really try to build these in district programming >> have kids come back in yeah hopefully I feel better having that starting that
conversation next year at this time. Okay. >> To be honest with you, I don't want to be returned up for failure, >> but it's definitely on the docket. It's definitely we we want to get back to that because I understand the tuition kids quite a bit. Um >> I don't I mean there's a lot of great
work going on, but I just don't feel I don't consent feel comfortable with >> how solid programs need to be in a do that >> and we need to meet our kids needs obviously. >> Yeah, clearly. But you also want to make sure like, hey, if I have a program that we're running, it's running really well,
we have six kids, and say, hey, you can you can put a couple more kids and we can market it. Hey, so I'm so look at this or whatever. Come over and see the program. Um, I we're not there yet, but I'm >> And typically when that happens, suppose we do that, we we were tuition a student from, you know, Danver, I don't
whatever, some place I should say Dan Bower, whatever, Swan Scott somewhere. um and they come in say to us you know programs do they they typically would stay until and metriculate through or is it a year to year >> typically it depends on the settings school district and the parents. So,
it's similar to like when if they go to a collaborative program or you know um >> when it's when it's right for the student to either return to their home district or return to or go to a less restrictive environment. But you're not reooking at the placement every year like the assumpt well I guess
you probably are in the >> I mean but it would it would be one of those conversations where you would have progress meetings and say how's the child doing? Is this program working and then says yes okay great stay on and then >> typically what I've seen in the past is so say if they're going from you know
one building to the next building is the program the next building also going to meet their names properly and that's when you have those conversations. I was just thinking in terms of like if it's every year we we're not sure if they like it's it's a big question on
>> the enrollment. >> Yeah. >> You know when somebody's not pleased. >> Yeah. >> Typically typically you would know whether they were coming back like February time frame following year. So, do we um or does Lisa Marie track like
you talked about how you know it changes through the course of the year that you know students needs change, but how do we do do we track you know how many new IEP or new student services that are over the course of a year that we take on? You know, be taking on, you know, 10
new IEPs a month or is it 10 a year? Like what do we track any of that just to >> Okay. I mean, that might I don't I mean, I don't know if it's helpful information, but >> um and is there I think it would be helpful information. Um and is there any
cadence to it, you know, or is it just sort of yeartoear? >> I mean, wouldn't the idea with MTSS like I just it seems like we just get these surprises and it's like why >> are we having surprises if we're >> Yeah. >> doing MTSS and >> Yeah. That mean kids coming into this
room or >> No, just even not kids coming into but just like all I I always hear like it's all you know like at any point in the g during the year we could have a student could develop needs to go on an IEP, >> right? That they've been in district.
But it's just, >> you know, how does that happen a lot? Is it always sort of we're just getting like hit with this stuff or do we have some like is there some sort of preparation for it? What I can say is there's there's there's different reasonings for that. A lot of it is um
you typically see an uptick in a request for testing after report card period. People think like, "Oh my god, my kid came from Nate or B. I need special educational services." Yeah. >> Um I mean, but Mark um do you see that? And then, you know, once they get tested, it may take some resources and
be able to test kids and then they may require some sort of special ed services. I my my initial conversation with student services this year is we started the school year off with I don't remember the exact but decent amount they were like carry on from last
year for evaluations. So they were like requested really late in the year by mostly by parents >> and they're they're getting done this year. So we have we seem to have a huge influx of like initial IEP meetings to determine eligibility but it's it's because there was some
>> some management of the evaluations last year um that >> that's being addressed >> that has been so >> I mean the reason I asked it to again I'm going to go back because I'm in full disclosure in my personal situation my student was 20 years ago right 20 something years ago
>> and we didn't have MTSS which we have now so all of a sudden you know there was like you know he was kindergarten, first grade, second grade. Halfway through second grade, it was like, "Oh my god, this kid can't read." I'm like, "Okay, well, how do we possibly get here?" >> I had no idea. I'm like a first- time parent. I'm like, I'm working mom. I'm
like, "What are you talking?" So that the whole MTS thing, I think, is designed to try to avoid those like, "Okay, we just took this assessment halfway through a school year and realized that we got a train wreck." >> Yeah. >> Yeah. >> So, typically we're we're >> and then it was like a full, you know,
full core press evaluated, all that stuff. So you you typically see those those higher um areas ofation at the younger grades because of that we're identifying the kid who need younger in their own >> um you typically don't see kids
requested for initial evaluations like middle school up is typically they would have identified it >> prior to that >> um there are anomalies because student may have a bunch of different things that happen and you have emotional things that have gone on blah blah blah blah And it causes to kind of take a deeper
look. So emerging mental illness is one of those things. There's you don't typically find that like eighth grade. Oh my gosh, this kid also can't read, you know, but they may have some emotional disability that's kind of been kind of bubbling and that's kind of result and some of that's you know um
developmental >> can affect their ability to learn i.e. they're eligible for student service. I mean, I had just to give an example, like I have a cousin who's now in her like late 30, she's 40, but she was d So, she's 40 or 30s with ADD and some other stuff in high school like cuz back
like it just like they stuff just got >> some to do with um >> with ADHD like the 504 um route of stuff changed like four years, four or five years ago now. So, >> um that really up we had a big uptick
everywhere. students that had students that even needed 504s and or IEPs based upon having PhD in it just it wasn't as much big of a thing as >> but it can have it is obviously and are you familiar with the 504 versus an I
>> the 504 is like so well both 504 and I you have to have an identified disability not oh I think he has so she does so you have to have >> evaluated you need to have an identified disability and then for a 504 it's an accommodation so you need something that
can even the playing field for you. Um, >> and so for instance, like if you were in a wheelchair and you couldn't get onto the um the sidewalk, >> something that would level bank, there would be a curb cut you can go up. That's kind of that's the analogy I use for so in in education, you would need
some sort of accommodation to allow access to that side, right? Um, but IEP is individual education program. you have to have an identified disability or sometimes more than one and then you need not just accommodations but the instruction needs to be um
>> you need special services. So, you know, if you're mod if you have to modify the curriculum to meet child need, that's that falls under special ed. If it's just accommodating, it's could fall under 504. >> And if you have a if you have an IEP,
you basically automatically fall for nothing. >> Yeah, makes sense. >> And 504 is not a consolation prior to not getting an is also a big conversation. >> Yeah. 504 is basically the ADA, American with Disabilities Act to force public schools so that if you were blind or you
were hearing impaired, you something can be done to accommodate you in the regular education classroom that allows you to receive your education in a regular classroom. The IEP is your needs are such that you need special services to be able to access the curriculum.
>> And also just for more education, 504 was actually designed for the workplace um right because just you know like if you have If you had a reason that you want to yeah offices on the second floor but the bathroom was on the first floor but you knew the reason why you had to call the office next to the bathroom and you could get a final floor plan to
accommodate you >> will force carry you through college and >> correct in correct >> age 22 >> yeah I'm trying so um okay so well this has been actually very helpful I feel like
>> um and I think that um so all right so the the next step it sounds like Well, first of all, what is did you just hand out by the way? >> It's just staying on FY27. We need to talk about our FY27 capital requests. >> Okay. Can we move on a second?
>> Um, as far as this goes. So, you're the next step is the administration is going to be having conversations with the administration in regards to this. How do you see that being reported back to us in the
form of data and the FY27 budget process? >> Um I think my opinion is that we will take the adopt from the principles and meet the leadership team the central office and see what impact they think we
have. Also I don't think this is a >> building based decision. This is a districtwide decision. Once we come to some consensus, we will probably come to subcommittee at that point and say this is what the recommendation would be to get to a level funded budget plan
>> level funded and then what the second one which would be so one would be level funded and then >> how should we brand the other one which is like the need >> enhanced services. >> Well yeah I think it's >> I don't think we're going to get to enhanced services. I don't think there's
much that we only had two out of two. >> I guess that's the wrong word. >> So I think it's somewhere in the middle of level service and level funded these. So it's the cuts that we can make and probably should >> still maintain the high quality. >> Exactly. And then the other one is the level funded and what the impact on education is going to.
>> Okay. So it's level funded and you know um >> impact impactful budget >> or or desired. I don't know. We'll have >> we'll come up we'll come up with our words. But yeah, I know what you're saying. >> Yeah. So if you look at it like level needed services I mean not that I think that yeah um not I think this but like
level services is pie in the sky and level fund is where we've been told we're going to be in but there's somewhere in the middle that we should be right in order to maintain our you know >> and then the difference is what we're going to need to be able to explain. >> Right. >> And what does that mean? That means we
need >> finding the final source for the difference. Well, yeah. Well, that's the end, but the explanation is this is why we need this. >> Yeah. We went and did all this work. We looked by school at all the different roles. We had all these convers we using data. We looked at all these different
things. We had conversations with the principles. We had conversation with central administration and like putting all this together. This is us. We run the school district. This is what we need. >> Yeah. This is what level funded means. And you guys also the ones have to tell
us that what it means. in terms of what the impact is. >> Yeah. >> Where where you recommend >> where you recommend the budget particularly the salary lines to be allocated in a level funded budget. That's >> you you guys do that right and come back and then let's whatever we're calling it
the necessary services budget >> is some number above that level funded and where would that be? >> Yeah. >> So it would be here it would be here. It would be here. That's what we're going to need to be able to black and white. >> Yeah. in red.
>> Yeah. I think what like one of the things I'm interested in talking about for that particularly is like the sooner obviously we get that the better because then we can all start having conversations about how can we package this to get the word out in town ahead
of May 2026 and like really start to >> Well, we're going to talk about this that we'll go back to capital because the next item we have is the um is the um the budget calendar. >> Oh, perfect. And so that's where we probably should be just >> penciling in some of these dates, right? Because we back up. So this town
meeting, the Warren hearing, Fincom's approval, school committee's approval, school committee budget hearing. >> Yep. >> All starts like in January, >> right? So >> So the three home forecast in December as well is like a point to to understand long term where we're
>> I think they basically get do we expect there to be much change? I mean, they basically gave us the forecast that they do the state of the town in January. Yeah, >> that really I mean the only thing we need to know is what they were to be. The state of the town is more about also
about expenses and that sort of stuff on the town side, but this >> I mean >> unless something changes from what they told us >> you know they said level funded um we're going to get an increase in chapter 70. Are they going to pass that directly through the school? >> That is not how we have traditionally
done. I understand that. But if if the town's getting more money through chapter 70, it's not going to be a great deal because we are in 16 and a half% district. >> Well, let's put this way. If they give they want to if they we ask for that to be passed through, then they'll probably just take it from they'll just take it from the like it'll I mean like we have
to, you know, we're all in this together in this town. >> They have contracted increased ser contract with the police fire. They're working on with the MMEU. Like they have their same pressures as we do. It's easy to think that chapter 70 is totally going to absorb increase in health
insurance that they can't tell. So I get that there's one pot of money and get some sugar and chapter 70 goes into that part of money. It doesn't go directly into the schools, >> right? And again I'm not an expert on this at all by any stretch, but first of all they are projecting a half a million
dollars. So it isn't completely level funded. It means not much but it's something and that is making certain assumptions I believe in terms of how much their recommendation is to be using free cash. I mean we still have free cash. It's just based on their recommendation how low they want to draw
against free cash. So >> when you talk about funding sources we're still kind of premature. >> Um but >> yes that and the other thing to keep in mind is if we and we traditionally do this we would need to have vote a warrant article in January for an override. So, we would need to have that
on our um we can let the chair know. >> Did you say >> uh the warrant usually closes like the third week of January? So, we usually will vote a placeholder both for a debt exclusion if we think we're going to need one for any capital stuff beyond what the town >> when you ask when when will we have
reasonable numbers. My mind went to mid January. >> Uh well, we don't. So what we do is we traditionally vote the warrant article wording for either a debt exclusion andor general override. We don't need the number till the night of meeting. >> So yeah, we don't even it usually
doesn't even get >> put the language in for baseline. No, that would be that would be on the generally on the floor town meeting because even they print the book which is still astounds me that like the printing of the books of for the town
meeting is always a drove a lot of that stuff but they print them like weeks and weeks in advance but no we would show up the night of >> I mean not the night of we'd have it you know before that but we would be verbally prepared >> I think we would have some substantial staff and recommendations by mid January
maybe >> that's But it won't be in the format of a presentation like like we're not going to give the full budget book and the superintendent's recommend recommended budget and the full PowerPoint presentation. It may be a a reduced PowerPoint presentation of you know what
what how we got from level service to level >> to enhance that expected. >> Well, don't forget to we I mean the way this is supposed to work is we do a budget hearing with the public. Usually it's been in March, but maybe we back it up to very in theory we're supposed to
listen to the public and then possibly change full recommend budget. >> Correct. >> I'm saying for this committee. >> Okay. >> I may probably able you said when are we going to be able to see what the impact? Yeah, >> I think you we may not be able to get down to the granular, but we might be
able to say, you know, through attrition and whatever else, we can probably remove one elementary >> position and one middle school teacher position, one high school teacher position, whatever the members are >> and not get into the granular. It's an art teacher.
>> Yeah. Yeah. We never would do that, right? That's >> too early on, too early on. also the administration's responsibility. It's also you know pro you know yeah we have to look at programming in general so maybe not we're talking about positions not necessarily like
>> yeah they are yeah we'll get down to that and I think um but I think that's reasonable because we have you know I mean like students are on the corner and then Christmas I mean holiday break and all that stuff so um yeah mid January probably
>> so we're meeting we'll talk about that just when we move on to the calendar stuff. So, um you All right. So, you all So, you okay? Is there anything else with >> question related to the calendar, but no, I'm going to solve that for Yeah. >> So, this is the um capital request.
>> So, we went out and um >> Wow. >> requested some things for >> you know what what what things would be needed around the district and I'm trying to go through them. I think I shared something with you earlier. Um
to show up. >> We've added we've added a few things to this, but um so you know we have what the item is, what the projected cost would be and what the projected cost would be and >> Oh, the Glover playground. Wow.
>> We we um put a priority on it. One being, you know, it's top priority and three being it's a lower end priority. Um so the Glover playground shade there was, as you may know, there was no shade at the Glover playground. >> Glover >> Brown, >> I'm sorry. Um, Glover,
it was put on the list and I asked him just to do it now. It's an ADA door. To me, it should be done now. Um, >> where is this door like the front door? >> It's so at the front door we have an ADA door. Yeah. >> You push the button, it opens the first door. >> Doesn't open the second door into the building. So, it's it's >> Is it broken or it never did?
>> It was It was wired. It was There's no button. So, there's no button. There's no mechanism on the door, but it was wired. So, somebody planned to put one in. They just never did when it was built. Well, the high school ones never worked anyway. So, >> and honestly, I wasn't here for that, but it was probably well, how do we have
a vestibular if if all the doors open, you know, I mean, best feel to keep people from security. >> Yeah. Yeah. >> Right. And I think part of it is maybe that's why it was never implemented, >> but is how does that work? Does it still have to get buzzed in by somebody? >> So, if you have a swipe, you can tap yourself and push the button let you
into the vestibule, >> then you're trapped. if you're if you're if you're not physically able to open a door because the next level are the doors are unlocked I believe in the middle level from the vestibule into the building or >> um >> or into the office >> probably into the office
>> into the office right so you'd have to then tap again push the button to get yourself in I think maybe it's more the exit side when people go to leave the building the button on the inside of the building right so >> so is it it's not the door it's the
electronics fix for the door or the >> in the mechanism, right? The door should be fine. Yes. Putting that door that door um >> mechanism that actually manually, you know, the robotic door opener, whatever the good word is for it, >> but I said, you know, a a that should already have been done. It's a something
that's critical and and the number just didn't to me 19,000 didn't justify a capital request. And you'll see some other things in here. I also felt that way. >> Okay. >> Uh the Glover, >> but it's not here. >> It's No, I think it's going to come. I think it's going to come. >> Okay. says now. >> Yeah, I think. >> Yeah. Anything that says now is stuff
we're going to try to now >> do with that. I've asked Todd to look within his project by >> uh Glover playground refurbishment. I think we've talked about this. There's a lot of rock out there. >> That's a lot. >> There's a lot of rock out there and it's going to take excavators. This is this isn't kids with shovels for, you know,
>> the leveling the boulders will take a bit, but the leveling off is going to be >> and this would probably be a summer project. >> Yes. Yeah. I would certainly it wouldn't be in the spring because we wouldn't have the full This is again capital town meeting. >> What's the sum of just the priority ones
of the one? >> I'll have to do that. >> Yeah. >> Um so the high school is there's a cooking classroom. It's got I think like eight stoves in there and countertops. Uh it was asked for a capital again at 15,000 almost $16,000. I didn't think it
jumped to that area. So I asked Todd to find that within his budget. >> Okay. >> Uh the fieldhouse is a big one. This is three. These three items all go together. Um this is to to um do new padding, paint the entire fieldhouse,
and to work on the floor. >> So not replace them. >> Uh it would replace the padding, repaint the walls, and refurbish the floor. >> Refurbish the floors, not replace the floor. Correct. >> Yeah. Um yeah, there's a couple things there. Those are those are close, but
we're going to unless we look at the paint similar to how we did the pack, so might be some savings there, but >> y >> um high school needs a new security alarm system refresh. Um again, it said to 14,000 you need to find that new
budget >> and that's different from the fire system that we have the or that is it burglar burglar alarm. Got it. Can I just ask a quick question which I'm morphing over into facility sub
those fire doors did those are those all better now >> what I understand they're all better >> all right check that out all right >> um the middle clock belt ridiculous middle school clock bell system needs a refresh >> wait hang on the alarm oh sorry you did
the alarm sorry um yeah >> clock refresh >> middle school clock bell system >> okay And so that that was a priority one. I probably should have sorted these by priority, but >> what does the clock have to do with the bell system? They're >> tied together. Clocks in the classroom are tied to
>> They are supposed to be >> sometimes Sometimes when they bring it up, they're putting up a battery. >> Yeah, that's what I thought. Yeah, >> it's all supposed to be. >> Okay. >> Intercom Lock system should all be in one system. >> Okay. Um so anybody who's walked the middle
school to some extent there were some cracks expansion cracks and I think they were designed but then they put lenolium over them but we have cracked lenolium in certain areas specifically in the cafeteria and then up on the second floor when they renovated the building
the plywood underneath that they put down um I don't know if it was secured right it was a depth thickness in plywood but you walk on you can actually hear you can hear echo underneath of it and it's the lenolium flooring is cracking around now. So there's a lot of work to be done.
>> So it's to repair and replace the flooring >> certain areas. Yes. It's not the entire building. Perfect. The second floor in the cafeteria, anything on the first floor really that has an expansion joint that runs through it. >> Okay. Um
so the vets um gym refresh the large gym the small gym and um light refresh I'm not sure oh the lighting lighting light I can lighting my lighting refresh
put the lighting in LEDs which would be more efficient energy efficient >> are there any like programs like through the light department electric. Yeah. When >> you mean to ask the light? >> Certainly could.
>> I think. Yeah. >> Say, "Hey, >> we did something years ago when Marian Perry was here, Ken Lord, and they got all the lights in the high school for some >> Did that may have been like an EPCO?" >> Yes. Yeah. So that really what they do is they charge you
>> they absorb the cost of the project. >> You pay them back over 20 years or some set period of years. >> Yes. Exactly. >> I had a couple of those. And >> is that still around? Uh, you can get them. Yeah, Johnson Controls does them. EPCO does them. >> Is it worth >> My experience is that they can never
really prove that you have a savings in electricity. >> Doesn't mean >> we know. We actually actually But they put the lights in. Yeah. We didn't pay for it. >> Well, you did for your savings. >> So, in your budget line, so you might reduce your electrical line by $50,000,
but you're going to have to add another line to your budget for 50,000. >> I don't know if we actually did that. >> Well, maybe just call Marble Head Light. That's how we did it. >> Okay. >> All right. >> We reduce our electrical line >> and then increased another. >> Got it. >> For 20 years and then after 20 years it was paid off. So
>> in essence it's a 20 year ROI and at that point something we'll be out. >> Yeah. >> Um so I guess at the middle school we don't have a quote on this yet. There's >> um I guess we're we're running orchestra in two different areas and because we only have music stands and these are
these are not the sheet music stands. These are the instrument >> instrument stands. So that's maybe what it should say. Instruments, >> the cello, the you know violins or whatever else the larger instrument. >> Do we have a booster club in the vets? You may not for performing art. >> I don't know. >> Well, this was brought to me by Julia
and we believe that the cost may come in somewhere at $6,000. So this may not be something. This is probably >> okay because that would be something if they had a booster. In fact, they do have a booster because I think it's that's it's phoba friends of the performing arts. I think it's isn't it both high school and middle school might
be something they would be >> um willing to consider funding because it you know and they're very very very generous. >> I just Yeah. So maybe just check >> not overly familiar with this exact Julia mentioned it because of scheduling and the teachers and tutor places and they need two sets of
>> Yep. >> Yeah. >> and out. Yeah. >> Um the other thing that was brought to me was there's a set of stairs that come out of the back of village >> veterans. veterans, they go down the hill and then stop and then students continue to walk down the grass towards
Pleasant Street. The stairs don't go all the way down towards the sidewalk or Pleasant Street. So, there's there's just a gap between um it was asked if we could extend those stairways. It was brought to my attention by facilities that if we actually do that, we'll likely have to put in a ramp
all the way all the way. the whole thing that whole ramp coming out of the when you like if you're looking at the front of the veteran school because there's Marvel High School 1918 there's a set of stairs there's ones you're talking about over here to the left >> the MHTV studio I believe >> yeah there is a set of stairs though
that goes up and then there's a path that comes down that path is completely not co like it is like at 15% like >> and it gets icy and it's I've never and there's no railing like I've never understood that >> so it was asked if we could send this is
I believe to resend this we're going nope not on the front off to the side it's going to trip us to put in a ramp that's going to have to zigzag back and forth have to be cleared and >> maintained and and other things so I'm not sure that that is
>> well I don't know the I mean yeah that's how it goes >> yeah they come out of school they go right they go they go to the library >> leave school back towards this way >> so that is their that is their path and they're not >> and the front one too which Yeah, which >> is not great. I see people going in and
out of town meeting when it would tell me like and there's no lighting. Okay. >> Um so to kind of close up the performing arts uh do between the the chairs between the seating is carpeting between the in the aisles uh and lighting, you
know, that would kind of wrap up the performing arts upgrades from last year with the painting and the upholstery. I mean, we still don't have the right size restrooms there, but I don't see that ever >> being a fixed. I mean, there's like two
stalls and there's 700 is a seat 750. It's crazy. And then or you have to open up the building down the, you know, down the hall, but I don't see that. >> Moving up to village. This is something that John brought up. The fencing around
Stanford field. Is it Stanford? >> St Hopkins Hopkins, right? Um the fences just need some love. The the top all the all all the all the bars on the top. They're going a 4 foot chain three chamber fence but it's it's damaged just
you know from years of use and probably abuse. >> You know the other thing to ask about that again we're morphing into facilities but is John is to talk to boosters and see if they want to sell ads up there. >> Yeah. for a possible revenue source because they did I mean they definitely
do a piper field but there's a lot of there's marble youth football is up >> I think they have I think there's stuff on on the back is yeah >> oh okay I didn't realize that >> yeah yeah but this is just like when you're walking into the field and there's that fieldhouse and then there's like this crazy gate but then that whole
fencing is just like falling over it's not even attached >> but I just meant in terms of a possible or even if ask them also maybe they'd be willing to help contribute >> yeah I think they saw banners up there >> or Marvel youth football I mean just there might be a couple of options >> to help offset that cost because that
>> you know our students basically don't correct use that. >> My next you'll see my next item ranked as a number three. >> Okay. >> Uh which is the field structure refresh. There's a snack shack up there and a press box and some restrooms and some equipment storage that we do not use.
But it's, you know, it's one of those things that if it needs to be refreshed, it probably should be done by another whoever's using. >> Yeah. No, >> we don't want >> Well, the track does track is it? >> We Yeah, we use the field a little bit. >> Yeah, but we don't use the >> I guess the building itself. Yeah,
>> we don't we don't do announcements from in there. We don't have a snack shack in there or refreshment. >> The bathroom there, isn't it? >> There there are two bathrooms there. One's I know it's over track. >> Does anybody use the snack shed or the or the PA system?
>> Not the youth youth of all does. Okay. So, that's probably a good conversation to have. Maybe I mean, they just put >> they generously just provided the >> the scoreboard up there, >> but it might be something that um that they'd be willing to to help contribute towards.
>> And if you need me to help make that connection, we can do. Um so if you go into village gymnasium it has got a very distinct echo throughout the if there's you so uh the request was made just for classroom use
pitch is very loud in that area when kids are bouncing balls or whatever. So there's just some sound panels for the gymnasium there which is definitely ours and I told you you know 10,000's not really a capital request. Mhm. >> Um, veterans and village gym lighting. I
think we kind of looked that one in with the high school. What was the other lighting? >> You had one up at the high school, right? >> Or veterans. >> Oh, yeah. Veterans. Yeah. >> So, I think this is this is >> combined. So, it's 16 plus. >> This is just village.
>> Okay. >> Should not be veterans on that line. Um, so I think we we lumped the light of the 16,000 in with the uh 18 19,000 up here. >> It's um >> still
>> it goes floor refresh. Floor refresh light refresh. >> Oh, no idea. >> I'm still presenting. >> I see on the >> Are you on Zoom? >> Yeah. >> You're still there? We don't see across. Uh yes. So you add these two
together $75,000. >> Is there a >> we got the seaside park. This is coming from Kent. This is one that I struggle with. Um our high school uses a seaside park for their baseball games. Um there's a
drainage issue there and McGreen Park has come up with some money to support that and Kent was asking us to come up with some money to support that um refurbishment. >> Um my comment to Kent was you know >> isations
I know a AU big dollar which is definitely not sacred when there's a lot >> that's not true. >> So that was >> the seasiders play there. It's a Yeah, it's a It's not a EU. No, it's a private adult league in the summer and I'm assuming they rent it. I I could be wrong, but my majority is a coach. So,
>> I guess my point was are there other, you know, it's not on our, you know, when it's on our property, we usually own it and take >> or if we were the only ones that used it. Okay. >> Well, high school field that we really own only use it. I mean, >> we're the only ones that use it, I think, during the school year.
>> Uh, no. My son's favorite routine from Goldwin played there >> during the school year, not in the summer. >> Uh they lit like June or Saturday. >> Yeah. Yeah. And that's when the seasiders play >> but yeah. No, we're not we're definitely
not the only ones. Field hockey uses it are field hockey. >> Um >> they seaside >> they practice I don't know. I don't think they do. Do they do games there? Field hockey. They might but they definitely practice there. This is this is this is the
>> this is the baseball. >> So not the because when you say drainage the whole thing is gets wet >> and maybe I I not Ken's been talking wreck and park about this and >> this be our contribution. Right. >> Right.
>> And what's reckon parks contribution? >> Larger conversations but I I put it under because it's as an as an ask. >> Yeah. It's a number. >> So it's nothing to do with the building the stands. It's just the It's just the drainage. >> Correct. It's not the stance. >> It's just the deal.
>> I love my first time here. >> Yeah. Know. Yeah. It's great. >> Okay. Well, that would be a capital ask for sure. >> Yeah. Um and maybe that capital asking comes to record, you know, with our support, our endorsement or something. >> How would we normally reach out? Would
you reach out, John, or would >> Yeah. >> to um maybe to Jamie Um, we're up. Uh, no snow removal equipment. Um, >> where did this come from, Todd? >> Is Todd asking or are you asking Todd?
>> I that was my comment. Where did this come from? And somebody responded. So, >> this is the snow removal of Britain. Again, this is one of those things I think at
the end of last year, we had some funds available. Todd got me buy it and get delivered by June 30th. So according to the town it's not delivered by June. So I said to Tom, maybe we look at this again in April and see what was out and
whatnot. I dropped it to a priority just >> when this when you say snow removal equipment is it is it like snow blowers or is it >> is piece of for snow throwing equip not large but get you >> at some point do we outsource this or does that I don't would it be more than
$50,000? >> Okay. >> Okay. >> Yeah. If you advertise this over probably 10 years it's 5,000 you're going to be able to cover that with contract. >> Okay. >> Uh and then finally on the capital
items, um bus camera system for all CS7 vehicles. Our bus camera system is old right now, um what we call tape, but they're actually hard drives that are in the bus. They need to be pulled out of the bus, brought in here, hooked up to a computer, video downloaded, the footage downloaded. um
>> versus like a Wi-Fi Bluetooth where you can fully fully fully live like we could somebody call this and it's not >> and you can see it >> we can pull up our schools I can pull the school >> okay >> but that's not a that's not a typical that buses have that system too I think
the more digitiz stuff is fairly new >> so this is for our buses not anything that we outsource to transdev or whatever or whoever we >> you know outsource buses should by contract count have Amazon in >> they
know we had a contractor not a different one than we used here in Marvel had in here and they were moving to 7,000 buses because they were one of the big ones but they were moving to all remote access that we have tape and also
something that happened on the bus safety could have access to live feed of the bus and >> yeah drastic drastic >> happen That's the >> we'll provide it. >> Um so then just to get into um the
technology, our lease on our wireless access points is up and um Stephen is trying to extend that for another year. So we may be able to push this off. We're not sure yet. But um >> if you then that would be under our
operating budget. >> We actually own wireless access points. We don't own the licensing to the wireless access points. And if we don't, we can we can say we can keep them. We can continue to use them. The service will not go down, but
we will lose ability to control them. So if something goes down, if one particular wireless access point goes down, we may be down in that area for an extended period of time. We can't reprogram that one or something. or if we wanted to roll out a district-wide
um upgrade or or some type of restriction or something, we would not be able to do that. So, we have a guest network. Now, we have a lot of the WPS network. We want to add a third network. We wouldn't be able to do that. If we wanted to change the guest network to something, we would be we lose our management the
system to some extent. So, not necessarily need it. We could probably go a year without managing the system. seems to be very stable. It's a good system. Um >> until it's correct. So >> So would the idea be that we would also upgrade the equipment or it's just be
upgrading the licensing? >> It would be equipment and license >> because get old. >> The equipment will come with the license. >> I think when we had talked about budget building last year, we talked about building in $150,000 or $200,000 into
our budget for technology. That would be every year we could add two thou 200,000 to it. So this year we'd add 200,000. Next year we turn that from two to four, four to six or in year one we would at least $200,000 worth of equipment probably closer to 180 with interest
costs and whatnot. But we lease $180,000 or $85,000 worth of equipment year one. In year two, we would need that 180 still or $200,000 on the budget to pay year two of the lease. But another $200,000 to do a second lease. So they'd be three year leases and over three
years we build that up to 600,000 and then every year we could get new equipment depending on Chromebooks or desktops or laptops or >> wireless access points. Unfortunately I've had to back out >> that out of my my mind for FY27's budget
seeing that it's a level funded budget. We can't add anything to it. We're actually trying to cut from it. First thing we do we cut the things that adds. So, had we had we been able to put that in the FY27 budget for $200,000 for
leases, we probably could have done this within our >> right. >> This was the cost to buy it. If we had leased it, it would have been another three years. The cost really would have been we would have been going 60,000 this year and you know the next three years >> of 180.
>> And then uh the Tom brings out rolling stock separately. Um uh we have a 2013 14 passenger bus and a 2015 28 passenger bus. Um both of them are
uh they need replacement. John did mention maybe we could get something that's new to us not 2013 2015 maybe 2020 2022 new to us. So we'll we'll look at that also. Have you shared any of
this with Alicia or anyone? Okay. >> Um I need to do that by November the 28th. That's why it's on this week agenda. So I will provide her this entire list. I'm taking off a couple of things that we're going to do now. Okay. >> With the priority. So what I'm going to need school committee to do on Thursday
night is just to endorse our priority. See if anybody wants to move something higher or lower up the priority list. >> Keeping in mind. So at a million seven is what your total is. Now you've taken some things off. Some of these are going to come off. >> It might be like a million6.
>> 765. >> Um, we probably won't even get that much, >> right? It's almost one of those things that we need to we need to go back and say what's on priority one, what's A, B, and C. >> That's right. So, last year, not knowing how the how it worked, I think I just
took those all out. We're down to 1677. >> Um, >> okay. I had last year I I didn't even know that we were supposed to bring to the community. I didn't I just brought two insurance up. So she said, "Well, now I need to prioritize and you're only going to get a couple of things. You're only
going to get one thing." >> Well, usually it's a dollar amount and then we decide how >> well okay. >> So I'm like, "Well, how is that fair that we get one thing? We have five times the real estate of any other department." So she's like, "All right, you can have a second." whatever it was
just >> well by the way we also can go to town meeting with our our own >> request and that's a conversation I think I want to have with Alicia if we've got 1.7 million of masks in the town's go 1 million mask >> um do we just propose a borrow borrowing
the entire amount and get some of this stuff done instead >> we know that the >> it's difficult to get a operational override done >> no the debt exclusion override or capital exclusion override's usually Yeah. And at a million 2.7 million it's, you know,
five bucks a household. I mean, >> and I think the spin on that, hopefully not spin, but the the good side of that is currently are our borrowing from last year, last time meeting is not going to be the roof is coming in less. >> Okay.
>> Good news. >> Have anything to share yet? >> Okay. >> Are they having a meeting this week? Is a subcommittee meeting? >> I'm not right. I'm not stealing the from tomorrow night. It's tomorrow afternoon. You'll know tomorrow afternoon the savings should be >> right. >> Um but maybe that >> it's like 80 bucks. >> That could be that could be a tradeoff
to say hey >> well you can't >> you can't actually use the money but you could say hey >> the narrative would be hey we're going to return x amount of dollars and we'd like to borrow it do a different borrowing for x amount of dollars. So from a >> it's the same as what you said yes to last year
>> from a tax increase on your property it's going to be >> so that's what she will do and that very powerful >> he doesn't know about >> to the taxpayers of marble to see you know marble blood high schools paid off now that takes $200 off your >> well yeah because that was our it
actually wasn't our biggest borrowing it's our biggest building that was a $30 million building can you believe that beund something million or more I don't um that and they're very it's very helpful when they do and and leash's department is very good at doing that or
maybe with the assessor however they do it and they just it literally attaches a dollar value so that will be quite common. So, I want to have that conversation with you and say, "Okay, here's here's our list. >> What's your list look like or what are the other lists if I didn't >> can we somehow just do a dead exclusion
and use the savings from the roof as that we can use it as a as a >> narative as a correct?" >> Yeah. Okay. Great. Thank you. Thanks very much. >> So, that's that'll be presented on Thursday and I I think we'll be asking for a motion just to approve the
priorities. >> Yep. Okay. Um, can we move was did you have anything else? No. Oh, so if I move on to the budget calendar >> discussion. >> Oh, the um the capital. >> This is the budget calendar.
>> Oh, I well I shared about a couple of meetings ago. >> Um, and and I it's it's a living document. It changes pretty consistently with dates and whatnot.
>> Are you still sharing them? >> So, uh, you know, some of the dates are already in the past. We've added them. Right now, we are we are right here on the 17th. >> It's good to leave it on there though, right? So, we can see we've been hitting our dates. >> This is this all actually going on budget book to show how many times we met and >> Yep.
>> when we when we hit certain points and stuff like that. But as I said, November 28th, the town meeting capital mission, the town meeting um >> think we we have the joint meeting with FCOM. >> We do on December 1st. >> Is that the date?
>> Yeah. was with >> you might at some point add you don't have to do this but we did it also we met on October 30th um with fin but you don't have to do that now just at some point maybe it's that just so
we're chronicling oh yeah sorry there we go yeah 30 um so the capital request will go to our school committee on Thursday capital submission to the town on the 28th December 1st, we will meet with with FINCOM leaison and have I so that's what
I also want to talk about. I'm thinking sort of the discussion we had today with the spreadsheet that we that's what they're looking for I think um as well as probably the capital. So basically everything we had today I don't know by December 1st because you're meeting so
your principles and director's initial budget request due date is December 1st. That's kind of a placeholder seems a little far out every year and um you know >> you're not going to be having discussions with your principal till January. >> Is that the question then is when are
you going to have the conversations with them we were talking about >> over the next three to four weeks >> because right here it says January TBD but is that >> request from them has been shooting us there. >> Yeah. I think that's in the past been
like, "Oh, I'd like to add this." >> Yeah. >> Conversations. >> So, when we finish meeting with them, they'll that become >> I think it's hard to ask somebody for some to do some work to put together a lot of blood, sweat, and tears to to,
you know, say do all this work, but you're not getting >> you're not getting what? >> You're not getting I mean, we're we're cutting. We're not right. >> Well, that's the work >> and and right, >> right? No. Right. ask them to say, "Hey, what what do you want?" Right.
>> Um on the flip side, I I do appreciate when a princip if a principal would come to me and say like, "I really need to have the conversation is what can you give up in order?" >> Yeah. >> You know, gifts to guests. What do you give to give up to get >> um and we'll have those conversations. And again, I don't think there's a ton
out there. >> We did that last year with them. So that's that's >> Yeah. >> But this is showing a January TBD for your discussions with them. It sounds like >> you said it's going to be a few >> Yeah. So they they actually they submit to us what they want in December and we go back to them in January and say this
is kind of this is where we've landed before we go to the full committee or the subcommittee >> and you're going to wait till January or you're not. That's what I'm trying to understand this year because you're having those conversations now. >> Yeah. I think Jen's point is the January TBD should probably be like no >> January TBD is kind of our our feedback
to them before we come to you. >> It's we've gotten everything we've digested. We've gone through all the work. here is what we're going to present to this. >> Maybe you just need to redo this highlighted line then or like the meetings that are going to be happening over the >> I think we should I think you should
yeah somehow add in that you're going to be ongoing meetings with your just so we're telling the community >> it's here but October 1 to 15 we may okay >> we may have missed that >> okay so then change that to >> that was that was
>> so a similar one for building budgets or building Let's just go with December one through >> Well, yeah, maybe you know um meet with principles for
>> FY27 building budget. >> No, this is a FY 27 uh general budget. >> Yep. >> Yeah. >> Okay. >> I don't All right. So there we go. Uh summer
first meet principal initial budget request due. >> So you'll present the level service budget. >> I was just going to say is it level >> well level service isn't the word right? Is that like what are we what are you presenting to us on December 4th?
>> Level fun is going to be January. >> So what's the December? probably nothing at this gonna say that's just gonna that's just gonna confuse things into a here's what we really wanted but we're not gonna get it >> well would you have it by then
>> yeah that's no >> I can give you a level service budget >> level service yes but not >> there's I don't even want to present the level service budget to the committee like by on it so that makes no sense >> well it doesn't hurt to maybe have the
number >> no The number would be good at some point. Yes. >> Right. We're going to get >> if we were to keep it the same, it would be 51 million. Yeah. >> Yeah. >> It wouldn't be bad to have 28 too, frankly.
>> Got 27 and 28 level service. >> Yeah, we have the number and I have no problem sharing that number. I just don't like I don't want Mike to spend time doing that. >> All right. So, December 8th to the 22nd. I mean, again, executive team reviews. So executive team is your your direct
report. >> I guess that's the admin review of what the feedback you get from them. Yeah. Okay. >> Finance committee meeting with finance committee subcommittee meeting principal and then so again that January principal director's budget discussions is that
>> that's really wrapping up right before we get to you guys. >> I was saying this is where we land. This is where we landed based on all the other discussions. So maybe it's maybe it's a budget pres communication like you're going to communicate to them, right? Is that what that is?
>> This is what I call a horse training when we kind of get there and we say, "Okay, this is what we're going to present." And they say, "But I really need what are you willing, you know, now now it's crunch time." You know, we've already said, "What are you willing to give up?" And you didn't give anything up or maybe you did, but >> is that going to be the level funded plus the
>> No, this will be this will be >> necessary services. Is that what we're Yeah. branding that one. >> Right. I think I think at that point we're gonna have two we're gonna level services off the table, right? At that point we're gonna have level funded. >> We're gonna have level funded and we're gonna have the step above level in between. Okay. >> And if they want to get something, how
can they make a work budget? You >> know, and that is January to be determined. >> Correct. >> Okay. So January 26th, the executive team finalizes the FY27 budget recommended budget. That should go to us. So this right before that is January
TBD finance subcommittee meeting that is when we will I'm sure be presenting to you. >> Okay. >> Because it should come to us first. >> Yeah. >> And then the school Okay. >> Um Okay. And then uh state of the town. Can you just tab up down whatever a little bit? Um
>> please. >> Then February 5th is recommended budget presented to school committee. Um override warrant article discussion and vote on the 5th. That will be too late. Just as an FYI. So just that we'll need in historically the warrant closes in January.
>> So I need to go upate. >> Yeah. >> And and you want to give yourself plenty of time. So if typically I I would shoot for the first meeting in January, John, for us to for the school committee to vote the placeholder for an override
both the capital >> first meeting in January >> is um >> you know I don't know because is it the 8th and the 22nd? It's not going to be January 1st until the eth right there. >> Yeah. Put in the eth. So that would be that way if something goes ary and for
some reason something happens it doesn't pass. We in theor in theory have the next one. We don't know when the warrants it'll be based on the warrant closing. >> Great. >> Although you can always like last year we had to put the roof on. This year the only thing that I
foresee would be the an operational override >> and maybe a capital >> well hopefully >> that got exclusion over it. >> Yeah. I mean unless she wants to do anything I think for one for the town. >> Right. >> But if we wanted to do we wanted to do one directly but >> the warrant closes for the general public January 23rd.
>> Okay. So that gives us the 8th and the 22nd if that's when our two meetings are. >> Yeah. >> 8th and >> the 22nd. I mean anything could we could have a snowstorm. or anything can go ary that you >> miss a miss on eating. >> Um >> okay.
>> Okay. So then state of the town is Yep. late January. So recommended budget to the school committee February 5th. Recommended budget in presentation posted online February 6th. Okay. Um public hearing the 26th. Is that of one of our meetings? >> 1st and 3rd. So
>> Oh, that's it's vacation. Yeah. 26th. Okay. Public hearing meeting with FINCOM liaison. We may or may not need that. Who knows? Finance. Um I'm not sure the finance. Well, we can leave it there. >> Yeah. >> I'd like to have one a month on the books. >> Okay. Good. >> March 5th would be the school budget
voted by the committee. Um school. Yeah. School budget presentation to fin school budget pre. We don't present to the select board. >> Uh but we send them off budget, don't we? >> Yes. I guess do >> down here you're saying we don't present to the select board.
>> We don't present to select board now >> town meeting warrant hearing. Yep. That's fin has two meetings. >> Really? >> We'll just have to check with them. Yeah. We present to fin and then they have a warrant hearing, right? And then town meeting and then town election.
>> Perfect. >> Which could potentially include a ballot question or two or more. >> Great. anything. I I know you wanted this on there just for you. >> No, I just This is great. I Are folks
comfortable if we like share a condensed version of this just for the public like here are kind of the key milestones that are >> you want to do it from the communications >> from a communication standpoint like me email you this email it to me just
picking out specific things so people know what's to come and how we're working backwards to get from here to there. Folks are good with that. I would love to be able to do that. I'm just going to share. >> Yeah, if you're happy with that with that. >> Yeah, >> this is really helpful. >> That way we'll have a live version as
things change. >> Yeah. >> Are you going to put this in the drive for Thursday night? Just so >> school committee has it >> on this on the agenda? >> Not on the agenda. >> Oh, we can give it as an update then. We'll just give it as an update
>> under your Yeah, >> that's the update. Yeah. >> Yeah. So you'll get a fresh top which is printed out there. So it's not now that we don't have new business anymore.
>> Um it's an open meeting violation thing in my life. >> Well technically you are only supposed to discuss what the chair reasonably anticipates. So if you have a standing new business that I'm not going to anticipate this, but you're like it's it
it is according to the attorney is an potentially open meeting by admissions. >> Anyway, >> but then if you had something that came up that you had to share on that the day of >> then it wouldn't be on the agenda. That's the whole point. >> Yeah. >> If the chair couldn't reasonably expect it, didn't put on the agenda and you
know go okay then you bites your tongue. You can you can do it you can do it without it being on the agenda but it truly has to be >> like an emergency >> like oh hey I forgot to talk >> and technically you should not be voting anything or
>> yeah you know I know that I just I just it's weird that >> um okay and so can I move on to the next one of >> course >> prepare for our joint fincom school leaison sub meeting on 121 so I think we talked about that a little bit we're going to talk about the um analysis that
they've done so far we can share a calendar with them. Yeah, I imagine FinCom may have some questions. I guess my last question to you would be >> and maybe we covered this earlier, but >> maybe you can think about what level of detail will be shared. Like so in other words, you're going to do this meeting,
you're going to do this analysis, you're going to meet with your building principal, our building principles when you come back with a budget presentation. Is it what level of detail are we going to have? I guess is the qu is just leaving it out there. Dot dot dot
>> for the first >> um well I think they're probably going to ask that question too like when are we going to like again are we going to see that when you present your budget in January? How granular is that going to go? Yeah. And I don't know that
this is this is different environment for me never presented the full budget to the subcommittee. >> Usually we talk through things and we talk through if if your intention is for us to present the full budget fine >> but I I'm not once it's presented to the subcommittee it's kind of out there
right because it's public documents and everybody's seeing everything. So um >> whatever he wants to do. >> Yeah. But I think typically it would be >> yeah the high points >> yes >> in the in the subcommittee so there's no no you guys can say yeah these high points match what we've been talking
about and then the granular stuff is what we present to the whole committee >> okay I mean budget >> because I think otherwise >> yeah I I think >> we're doing it twice >> well and fin's gonna want to see it too >> correct >> I mean but if I have to have it done for one year it's done >> yeah and fin's going to want to see
>> typically we do it twice at the so we do the budget presentation at school committee and then we do I don't agree, but I think the schools committee should see it before fin. >> Oh, yeah. I do too. >> Okay. >> Maybe not before subcommittee, but I don't I'm not sure that our school committee should see something after
FinCom, just like our select boards didn't see something before school committee. >> Okay. >> Are they having an entire I mean >> I mean that's our job. Like in other words, this is what the role of this committee is to subcommittee to do is to work through this. You know, we're bringing along the school committee. Um
and the finance committee is a at least here in Northern Head is an integral part of course >> of this. So >> but the full school committee needs to >> Yeah. Let's think about that. I I would I would agree with I don't know that >> income the full monty or the full
committee gets the full monty. >> They're just going to want to see it. Alec was clear. >> Yeah. Yeah. No, no, that's fine. I just think we need to determine when and then I'll pick >> Okay. >> Yeah. Okay. Okay. Um, so we're meeting, next meeting is going to be 12:1. I forget what time it is. I think it's I
don't know. I haven't posted. She wouldn't let me post it. So now I can I will go post that. Um, and then we will Do we want to set our next one or do you want to see how it goes with FinCom before we >> Yeah, it's not. >> Yeah, I'm not sure. We need a separate
meeting for that, right? We'll just have the fin meeting in December, December 1st, and then we would >> Jan blocked off from 2 to 4. >> Okay. I said it doesn't last two hours, but no, I don't think so. Okay. So, 2 p.m. >> Okay. And then do we want to set a do you want to wait maybe December 1st? We
can Yeah. >> Look at the calendar for January because you will have met with your principles by then. You might, you know, it's a couple weeks from now. You'll have >> It is, but I mean, next week's a short week. So, >> okay. Right. Next week's a short week. >> Y >> will we in the December 1st meeting be
able to do the minutes from the 10:17, 10:30, 11 like all basically our subcommittee meetings? So, it would be 10:30. It would be 11:117. And was there one before >> one before? I think it was. Was it 107? >> I'll go back and check. Okay.
>> Yeah. There was >> There was not anything on 10:17. >> What was the other one before the 30th that we had? >> Let me just see. Finance subcommittee. I've got something on the 14th. I don't know if I was >> the 14th. had one on the 14th but on my
calendar you know happened at uh >> yeah because we had two with Fen con kind of order back to back so I think it was the 14th and the 30th >> okay I'll go back and that >> okay >> then I had a school committee call on
the 30th >> y >> and was another one you guys said >> just this one >> it's just the three >> oh those first two that we already talked about what they were told me we didn't have anything we didn't have anything Yeah, just
>> All right. Anything else? >> Work on putting that together. >> Yes. Thank you. That was great. >> I'm going to ask for a motion to adjurnn. >> Second. >> No. Motion. >> Amazing. >> So, uh, I need a motion to adjurnn. So moved. >> So moved.
>> I'll second it. So Melissa, Jen, and then Melissa, are you in favor? >> Yes. >> And Jen in favor? 220 two. At 2:42 I'm going to adjourn us.