All right, folks. It is 6 o'clock. We're going to call the meeting to order. Uh we're going to start with the pledge of allegiance. Flag is over my shoulder. I pledge algiance to the flag of the United States of America and to the
republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, folks. We are officially calling the meeting to order. We're going to start with the public comment period. Uh for those who wish to address
the meeting tonight, uh come up to the podium if you'd choose to do so. Uh Mark's remarks will be in a respectful manner and considering the privacy of others. Speakers must begin by stating their name and address or affiliation if they are a staff member. Um each speaker
will be allowed three minutes. You may not assign their time to another speaker. Anybody wishing to address a meeting, please step forward. Okay. Uh, seeing none, we'll move to next item agenda is vote to approve the minutes of the February 11th open
session meeting. Do all present members have any changes to be considered, questions, comments, edits to make? >> Uh, I only found one typo. >> Um, >> okay. right at the beginning. Um, uh, assistant superintendent for
teaching and learning, not leaning. Uh, that was it. >> Everything else looked good. >> Okay. >> All right. Um, considering that change, is there a motion to approve the meetings as presented? >> So moved. >> Second. >> Second. >> All those in favor? >> I.
>> Uh, 40. We have a member absent. Uh, Warren Justine. Um, I have reviewed the following school expense and school payroll warrants. The school expense warrant February 11th 2026 584,6127 and the school payroll warrant February
5th 2026 1,153,6743. I have reviewed and approved and wish to enter them in public record. >> Spend the extra week. All right. Thank you. Uh, next we have our student representative updates. What's going on, guys? How's it going? >> Hi. How are you? >> Good, thank you.
>> Dr. O'Neal, thank you for the snow days last week. I just wanted to thank you for that. >> I'm sure the seniors loves them. >> We are. >> My senior did. >> The juniors, not so much. >> I'm sure >> cuz we got >> the rest of us felt the same way. Leah, >> um from the high school, um we hosted a successful health and wellness fair. Um
this week students learned from Sturdy Memorial Hospital, Adelboroough YMCA 8515 um health and health and fitness at Bion Health and Wellness, Air Force National Guard, Personal Best Karate Fit Challenge Runhouse, and the American Heart Association. Thank you to Dorian Brown, Bailey Morse, and the Health and
Wellness Department for organizing this event. >> Norton High School has also reached the midpoint of term three and completed a successful winter sports season. Dylan Mueller won the MIAA Division State 3 Championship for his weight class. And Charlotte Richmond placed sixth in the
MIAA skiing championships, excuse me, while contributing to the Midway Milis Hollston Ski Cooperative Team State Championship win. Additionally, the drama club will present Freaky Friday this weekend with performances on Friday and Saturday at 7:00 p.m. and Sunday at
2 p.m. >> From the Y um March is our annual ELA MCAST preparation period. Um during daily Lancer learning time, students receive targeted small groupoup instruction focused on reading comprehension, writing and test taking skills, allowing staff to provide timely
support based on student data. We are also looking ahead to the H PTO spring book fair which will take place during parent teacher conferences on March 25th and 26th. Students will students will visit the fair with their classes during the school day and families are encouraged to attend conferences and shop the fair.
>> Several classes recently earned a honeydew field trip incentive from our booster thon fun run. enjoying hot cocoa and donuts at Dunkin D. Dunkin Dw donuts, excuse me. This experience was made possible through the generosity of the HP PTO and strongly reflects the
community and support for our students. And from the LG, second and third grade students performed the national anthem at a Providence Bruins game on February 28th. Thank you to Mr. Place and the LGN PCT for coordinating this annual event. On March 16th, kindergarten students
will participate in a mad science kitchen chemistry workshop sponsored sponsored by the PCT providing a hands-on enrichment experience. >> And finally from the JCS, they are celebrating reader across America week with guest readers from the high school buddy reading across grade levels and the spirit days focused on literacy. The
week concludes with authors day where students will share original stories um they have written. And that is all from us. Thank you. >> Thank you. >> Thanks guys. We appreciate it. Any questions for them? No. >> All right. Next, we'll move on to our student spotlight excellence awards with
Dr. O'Neal. >> Thank you all. Um I tonight I have the pleasure of recognizing four outstanding members of the class of 2026 with the student excellence awards. Um and I'm very grateful to the guidance office for number one helping me to figure out who
deserve these awards and also preparing some short bios for each of our students here. So, the first award I'm going to hand out tonight is the Massachusetts Association of School Superintendent Academic Excellence Award. As the educational leader in each community,
the Massachusetts Association of School Superintendent has designed an award for academic excellence. This award is given to a high school student who has distinguished themselves in the pursuit of excellence during their high school careers based on the following criteria.
their three-year cumulative average rank in class and then selection by the superintendent. This award tonight I am proud to present to Annabelle Griffith. Annabelle, come on up. I say all these amazing things about
you. Okay, you ready? Um, Annabelle is a driven, reliable young woman who dreams of eventually becoming a nurse practitioner. She is a once-ina-lifetime student, one who maintains straight A+es in the most difficult of classes while being involved in multi in a multitude
of varying extracurriculars, often in leadership positions. Annabelle has taken the highest level courses available to her each year. This year, she decided that she would challenge herself academically by taking seven AP classes. That's a lot. I don't even know how you're doing that. Oh gosh.
Annabelle has won numerous academic awards throughout the past three years. She's won 10 presidents awards which are given to the student with the highest grade in each academic area each year. Last year she also received the seal of bi literacy in English and French. While
Annabelle has a lengthy list of extracurricular activities, her two most impressive activities are serving as the co-chair of the education committee education subcommittee of Governor Healey's youth advisory council and being a student representative of the
K12 statewide graduation council. To get a better understanding of the medical field, Annabelle has also completed a 2-year internship at a physical therapy center and volunteered at a local hospital. Annabelle has several leadership positions in school clubs. She is the vice president of the English
Honor Society, vice president of the Science Honor Society, and the historian of the French Honor Society. Annabelle is also a coach for the Norton Youth Basketball League. Annabelle, I am very proud to present you with the Massachusetts Association of School
Superintendent Academic Excellence Award. Thank you. Turn's going to take our photo. We're going to go right in front. >> If mom wants to come up as well. >> Yeah. >> Sorry, Annabelle. We get to overrule and
we get to call the parents up. So, Annabelle, this is obviously one of my favorite nights. Can you share with us where you're going next or are you still figuring that out? No pressure. So, not >> I tell. >> Oh, wow. Congratulations.
>> Okay. >> And you have plenty of time. You have until May 1st. So, plenty of time to un to decide and you'll have to let us know. >> Congratulations. Thank you. ratulations. >> The next award I have tonight is the National School Development Council
Academic and Student Leadership Award. The National School Development Council Award is presented to high school seniors who have consistently pursued a high level of academic effort and who have also served as positive role models for the student body. Recipients of the
award exemplify admirable character and accomplishment. Tonight I am recognizing two students with the National School Development Council Award. The first recipient is Ben Yzakvich. Come on up, BEN.
You know you get to stand here while I say nice things about you. Ben is a hardworking, curious, and independent student who approaches his education with purpose and quiet confidence. He is a driven, versatile, and consistently engaged, demonstrating a genuine love of
learning and a strong internal motiv motivation to challenge himself. Ben does not seek the easiest path. Instead, he gravitates towards opportunities that require persistence, critical thinking, and growth. What sets Benjamin apart is
his ability to balance independence with collaboration. He is thoughtful and self-directed in his work while also being willing to support classmates and contribute meaningfully in group settings. His curiosity extends beyond the classroom as he is eager to explore
new ideas, deepen his understanding, and apply what he learns in meaningful ways. Whether engaging with challenging academic material or stepping into leadership roles, Benjamin approaches each responsibility with maturity, humility, and a strong sense of accountability.
One of Benjamin's most meaningful leadership positions has been his involvement in DECA, culminating in his role as president of Norton High School's chapter of DECA during his senior year. Um, it's also important to note that he is currently missing the DECA practice to come over and receive this word award. He's going to have to
rush back, right, Benny? Yep. After serving as vice president of membership during his junior year and helping lead the chapter through its most successful year to date, Benjamin sought greater responsibility so he can contribute even more meaningfully to the organization. As president, Benjamin has embraced the
challenge of leading peers, managing new responsibilities, and working with a diverse group of students. His leadership style is thoughtful and growth oriented. He leads by example, values collaboration, and is motivated by a genuine desire to help others
succeed. Congratulations to Ben on the National School Development Council, Academic Growth and Student Leadership and Learning. All right, Mom and Dad. >> Come on, Mom and Dad. You guys can coordinate next time. I'm
sure Ben will be here again. >> So, Ben, same question I asked Annabelle. Do we know what the next chapter is at this point or we still deciding? >> All right. Congratulations. Good work. >> Okay. The second award from the National
School Development Council goes to Tyler Winkis. >> Did I not say that right, Tyler? >> Oh, was it? >> Yes. >> Oh, okay. >> Come on up. Come closer. Now you have to stand next to me while I say nice things about you. Tyler Tyler is a thoughtful,
honest, and curious student who embodies integrity and intellectual maturity in all aspects of life. He is known for his independence, strong work ethic and organizational skills, qualities that have allowed him to excel academically while balancing yearround athletic
commitments. Tyler approaches his learning with genuine curiosity, always eager to understand not only what works, but why it works. This analytical mindset combined with his calm and thoughtful demeanor makes him a quiet leader among his peers. Tyler has
consistently maintained a high GPA throughout his four years at Norton High School, earning the recognition as an AP scholar with distinction. His coursework reflects a commitment to academic rigor and intellectual challenge. During his senior year, Tyler continues to push
himself by taking an impressive lineup of AP courses, including AP English Lit, AP Psychology, AP Calculus, AP French, AP Bio, and AP Physics 2. Wow. Tyler is a well-rounded student whose dedication extends beyond the classroom. He has
been a four member four-year member of the football team, a three-year member and captain of the wrestling team, and a two-year member of the volleyball team. His leadership as wrestling captain reflects his dependability, resilience, and ability to motivate others through
example. Tyler has volunteered through the Norton Library Park Cleanup for several years and has provided math tutoring to younger students, combining service with his academic strengths. His reliability and long-term commitment to maintaining the library's memorial site
highlight his quiet leadership and sense of responsibility. I am very proud to offer Tyler the National School Development Council Academic Growth and Student Leadership and Learning Award. CONGRATULATIONS. >> SO, TYLER, you can already predict my question, right?
One of these meetings someone will answer me. >> Congratulations. >> Congratulations. >> I have one final award tonight. Um, our final award this evening is the Superintendent Award of Excellence. This recognition is given to a high school
student who has distinguished themselves in the pursuit of excellence during their high school career. And this award goes to Adam Ferrara. I do not see Adam in the audience, but I think it only right that I read you his bio. Adam's academic achievements are complemented
by his exemplary character and the respect he garners from both students and staff. He approaches challenges with resilience, turning obstacles into opportunities for growth. He has consistently distinguished himself as a student of remarkable intellect and integrity who is wellprepared to meet
the challenges of higher education. His academic success has allowed him to be on the highest honor role consistently and as a member of the science, history, English, French, math, and national honor societies. Adam is also president of the math honor society and was the
2023 recipient of the academic award for excellence in English. Also in 2025, Adam was a Renelier medalist. Adam's ability to manage the demands of a rigorous academic curriculum alongside his commitments in other areas
demonstrates his exceptional time management, adaptability, and intrinsic motivation to succeed. Moreover, Adam has shown himself to be an empathetic and thoughtful individual who cultivates positive relationships with those around him. Faculty members frequently note his
kindness and willingness to support his peers, fostering an environment of collaboration and encouragement. From the beginning of freshman year, Adam has had been highly involved in the Norton High School community. Adam is an invaluable member of the Norton High School soccer and track teams. He has
also excelled within Norton High School's DECA, earning the award of excellence in 2025 at the DE at the DECA National Conference. Adam's accolades span from academic, athletic to community involvement. He is an exceptional member of the Norton community and will continue to have a
beneficial impact on those around him. I'm very proud to present this award to Adam Ferrara and I will make sure that he gets it. So, thank you. >> Okay. Congratulations to all of those award recipients. Um, do I have to read I have to read
this, right? >> Um, yep. Does anyone I didn't know if anyone had any comments. Just >> I just want to say congratulations again to you all and your families. This is a wonderful achievement and we're excited to see where where you guys go next. So, please keep us posted and updated. Um,
and I I will say for you if you you don't have to stay if you don't want to. You're welcome to you're welcome to stay, but we understand if you leave. I >> I know Ben has another commitment. So, um, thank you all very much. Congratulations. Such a great opportunity to give out these awards. So, congratulations. You make us all
proud. >> Thank you. Have a great night. >> I have to open the public. Yep. >> Okay. All right. So, the next part of our meeting is our public hearing on our FY27 budget. So, I'm just going to read
this public notice. In accordance with Mass General Law Chapter 7138N, the notice of public hearing has been published in the Sun Chronicle. Dr. O'Neal will now review our budget for the audience and our FY27 recommended school budget. Q&A session will follow.
So I will entertain a motion to open the public hearing. >> So moved. >> Second. >> Second. All those in favor? >> I >> I >> I >> Okay, Dr. O'Neal. >> Thank you very much. Um so tonight I have the um opportunity to present you with the FY27
um draft recommend draft budget as recommended by the superintendent. Um as we know um once we go through this um presentation the school committee will be able to vote um on what they would like to move forward to town hall and
then that will become the um school committee recommended budget. We have a brand new strategic plan this year. So, one of the things that we um made sure that we were doing when we were working through this budget process was ensuring that our budget priorities
were connected to our strategic plan of connected and relevant learning experiences, enhancing student outcomes, highquality instruction materials, and then interactive school and community partnerships. A look at our district enrollment. Uh
this is October 1st data and it's important that we use the October 1st data when we are looking at our budget process because the October 1st data is what is used um by the department of education when they take a look at our per pupil allocation for chapter 70
funds. Um so our district enrollment as of October 1st was 286 students. We had 204 students enrolled in our school choice program. 39 students as part of our Reed's deaf and heart of hearing program and 32
students that are attending uh special education placements outside of Norton. We also had one student that is being tuitioned in from a local community um into one of our special education um programs for a total of 2,362
students. I also shared with all of you um the historical percentage changes and as well as our projected percentage changes. Uh this is done annually by the New England School Development Council NASDAQ. Um as you can see over the last
10 years we have seen a reduction of almost 275 students or 11%. Which is a significant decline in enrollment. However, as we look forward to um the next few years, it looks as
though we're going to kind of even out um over the next 10 years. It looks like we're going to have a loss of five students for a 2%. So hopefully we will start to see some of this even out a little bit. We
definitely had some sign significant challenges. If you look at 2018 2019, we lost 167 students there and then 52 students in 1920, 49 students in 2021 and yet a large increase um in 21-22. So
it's it's always challenging for us to predict student enrollment. >> Jen, from the historical point, is that that's everybody correct? Is that school choice? >> That is Norton students themselves. >> Norton only. >> Norton only. >> Got it. So, I think that's an important
question to ask, Nick, because um we are definitely seeing that was a large decrease in our own students. And so, what we're what we're noticing now is that it does look like our own students that reside in Norton. And a lot of it
is based off of birth rates. So if you see um in the projected percentage changes um up through 28 29 those are students that are already born and then everything else is kind of >> guesswork which I can't imagine doing that as my job just kind of projecting
birth rates in town that seems like a challenge and few >> more did you get might get some more >> oh exactly we'll see how that goes um but that's what that um broad line um shows you there >> can um so on 2526 We we have 2183,
>> but our district enrollment up top is 2086 >> because of school choice. >> So that's just that's because of school choice, right? So that number is >> Yeah. So that is the current enrollment. Yes. Yep. But the in >> Yeah, great question. >> Yeah. Yeah. I don't know.
>> Huh. >> I mean, if it was if instead of 2183, if it was 2086, that percentage is really dropping >> more than more than 11 or 3.6. Yes, >> let me get you clarity on this cuz I when I spoke with NZDC they said no it
does not include but you're right with the 2183 um I will get you all cuz I asked that specific question cuz I knew it would come up. >> Let me check on that for you. >> Yeah, cuz even if we add like the other column >> y a few shy it's it's closer but now
that reads DHH and the out of district is that our students? So out of district are our students. They are Norton students that are attending um special education placements in another place. >> When it comes to the Reeds DHH
enrollment, a few of those students are ours. They are five students that are Norton residents that are also attending DHH. Um but the others are just here and accessing inclusion services
through our agreement with Reeds. >> Okay. I don't I don't know if this has happened, but this is just another question. I guess if let's say a kid choices in from Bridgewwater, >> if he choiced in, we serviced him for two years and then we need to send him out.
>> Bridgewwater pays for that. >> Bridgewwater pays. Okay. >> The sending district. >> Do we count that person still? >> They would count till the following October when they redo the numbers. >> Okay. >> Bridge. Okay. So, we would pay but Bridgewwater sends us a check for Okay.
>> Yes. And so therefore, we would keep them on our roles if we were paying and they were reimbursing us. >> Yes. Got it. >> All right. So, I'm just I'm sorry. I'm just writing this down so I don't forget. >> 55. >> Yeah. I don't >> But that's the weird thing with the enrollment is we get the numbers in October. So, we've already been it's
always that >> and it's always changing. >> Always. >> Well, and I I have the March 1st data for you guys to send in my weekly update and it's, you know, as we know, constantly changing. Um, so one of the most important things for us to understand is that we always
talk about special education mandates, but we have other educational mandates for all of our students as well. Um, elementary students need to attend for at least 900 hours, secondary students for 990 hours. We are required to attend school for all 180 days and to meet
those number um that number of hours, minimum number of hours. Um, we have required coursework through the Massachusetts state curriculum frameworks. We have to ensure that um all students are being exposed to core curriculum, special education subject areas including physical physical
education as well as college and career readiness um opportunities. When it comes to special education mandates, the we are provide responsible for providing a free and appropriate education to all students with a disability beginning at the age of three. and we need to either create or
find programs that meet the specific needs of the student and we've definitely seen an increased need um when it comes to students over the last several years. I don't like to say since co um but ultimately we are still seeing students that have been born within that
time frame and the dynamics of families and and educational opportunities really has been significantly changed for those students. um our kindergarten class right now, the majority of them were born in 2020, 2021. Um so it's really we're only starting to see that postcoid
or in the middle of COVID times with our students. Um and we offer a lot of really great opportunities for students. We have um college and career tech education that is all financed through a department of education grant at the high school. Um
we have marketing technology. We have a small business ownership um opportunity for students, business and engineering technology. We also have a innovative pathway that is also funded through a department of education grant for manufacturing which is extremely popular
and is really kind of just getting off the ground. Um, we have a partnership through the Adabaro school to career program which allows us to have someone in our building um, almost full-time to link students up with internships or
have conversations with them about what what work could look like for them after um, high school and and also provide guidance. Um, as we know, not not college is not for every single student. A lot of our students go right into the workforce or into military. Um, and so
having someone there that is able to guide them and and and share with them um, you know, different opportunities is is really really valuable. Um, our budget process begins in the late fall. Miss Hadfield and I kind of start right around Halloween as our as
our starting point. Um, by, you know, collective, you know, collectively working with all of our departments and shareholders. uh we spend time looking at class efficiencies and class size. We look at enrollment data and ultimately at the end of the day the budget that we're presenting you is always what we
feel is in the best interest of our students and it's it's really a balancing act between what are our what are our mandated costs and how do we make things better. um we have we have contractual costs, salary, transportation, special education,
placement, but we also want to make sure that we're making progress to our strategic plan um goals and and you know bringing us along. I shared this in our last um budget meeting when we we went over this the budget that we have here
in front of us tonight. I don't want to say it's a level service budget cuz it's it's not. It's really a needsbased. So, um really only assessing those critical needs of our students and I'll share with you what that means in terms of um
the asks that we have here tonight. Um as I mentioned um I'm considering this a needsbased budget for this year which is slightly above a level services budget but is grounded on the actual needs of our students in our schools. This request is not about adding
programs. It's not about adding extras. It's simply focused on sustaining strong teaching and learning while addressing specific resources that we have to that we need to effectively support our students next year. As you can see, our
final FY26 budget is 37,11,669, and we are requesting a 4.4% 4% increase um which would bring our service our budget to 38,734,183 for FY27. I also think it's really important to show people how we get to that number.
Um we have about $2 million in increases um on the salary line item due to contractual obligations. And I also think it's really important to also show that we actually are seeing some decreases in some of our special education costs both when it comes to
out of district special education cost the actual tuition as well as transportation and ultimately that can be a couple different things. It can be either students that are aging out of programs and will no longer be eligible
for services or it could be that students are moving to a less restrictive placement. So, they may be moving from a private setting to a collaborative setting or back to um one of our own schools here in town because we're now able to meet their needs a
little bit better. Um and there's also a small decrease to special education programming within our district. So, thank you to um Casey Russo and to her department for really looking at, you know, how students can best be served um
and make sure that we're we're meeting that their their instructional needs in the best way that we can. Um and then you'll see some other increases. Um one is for in district increase in uh contracted transportation, some supplies and contract services, and
then operations and management. Um for all of us who are you know currently controlling our own household budget, we know how um the cost of things has significantly increased over the last you know year or so in terms of whether
it's utility costs or um for us it's cleaning materials and all of these other things there. There are definitely some increases there. However, um the special education decreases are definitely helping us in this situation.
Uh this is something else that I shared with all of you at the um last meeting when we discussed our our budget and I went through a more formal presentation. When we think about um the way that our budget is built, the largest portion
comes from local aid or Norton tax revenue. That is what our community is able to provide us. Um and then the next largest chunk comes from state aid, which is that chapter 70 foundation enrollment. Norton is considered an
ability to pay district. We're also considered um a minimum aid district. Last week, I sat on a chapter 70 webinar with um Roger Hatch, who works for the Department of Education, as well as
another superintendent who um is very informed when it comes to finance. And and I asked them to use Norton as one of one of the comparisons. And ultimately, Norton is getting about double the chapter 70 aid than we are actually eligible for, but we're considered held
harmless. So, we're getting about 13 almost 14 million projected for FY27 and we're really only eligible for about 6.8 based on the income and the tax revenue that we have here in town. Um, so
we don't want to poke that too much because ultimately being held harmless, we're in a good place. We're continuing to get that aid. But I think it's also really important for us to know that we probably are not going to see a
change when it comes to our status as a minimum aid district. Massachusetts general law sets minimum aid um for every single student at $30. We have to see an increase of $30 per student each year. The governor's budget that was
released last month um assumes $75 per student. So, this number that you see here tonight, the 13.8 million, that is at $75 per student. The good news is that the last fis two fiscal years,
minimum aid has actually been increased a little bit. In FY25, it was $104 per student and then this current fiscal year, FY26, was $150 per student. So, there is still the possibility that we will see that number come up. You know, there's still a lot of time. we're going
to see some back and forth between the House budget um and and everything else. So, we'll see. Um and we are eligible for that minimum aid regardless of of what that ends up being. So, it's a 1.2% increase, which is not a lot. And then
the smallest component of our district budget is our district revenue. And when I say district revenue, I I mean things like our athletic fees, our transportation fees, um preschool payments for families that are sending their child to Little Lancers Preschool.
It really is a small component of our budget, but it's part of it. And as we'll see in in just a few slides, we are able to use some of those revolving funds to um subsidize actual staffing
positions. Any questions on that? Um, one of the biggest drivers of our budget every year is special education. Um, as we talk about, um, for FY27, the total special education cost out of our $38 million request is $16,935,082.
Um, definitely a smaller percentage increase. It's a 47% increase um, versus what we've seen. and on that actual cost center um based on what we've seen in the past and that includes everything that includes our inclusion placements, our specialized classrooms, all of our
specialized services that were are provided in terms of occupational therapy, speech, um counseling and then that also includes the out of district student placement. So whether that's a collaborative or p private placement, transportation costs or residential
placements. Um and the actual cost for FY26 um is 3.9 million for out of district SER student placements. And as I've shared with you every year since I've been giving this spiel is that
this can definitely change um it can change tomorrow um for the good or for the not so good. Um and it's just something that um Casey and Christine and their offices are constantly looking at to ensure that we are in the right place um to make sure that we're we're
servicing our students as best we can. One of the other components um um is in district programs. So, number one, indistrict programs are the best way for us to service our students um with special with special
educational needs because it allows them to stay here in their home district with their peers, with their siblings. And when we're able to create a program that really specifically addresses their needs as a learner, it's a win for them, but also financially, it's a win for us.
Most times we are able to create a program inhouse that is less expensive than sending a student out to a special specialized program. So you can see back in 2014 the number of specialized programs that we had. We only had um
like our step program and our grit program at that time. And over time, we have added our language-based classrooms, the best classroom, um, for students that are on the autism spectrum, um, and TLC, all of these other programs. And you can also see
that when we our students were at a very high percentage of out of district, um, we didn't have as many specialized programs. So, the more that we're able to build specialized programs here in house, the better it is for students and the better it is for us financially as
well. Thank you. Um and then I also just wanted to show you um the um costs of educating students out of district. Um so you can take a look at going back to 2122. We had 34 students out of district. It was
about 3.4 million $3.5 million. Um and then now we have 37 students out of district about 3.7. Um and it es and flows every single year. So, yep. >> The 26 27 obviously that 37 that's projected.
>> Yes. >> Yep. >> But, >> and again, I'm assuming this because it's October 1st data, but we had 32 out of district then, but on here we have 36. >> Yes. Um, so that is really more like to as of today.
>> Okay. >> So, as of today, we have about 36 students out of district. Um, we use the October 1st numbers for budgeting simply because that's what that we know the department is using. Um, but we keep all of our data a little bit more up to date. So that's as of today and that's
obviously the cost, the 3.9 million that's a year to date. Um, or what we project to expend this current year and then the 26 27 is of course a projection as well. So, let's just say hypothetically next year we get, you know, 34 kids and it's
not 37. Those three students, let's just make it easy math-wise. Let's say they're costing us $100,000. >> What do we do with that money as that changes? >> So, ultimately, um, we also get, let's remember that we also get reimbursed
through circuit breaker. So, the first $55,000 of a student's placement is on us 100%. After that, we get reimbursed hopefully 75% of whatever the whatever the balance is. Um, that number
fluctuates yeartoear. Um, right now, MASS, which is my organization, and MASC, which is your organization, is really pushing for that number threshold to go up to 85%. Um, and that would be beneficial for all of us. >> Is that 85% of the total or still not
>> 85% of anything over 55,000? >> Um, it would be great if it was 85% of the total. I mean, that would be life-changing money, not just for us here in Norton, that would be life-changing money for everyone across the Commonwealth. Um so what happens is that um we're able if if we have a
savings we're able to number one either put more money back into circuit breaker for us to have a balance for the following year or we're able to put that towards something else that needs to happen in the district. oftentimes if a
student is coming back from a um out of district placement, they might need a you know a different type of support here in here in district. So they might be coming back and now we're um finding a par profofessional to work another par
profofessional to work in that program or a specific resource or technology that the student needs. Um, so it really it really does depend. And then as we know, um, three more could move in tomorrow. So we like to hang on to that
money until we're really able to say we're comfortable with this number. I hope that answers your question. >> Yep. >> So as I mentioned earlier, this is really just a needs-based um, budget here. Um when we talk about level
services, we are need to increase um a fifth grade classroom teacher. We have um eight fourth grades and um a good number of students that are currently in those classes, moving up to seven fifth grade classrooms. Um so in order to make
sure that those students are getting, you know, the same type of instruction that they're getting now, a level playing field, we really feel that um a fifth grade teacher needs to go there. However, we're able to do that within um I talked earlier about really looking at
class sizes and looking at um places where we may have um the ability to move someone around. So, if we have, and I'm just using this for an example, there's no necessarily, I'm not saying this is what's going to happen. Um, but if we have, you know,
small kindergarten cohort moving into first grade, we might not need eight first grade teachers for that following year and someone can move to that fifth grade classroom space. So, that is being done without any additional funds. Um when we think about needs base, we have
um a critical need for an additional special education teacher at Norton High School. We have a number of students that are aging up um from the middle school to the high school. However, it's not enough that we could actually move a teacher from the middle school to the high school. Um and then we are also
asking for a point4 English language teacher. Um and we currently have 3.6 English language teachers. And this would bring us to a full um 40. Um we have a number of ELLL students and the
biggest thing about our ELLL students is their language of their level of language proficiency. Most of them are coming to us with very limited English and so therefore they need additional time and services versus someone who has um more proficiency.
If I was going to say other needs-based positions but are not included in this budget would be the dean of students at JCS, um a night custodian, and then a um a backfilling that steam teacher that has been an open position all year at um Norton Middle School.
>> So, just to reiterate, the red are not in the budget, >> correct? >> Currently. Okay. Thank you. And and I thought it was important for me to show you that because I don't want to say that those positions are strategic or competitive because they're not like we're not making ourselves better by adding those three positions. It's
simply, you know, where we need support and where we need help. Um, if we wanted to talk about like really getting into our strategic plan or making Norton public schools more competitive, we would be looking at restoring world language at the middle school. we will be looking at um opening the library
with an with an actual library media specialist, you know, giving kindergarten classroom support with those kindergarten assistants. Um but that's not the reality of this budget. Um as I mentioned earlier, we also have other revolving funds that um we talked
about in that district revenue place. Um so for example, we have um school choice. We are currently projected to use about $1.7 million of school choice in this FY27 budget. The biggest thing that Christine and I
have tried to do over the over the last few years since she and I have been working together in this capacity is really take staffing out of school choice. It makes me very very nervous to rely on school choice to employ staff.
And so every year we've tried to cut down the number of staffing that are left in that place and we are only projecting um or proposing to use to pay for one staff member out of school choice. The rest of and and so just to clarify, no one's making $1.7 million.
To clarify, everything else comes from that school choice line. that is all curriculum materials, supplies, books, oftent times things that we need for facilities and maintenance, um professional development, um technology,
all of those things are being funded through these school choice lines. When it comes to circuit breaker, we're projecting to use about $1.8 million. That goes to offset the cost of special education tuitions. we are not able to
use that for staff. That is the offset of the tuition cost. We bring in facilities money through um renting out of our um of our schools and that goes to pay for 3.6 facilities um staff members. Part of um
Mr. Lazot's salary comes out of the facilities line revolving in some of our custodians as well. Preschool tuition goes specifically to pay for preschool um teachers or paraprofessionals. Transport transportation revolving goes
directly to um subsidize that transportation contract that we have. This tuition line is a little bit bigger than it has been in the past and that is because of our new contract with the reads deaf and heart of hearing program. Um, so we will be using that to back
fill from some staffing positions, probably percentages of positions. Um, but we're still trying to figure out exactly what that's going to look like because this is a a typically we only have like one student tuitioning in. So, it's a little bit different this year.
Um, and then athletics goes to subsidize our athletic budget when it comes to coaching, uniforms, field use, etc. does not pay for any full-time staff positions. So, Dr. O'Neal, like hypothetically,
if we, you know, rented our facilities more or charged more, which we wouldn't be competitive, like that then could be used for like that district-wide custodial or something like that. >> Correct. >> But we're obviously not doing that. But that's where we could generate something
else. >> Yep. >> Okay. >> And so ultimately, when you really consider that district revenue that how it was the smallest bucket, like you're seeing it all here. Y >> that's really what that goes to. Um we also get a number of entitlement grants. Um these are all federal grants that we
are entitled to receive. It is not a competitive grant process. Um special education, we have about 16 staff members that are paid out of the SP um fed federal sped entitlement. Tongue twister. Um and those are typically par
profofessionals. Same thing with our early childhood grant. That's for preschool. Title one um is improving basic programs um about 335,000 that is 2.75 that is um our reading specialists and interventionists.
Um I think the very important thing for us to remember um is that title 2, title three and title 4 are not guaranteed as we move forward under the current federal
administration. We do know that we will still receive title one, although we as a state of Massachusetts are actually looking at a probably a 10% cut. Um, and so we just talked to the commissioner this
afternoon around 4:00. So that's new news. Um, we're waiting to see. And again, we don't get those numbers until July. But, um, title two, title three, and title four. We're hoping we get it, but we'll have to wait and see.
>> So, cycling back to that. So, quick math says, call it $90,000. >> Yep. what do we do in that case like where does where do we offset something like that what is our contingency plan if we lose that
>> so um it means we don't do things we it means we don't do certain things so for example title 4 currently pays for a lot of our PBIS initiatives um and also some of our CPI training um for our specialized staff we have to do CPI
training so that will have to come from another line but we may not be able to pay for training for PBIS or we may not be able to pay for um you know our contract with the May Institute. We just have might have to end it. Um title three we actually that
we earn 20,000 we are in a consortium with Secon Public Schools. So Brian runs that grant. They we do a lot of um professional development for teachers around working with English language learners curriculum for our English language learners. Um, we bought we have
these amazing translation devices that are in all of our front offices. So, if a family comes in and they do not speak English and they wanted to communicate with the administrative assistant that's there or talk with the principal, they can speak their native language into the
machine. I can read it on my end and then I can speak and they can read it on their end, which is incredible. um but we would not be able to afford to continue our curriculum work or buy any additional curriculum purchases. Title 2A is our entire professional development budget when it comes to
providing teachers with highquality professional development. Um we have some multi-year contracts that will be able to do things. We will be doing a lot more homegrown, you know, relying on the expertise of people that we have here in the district or leveraging our
own personal connections. you know, we have a good friend that's a math consultant. Maybe I can take her out to dinner instead of her charging me 10 grand. I'm not sure if it works that way, but we'll find out. Um, so ultimately that that is really um you
you have to go without is really what it comes down to. >> Thank you. >> Do do we This is kind of random. Do we get >> I love random. >> Do we get any money from the state from the migrants like we used to? >> No, >> we get nothing. Okay.
>> Um that all of the migrant shelters have been closed. Um and so um there is no longer that that was $104 per student. Um and that is no longer
there. Any funds that we receive to support English language acquis acquisition or English language learners comes from title three. And districts must have at least a 100 L's in order to be in order to qualify for the title
three grant. So we don't have a hundred but combined with seconk we do. So we are able that is money we were not getting 3 years ago um but by doing the consortium by Brian working with uh their team over there we are finally um
able to get that and it's definitely helped us a lot which has been wonderful. That's crazy. >> That's crazy. >> Um, and then finally, school choice numbers. I know that this is something that, um, we always like to talk about.
Um, I have, as the school committee knows, and who anyone who has listened to me for a while, I have significant concerns about the amount of money that we use from from school choice. It's similar to um, using free cash. It's not
guaranteed year after year. And so, um, we for this current school year, we projected that we were going to be use about 1.5 million. And so, year to date, we have expended about 1.2. Um, I think, you know, as I said earlier, we're trying really hard not to
put any staff into those lines. So, if something were to happen, um, we would be looking at zeroed out supply lines. we would be looking at zeroed out curriculum lines, but we wouldn't have to, you know, lay off 10 people. Um, and so to me, I think that's probably the
most financially responsible way that we can do this at this time. I would like to be able to pull back each year and not have as many um critical items relying on school choice a as their funding source.
Um and I also um I've shared this with you guys with you all the last couple years with our in school choice enrollment by year and so you can see the number of students in each grade level. Um and we've definitely seen a decline and the school committee we have
been um thoughtful about where those numbers should be. Um, so we've gone from 246 in FY24, that was our high. Last year was 231, and this year we're 204. And so I think it's important for us all to understand that yes, those
numbers are going down, and what we will receive will also go down. And so, um, one of the things that we'll probably do, um, in the near future is kind of look at how much those incomes have changed.
So, oh, sorry. Yep. Um, >> my last slide, so we can go from there. >> Um, all right. So, 2526, we've got 1.5 million. We've spent 1.2, >> but in our school choice revolving, we still have 1.266. Is that correct?
>> Um, that includes the incumbrances that we still have, the one slide up here, but the report that I gave you, um, it doesn't pull in the incumbrances on that. >> Got it. Do we know how much encumbrances we have >> or again a rough figures would be fine?
>> I can pull it up. >> So yeah, and again I'm assuming we're going to probably spend the other $300,000 give or take a little less, I guess. 2 240. >> Yes. >> So that that will pretty much net out to zero. But in our fund balance without
the incumbrances, we're still sitting at 1.2 million in school choice. >> Yes. >> Okay. And then while we're on this revolving thing, um school lunch, we have $848,000 in there. Can we do anything with that? I feel like that
just sits there and no one can touch it. >> Um we're working on it. We're trying to do renovations in the kitchen. Um most recently we're looking at um redoing a line at the Yell a serving line to add another one to the left. Um but there's
just a lot of red tape. Um you have to get it approved by Desi. Um, and we're also going to look into start charging some of our utilities um to the school lunch fund. That would be trash, which we have to do a um trash analysis with
trash bags. So, we'll do that. It's mandatory. So, there's different things that we have to um that we're working on to try to bring that balance down. You know, as as Mrs. Hadfield said, it's there's a lot of red tape when it comes to what you can actually spend those
cafeteria funds on. They really can only be related to the cafeteria itself. So for example, last year when the hot water tank went in the kitchen at Norton High School and I theoretically they're the ones that are using the hot water
tank where it was. We were not allowed to use cafeteria funds to replace the hot water tank >> and like who so who makes that decision in term is it >> the state >> who the who from the state >> do we know >> procurement specialist that you have to >> okay >> um you have to get I don't want to call
it a waiver but you have to submit this is what I'm going to purchase over a certain amount of money um and then just coincidentally we've had like three procurement reviews for this our just because we're so lucky for our school nutrition account um so Um, we've
actually put in a quite a bit of money, and we can attest to this, to our cafeterias over the last several years because we've gotten so many, and it's just still um piling up. But we, um, also those
new, what are they called? Um, the new, what are they called? >> I don't know. >> The things that Mike FA was doing. >> The taste of Oh, yeah. So, we're doing these like tasty. It might not be a tasty tidbit, but like we're doing a so the um I don't know if you guys have
seen the smoothie bike at um some of the schools or they're coming in and they're you know they do oh is it Cajun jerk chicken last year and like different like taste of the trials. Yeah, Taste of the World. That's eligible, right? And that's actually been really fun. And so
I hope I hope we start to >> burn some money. >> And then can we So this procurement officer, this person can just tell you no. Is there like a >> I don't know appeal process. >> So what happened for example, say with
the trash because I'll use that because it was so bothersome. Um, so when they came to do our review, they made us correct it and we had to go back and charge the general fund. So they make you do a correction action plan and if you don't follow all the rules or
guidelines, um, some they let go, others they said that you can do that. So they're just more strict now. They've tried to be a little bit better um, increasing the threshold or giving you authorized items, for example, at the serving line. We don't have to ask for that because they just said that that's
allowable already. So they're trying to work with school districts, but it's just not. >> So there's I guess I'll try and simplify it in my own head. So there's guidelines for simple things and we can do those, but the more complex things, they make it more complex to do it.
>> Correct. But then if we do a huge project, then we need to bring an electrician in. Well, we have to pay for that. So you know what I mean? So we have these great aspiration, but >> it still costs money too on our end. Yep.
>> I'm going to ask a question. What about beautifification of the cafeteria? Is that is that an allowable expense? >> Um, cuz I'm think I spent a lot of time at JCS prior to um the February break and we I love the mural we have in there.
Like it's so so cool. And in my mind, we had I think we got a need grant for it and the cultural council and Norton donated money to it. We couldn't do something like that. say like in the cafeteria or in the middle school cafeteria. >> That's gray. >> Oh, that's gray. So, we have to go to
the procurement officer. >> Um, well, we did do some painting in the Yell and the LGN um with some of those vents. >> I'm sorry. >> Let's not get a hot water heater, but we
need that new set of paint. So, >> um All right. I think we beat that one to death. Um, facility rental. That's obviously the turf and fields and everything we rent out. That's the revolving >> I'm going to go back to that one. Um yes. So
the athletic field money that we collect can only go to the athletic fields. So for example um we could not use so facilities is one large revolving account underneath facilities is the
athletic line. So, we could not use the athletic account to pay for the custodians that work inside the building. However, we can use the athletic account to pay for maintenance of the turf fields. Um, if we have to pay someone to be on site for an event,
we can use the athletic revolving um line for that. Um, but we're not able to use it to offset other things that are not related to the athletic field. So, like if we needed like a new piece of equipment to like a power brush to brush the fields, that would be
>> Yes, that would be allowed. >> Okay. Um, >> another gray area. >> Yeah. Now, like that one, that's us controlling it. >> Yes. >> Wade. I'm assuming Wade and his team. >> Yep. It's I mean, it's everything goes through um you Wade and Christine and
myself and Donna and you know. >> Cool. Yep. Um, and then what was my other one? Tuition revolving $25,000. What is that? >> Um, that's the one that um Jen was just
talking about with the funds that we gotten from Reeds and also we just got our um student that we were charging um from a different community. So, we're working on spending that down
too, which is >> But with the Reed's tuition, that that has changed at this point now. So, that's gone down or gone up. >> So, our previous contract with the Reed's deaf and heart of hearing program
was simply was was use of space. So, it all of that money went into the facilities revolving. Now they don't necessarily need all the space that they previously needed. So we have two
components of the contract. One component is still use of space for the classrooms at Norton Middle School, the Yellow School, and a little bit at the high school. Not as much at the high school. Um but we
are also getting a percentage of a per pupil for every single one of the students for accessing our inclusion and our mainstream programs. So um the
students in preschool through grade 3 are no longer housed at JCS. They moved over in January to their new location at 399 Old Colon Old Colony Drive. Um I spent some time there this afternoon. It's a beautiful new space. But they get on the little bus every single morning
and they drive over to JCS and they're there for morning meeting or some students are there for specials, some students are there for reading or math. It really depends on the individual IEP. And so we're getting tuition funds for all students for accessing those
resources. So our K our K to3 students that attend reads, it's not technically going to be considered an out ofd district placement because of that partnership. >> It's technically still considered an out of district placement. We still pay
reads >> and then >> then they pay us back. So >> that's maybe that's why the math wasn't my thing. >> Okay. Anything else, Nick? Um, and then TPC revolving I'm assuming was parking at one point. And can we just not do anything with it? What is that?
>> Um, we use it sometimes. Correct. Data. It's very old. >> What can we use that for? >> Um, >> cuz ultimately the TPC revolving came when the TPC was here every single year using our spacets. And what would happen
is the the funds that they paid to Norton public schools would be divided um up into each of the five schools based on the number of students in in the building. Um so you would you had a certain dollar amount per student that
would be deposited and it was it was where the principles would go when they wanted to do something that they didn't have any money for. So, they wanted to do a schoolwide incentive or they wanted to do um like a a schoolwide reading
program or whatever they wanted to do, we would say, "We don't have any money for it. Go to TPC." And so, this is just the final remnants of it. >> So, could we what can we use that money for? >> I mean, really anything.
>> We have been um so for those exactly. >> So, hypothetically, >> it's the ultimate rainy day. >> Yeah. But hypothetically, we could get rid of parking fees and use that money for the next two, three years.
>> I believe it's supposed to go to like students. >> Well, isn't that going to students like paying their parking fee essentially for them? >> But not enough. It would be an equity problem because there's only a limited amount of students with parking fee. >> Nick, can you tell me how much is in that line?
>> Uh, quick math. It look like it's about 20,000 between the five schools. >> That's quick math. >> So, I mean, we've used it in the past for um enrichment activities or helping um >> I just I just hate having money sitting somewhere that we don't have a plan for.
So, like again, is that something we could use for the parking lot? Can we get Wade a new plow on a truck? Like, you know what I'm saying? Like, is there anything we can do than just sitting that money just since I've been on I think it's been pretty much sitting there. I know we spend a little here and there, but you know, we're just sitting
on $20,000 and I don't see TPC coming back. I know the women are here, but they don't draw as much, so they don't use our parking lots, but I don't know. Well, I mean, your example, no, like we couldn't use it for something in that. I mean, we could find some other use for it, but you know, when you get into, you
know, waving a fee, you'd only could wave it for maybe a year. So, is that >> No, it would it would be a little bit more than that, but yes, I understand what you're saying. No, but but what I'm saying is you could only wave it for a small percentage of high school students. It's that equitable nature of using it. If it's supposed to be used
for five schools, you know, nobody at the LG or Yell or middle school would be Could we use it to fix potholes? Could we use it to fix, you know, I know Yel's a perfect one, as you know, the lake that sits on front where all the kids get dropped off. Like, is that a
possibility to be like, hey, let's take, you know, from the Yell whatever. It's it's only $2,000. plan that ain't going to get us very far. But is that something that we could look into doing to >> Let me go back and see if I can find something that kind of says what that funds supposed to be there for. Um I
mean I also think >> I think we have Minnie and maybe Marty that even really >> know what it >> know what it is. Um so and they do both access it. >> They do. So I mean they they both have recently. So, I mean it it is supposed
to be for the students for that particular school. >> Um, so I >> Yeah, let us see if we can find something. We'll go back into into the wayback machine. Donna might remember better than any of us. So, >> needs. >> We'll take a look.
Any other questions? >> Nope. >> Okay. Um, one thing I wanted to note, um, this current budget as presented does not change, eliminate, or do anything with our current fees. That's
always a hot topic every year. Um, nothing is changing with the fees currently. I just want to kind of put that out to everybody. >> Um, so at this time, we do public comment. >> Yep. >> So, anybody that >> a quick question?
>> Yes, of course. Sorry. Of course you >> knew I had a question. I I the sheet was stuck. So, um, you you guys were able to supply us with the split positions. >> Yes. >> And that was super helpful. So, thank you. I just had a quick question about
um OT. It says it. So, on OT, it says the schools are JCS, the Norton High School, and the Norton Middle School. But then there's a kota as well for the JCS Norton Middle School, Norton High School. I'm curious if the Hay and the
LG don't access OT or do they have a separate one or >> se? You got to come up. >> Casey can answer, but um those are they have separate and then someone that also splits and does multiple schools. >> Yeah. So um the OT and speech therapists
are delineated by school based upon number of students that require supports there. the um LG has a full-time OT and of their own because of the case load there and the one at um the Yell is a.7 based upon that case load. Um the Little
Lancers JCS split um I think it's a 1.4 total. It's a 6 and8 um OT >> as well as the KOD that is um supporting at the JCS Middle and High School. So they're all the LG is the only the LG
and the H have their own dedicated >> Yep. >> staff. Okay. And then um I was curious about So this So then and then there's an adjustment counselor at the JC that's split between the JCS and
the Norton Middle School. >> Yes. >> And then do they also have their own like additional counselors there too? at the middle school >> and at the JCS. >> JCS has 1.5 and the middle school has 1.5. >> Okay. And then all the other schools have their own >> 1.0.
>> Okay. >> The high school has two. >> Okay. And the difference between and then there's also obviously like there's a psychologist. >> How does that work? >> So our school psychologists are actually
kind of a a wonky thing this year. Um, we had a school psychologist at the LGN that has been on medic on maternity leave for two years. She's coming back. Um, and then we had one at the high school last year that left. Um, and we
decided to backfill that with a point 6 based at her recommendation based upon what her case load was previously. Um, we've also had a.5 school psych position open all year that we've been unable to fill. Um so we have been um
>> kind of >> making do >> peacemailing things throughout the course of the year. This year we reorganized how we were using our school sites. So right now we have one.0 that is doing little lancers to kind so doing prek to two
>> across little lancers JCS and the LG. Um we have one that is doing grades three to five one doing 1.0 you know, doing um 6 to 8 and then a point and 6 at the high school. >> Okay. So, we have 1 2 3
>> 3.6 currently. >> 3.6. Okay. >> Okay. >> All right. I think that was it for me. Thank you. >> Yep. >> Anything else? Um, I guess we also got this chart and I think this is important especially for
the public um of expenditures by function essentially and it just kind of I think this would be great if we can either get this up on the website or >> absolutely we can do that >> send it out >> um just simply because it kind of gives a breakdown of all of our dart districts which if people aren't familiar with
dart districts it's basically our comps around the state um you know from a town government standpoint cost blah blah blah blah blah um you know and I think it's you know the it basically breaks down our entire budget into essentially six different categories and kind of lays out the percentages of kind of
where Norton falls uh in that and I think quickly looking at this I think one of the big things is is like our instruction is definitely higher than most um but we are you know pretty good there um you know and I know there's a big thing going around town or has been going around town maybe not so much
anymore um about like administration we have too many of them and we're the lowest uh administration paid out uh percentage Lowest. >> Second lowest. Sorry. Who's Who's lower? >> Belure town. >> Belure town. >> Um I also want to point out too on we're lower the Beltown 2.21. Belure town's
2.6.6. Yeah. >> Right. >> I'm I'm saying if you Yeah. I don't >> administration at the top. >> Yeah, I know. But what I'm saying is >> Oh, the percentage if you look at the next page is the percentage of the budget. >> Correct. >> Okay. >> Correct. So the So percentage wise we're
only spending 2.21% 21% on admin where other area things are all the way up to 4.91 3.71 so on and so forth. So uh but I do think this is very important because I think this is a good highlight of kind of at the end of the day where
Norton's falling in certain regards you know cuz again it's hard to hard to get the word out there I guess sometimes and to say like you know this is where we're at and this is why. Um you know but I again I think this is pretty uh this was pretty good. I'd love to get it out there.
>> Um, it also includes this particular report includes the insurance too. >> Yeah. >> Yes. >> Which the one previously um from last week or last meeting last um >> did not I actually think this is a great
um great graph and chart for us to all look at and thank you to Christine for putting this together. Thanks to Nick for asking for it. Um definitely think it's a good eye openener for for us as well as the community.
>> Okay. Anything else? >> All right. Um since this is the public budget hearing, we do allow public comments related to the budget in this particular instance. So if anybody would like to come up,
it's kind of the same public comment rules. State your name and affiliation and address. Uh, so anybody wishing to come up and ask any particular questions, please do so. >> Yeah, I'm looking at you, Zach. >> He's knocking down the doors to come
down. >> No, >> Nick said this was the most important meeting of the appearance. >> Zack Tillers 3 Richmond Drive. Uh so do you have a summary page as to what your request is going to be from the town
backing out all those numbers that you had in the previous slide? Is there uh >> um yes. So let me is it this would this help deck? Um so it shows the grand total request or I can
>> So that's $38 million looking for it. Does that >> is that before or after you get your federal funding? that takes into consideration all this funding all assumptions for all funding sources. Correct. >> So what is the final request you'd be looking out of the town once you back
out your school choice your >> So that that includes that. So it would be 4.4%. >> Okay. So 4 so that includes so 37 $38 million that's total. >> Yes. >> Okay. So if I what is the number if I back everything else out? >> It's already backed everything up. Oh it
is? Yes. Yes. Yep. That assumes that we're spending those other things in other places >> where we said we were going to. >> So the only really sorry to interrupt the only really unknowns are those federal grants and the state budget. As you know, the state budget comes out well after we open our books. So those
are the only things we can collectively assume. So So we're clear. Adding up all those federal money and everything else you get in, you're spending over $40 million. Is that fair? Okay. Fair enough. Now, I don't know that you're
going to get 4.4% or whatever the school committee votes for. Um, is there something uh you can come up with at least prior coming to to to fin with it at a 1% budget would mean this, a 2% budget would mean this for the district? >> Yes, I can absolutely do that. >> So, I mean, at least I don't know.
Again, we haven't seen any numbers yet. and you know um >> and I certainly understand the question and of course um you know I'm here and I hear things all the time too. So um for me I think it's my responsibility to
come forward with a budget that actually represents the needs of the schools and the students. Absolutely agree with that. >> But yes, I do know that perhaps we will not get a 4.4. Um Mrs. Hadfields and I sat down yesterday afternoon and started looking at what would 1% mean, what
would 2% mean? And so we've started that process and um have had some conversations with my team about what that could potentially mean. Um so we have that and we if the finance committee would like to see that when we come and present, I would be more than happy to bring that with me. >> I I only speak for myself here, but
>> if you would like to see that when I come, I'm more than >> I think it would be productive and thank you. Thanks, Eric. Um, so I if anybody else has anything they want to come down. No. Okay. Um, I want to start by just publicly thanking um, Dr. O'Neal,
Christine, Brian, uh, all of our building leaders and staff. Um, the budget process, as Jen mentioned, starts, you know, what is it, 6 months ago. Um, it's a stressful time for them. It's a stressful time for us. um
balancing out doing the the best we can um is very stressful. Um so publicly thank you to everybody involved in the budget process. It is never an easy process. Um that being said,
as a quick side note, how the budget process works is we as a committee vote what our budget request is going to be. Then we go to the finance committee, the select board, the town manager.
Everybody has their recommendations. Um those recommendations then go to town meeting which is you know obviously always well attended every year um by so many people in town. Um
but ultimately the budget is set forth by the Norton voters. Um, this is your budget as much as it is our budget and Zach's budget and Paula's budget. Um, those who are residents of this town, this is your budget. Um,
we as school committee members do not take this lightly. I'm sorry for if I'm speaking for everybody, but I would think you're on the same page. Um, we are tasked to do what the best we can for our students and our staff. That's what we continue to try and do every
year. Um, so that being said, publicly thank everybody involved. Um, thank you to Zach and his finance committee. Their their calendar gets a little bit busier this time of year. Um, and thank you to our, you know, administrators in town that have to take up this budget
proposal as well. Anything else from the committee? I just want to echo what you said as well because I think um especially for um Christine, she has been beyond phenomenal with negotiations ongoing and
the budget and all of her organization and Excel sheets and I don't I don't know how she does any and all of this. It's really remarkable. Um, so I just want to publicly thank her for all that
you do. It really is um it's it's amazing and and thank you and the work that you've done um dare I say to um organize and clean up the budget and the lines and everything. Um I think that's stuff that maybe goes a little um unseen
and and thank you for all of that. Um, I think again I'll be the realest. Um, I think a 4.4% is not going to happen personally um, based on what we're hearing from the town manager and whatnot. Um, so I do, you know, I do urge the residents of Norton to
seriously get involved here. Um, new town manager, new kind of budgeting process. Uh, you got, you know, select board and fin trying to get through this right now. Um, and then obviously us as well. Um, I do think, you know, town meeting is going to be a huge one for
the future of Norton. Um, you know, and just in regards of exactly how it's all going to shake down. Um, I know Zack called an alarmist the other night, um, at Fincom, um, for kind of telling it like it is. And unfortunately, um, I totally agree with them. I think we're going to have some serious
questions to go through here. Um we have a you know a town manager coming in who's trying to do you know and clean up just like we have kind of cleaned up a little bit. Um you know but again I think we're going to have a uh pretty contentious um few few weeks if you will uh leading
up to town meeting and I like I said I would urge everybody to get there because like Dan said echoing his words it it is our budget for sure we're the one who put it forward but we're not the ones who actually vote on it. we just send a recommendation in um and then the town you know town residents who want to
participate um you know get to go and and put their final stamp on it. So um I would definitely urge everybody to pay attention over the next few weeks. Uh Fincom, all the meetings are online. Uh you can watch it right from your home. Um you know and really kind of dig into exactly what is happening with town
finances. >> Laura, anything? >> I have nothing. Um, you know, I we have sat through um well, at least I personally now have sat through several of these budget meetings um more as um a citizen versus a school committee
member. Um we have seen the effects of the cuts um over the past several years. This is by far the lowest budget request we have had in um recent years. um you know and it can be easily discouraging the fact that uh even
though we have cut it down significantly um it's still going to be a bugaboo and an issue. Um, and with the, you know, impending cuts that can happen, I mean, we're starting to run out of, uh, options here of what
can be cut. And, um, you know, have received, um, you know, multiple years of outrage and upset and disappointment. And unfortunately, I'm, you know, trying to put on some rosy glasses and hope that maybe it'll be better, but I
don't know. >> Yeah. I mean just from a standpoint of quick numbers if you know 4.4 obviously we get it there's your increase 1.6 million you know if off of that if we only get say a 2% budget that means about $900,000 has got to be found over
over the five schools in central office. Uh you know I just again wrote these down so it's probably not the perfect thing but you know 2.5% budget that means $713,000 out of that 1.6 million has to be found. um you know so it's definitely you're not talking you know 30 40
$50,000 you're talking huge numbers here um in regards to you know the schools and again I think a huge thing to the fincom for last year by giving us the money from stabilization um we got $500,000 last year from stabilization we didn't come back in the fall for fall town meeting asking for any additional
money besides a huge middle school roof but that's a little different however you know with the 500,000 I think some sometimes it kind gets lost in translation a little bit because come September 1st, if you will, we need to have our, you know, books ready to go, our teachers there and ready to roll
where, you know, other departments can come back in October and and, you know, get additional money. Us getting additional money in fall really is hard. So again, I would urge the residents of Norton to kind of pay attention here that yeah, hypothetically the schools might get 3% and police and fire might
only get 2.2 two or two or one or whatever it may be. But hopefully come fall we don't come back where at three they can come back and use some free cash and and do it that way as well. So um that is the one huge disadvantage that schools have you know compared to police and fire they can supplement
their budget you know via free cash. Now again, we all know the free cash story, but um so yeah, again, I would just kind of, >> you know, urge people to pay attention. That's all. >> Well, I think that's the thing, too. I mean, we're not looking to hire staff after fall town meeting. Like, we're looking to pay bills at Falltown
Meeting. Not, you know, like we, you know, the staff available in at Falltown meeting is, you know, unfortunately, they should have already been filled. So, uh that's a great point, Nick. And and again, it's, you know, this is the budgetary ride and some people um don't
understand the budget and and we've tried to make it as kind of user friendly as possible. Um and I think, you know, to Laura's point about the public outrage, now's the time to be publicly outraged because we we're not even there yet. You know, like look at the finances, look at the back and
forth. you know, unfortunately after the budget is set, you can be outraged, but you're too late at that point. So, get involved in the process early, understand what the numbers are. Um, and you know, and that's that's kind of the reality of where it is. So, now starts
the time where everybody needs to pay attention cuz it is budget season, not after anything happens um at the meeting. And and you know, after the meeting, we have another meeting and we say, "All right, we'll look at our numbers and this is what we have to adjust." So
um with that I will entertain >> one more. So just one more little piggyback too. If you look at the budget prioritization um slide the second one that came out with the red you know what we would like to have to help and what we do need um because we did set on
needs-based. I'm just going to put out there that the needs based that we're asking for is probably less than 100 grand over what our current level services is. So, it's not a drop in the bucket in comparison to what we're asking for. So, just, you know, the flat out, well, just don't put those two things in isn't going to move uh that
needle much anywhere. Um, and then the last piece too is if um as everyone was talking, I was looking through these dart districts and just figuring out where we fell. So, um this that will hopefully go up for everyone else to see. Um we used 11 total districts that
are DART. So, what that means is that they are comparison districts. um the state looks at their um their enrollment, their staffing, um their needs, all of that in their general demographics and they say, "Okay, these are the most comparable districts to you." Um so looking at that of the 11,
we fall right in the middle around five in terms of our spending. And then when you look at the individual breakdowns of administration, instruction, people services, etc., we really were relatively conservative in most of those areas, um falling within the middle. So, thank you.
>> We >> fiscally are doing what we are supposed to be doing. Um, so I just thought that that was worth noting um when everything starts to come to a head. >> Now, we're done.
>> And I think it's also hugely important to announce the fact of uh we did three different contract well technically also rehab gen. Um, so but we did with our major unions, our NTA, our custodial and our uh admin assistants. My think Oh, I
thought it kind um >> but the uh I mean doing those things too and then you know only asking for you know a $1.6 million increase isn't that crazy when you're talking about over 300 people in NTA, you know, 20 with WDE's crew um you know and some admin
assistants as well. So, um, you know, with those negotiations, um, you know, being a key factor here, what, you know, what me and Justine were trying to really do, I think, with and with Brian and, uh, Jen and Christine as well, you know, was with those steps of trying to get it so we have a little bit
clearer of a picture of what our increases are going to look like year after year after year. Um, and again, you know, there is obviously a little cost up front. However, this should really start to kind of give us a little bit better of a picture moving forward. Um, you know, this contract, and I I've tried to say this a few times at at
these negotiations, the contract was a was a win for everybody. Um, the wins for us aren't going to come until 3, four, five, 6 years down the road. Um, you know, and again, we're not losing necessarily either cuz we're keeping teachers and, you know, recruiting good teachers and that stuff as well. um you
know, but the the with length of the of you know, it's only a three-year contract obviously, but with the new salary adjustments, um it's really going to help us budget on the back end of things to try to keep it a little bit more in terms of, you know, this is what our number is going to be and we don't have such fluctuation, you know, from a
teacher going from step seven to step eight, you know, those kind of really like squished down a little bit, if you will. So, um I think that's also very important in terms of, you know, moving forward. >> If I may, I just want to comment really quick and then we're going to move on. Um I think there was a question, I don't remember if it was at the select board
last week or if it was at finance committee earlier this week, there was a question about now that we have settled the contract with the Norton Teachers Association, do we need to come back um and ask the town for money at Springtown meeting in order to actually pay them?
Um and the answer is no. We were able to um budget last year with negotiations in mind and we were able to negotiate a year one agreement that is within the constructs of our current budget. So we do not need to come back to the town and
ask for any additional funds. So I thought since that question came up it was probably important to answer it here as well. >> Yeah. And I I totally agree with Jen. I mean I think that was a huge factor in what we were trying to do with not coming back. we we essentially did a market adjustment without increasing our
dollar amount in year one. Um and I think that is extremely important for you know what we were kind of trying to do as you you know increase that many people you know generally speaking someone usually is going to have to come back and ask the town for more money to to supplement the budget. But you know the way we did it over the three years
um you know really gave us a a good foundation if you will to you know not have to come back to the taxpayers and ask for any additional money. And you know, now we have a hopefully a contract soon here so we can get it signed and and ratified. But um you know, I think that was definitely a great point, Jen. >> We're hopeful to have it on the agenda
for March 18th. >> Love that. Okay. Thank you. All right. Um at this point, we will vote to close the public hearing on the 20 FY2027 budget. >> So moved. >> Is there a second? >> Second.
>> All those in favor? >> I I >> Okay. Um, so the next item is to vote on the 2027 budget recommendation. Is there a uh motion to approve the budget recommendation of 38,000 38? Wow. Wow.
38,00 38,734,183. >> So moved. >> Is there a second? >> Second. >> All those in favor? I >> I >> No oppos. >> Thank you all. >> Thank you. >> We appreciate it. and um Christine and I will get the final items together to get
this um over to town hall. >> Okay. All right. Um because we have a guest, we're going to let him come up next. Um so we welcome up uh for a district alignment update, Mr. Tim Ammon from Ross Haber and Associates. Thanks, Tim. >> Good evening. Thank you, everyone. Uh
members of the committee, Dr. O'Neal, members of the administration, members of the public. Thank you very much for the opportunity to come uh give you an update on where we are um from the district alignment project that we've been working on. >> This is this is extremely this is a
tremendous amount of power. So hugely a big fan of it. Yeah, it is a huge responsibility. Yes. Um and so we do want to take you through um where we have been and what's been happening. Um as just as a review from where we were starting at, we were working on three
primary tasks um all interrelated as as it as it connects back to enrollment. So looking at a five-year enrollment projection which was presented here back in December um at a similar time we were also looking at a facility analysis uh assessing how changes in enrollment
might affect the the uh usage of the buildings. And then lastly to look at what changes in enrollment and anything related to the buildings may do. Um were we to think about alternatives to to school boundaries or or other changes. So those three tasks have been going on
concurrently. Um the enrollment projections and some of the facility information that was presented back in December have now been um updated and we have are going to provide an update on two separate things this evening. Um the first is looking at two different grade
alignments and boundary scenarios that we have been working on. Uh the first one which we've referred to and we'll we'll refer to throughout as the paired school option um looks at placing uh PK and kindergarten in the LG uh grades
three through five in the Yell and one and two at JCS. Um obviously when we do this we create a district-wide boundary for all schools um as we would adding them into the middle school and the high school. Um an alternative to that that we also looked at was looking at a
realignment of the existing school boundaries and also having an effect on on grade alignments um within those boundaries. And so under that arrangement, we looked at putting uh pre-K and kindergarten again in the LG. Uh looking at grades 1 to four going to
both JCS and the L and then grade five going up to the middle school. The concurrent parts of that analysis was under all of these scenarios, we wanted to assess what the transportation impact was going to be. Um and then in addition incorporating one additional assessment
of transportation which is what if we were able to to better align the elementary school start and end times um under the existing scenario and what that might be from an impact from a transportation standpoint. So so we'll cover all all three of those
transportation scenarios two boundary scenarios here this evening. Um when we look at this paired school option um again this is this is where what we have is is we kindergarten and uh PK going to
uh LG and then JCS having one and two and the yellow having three through five. Um, methodologically it's similar to what we have done elsewhere when we were talking about just the boundary scenarios where we are looking at rolling the grades forward trying to understand what this
looks like not only on a one-year basis um but based on the full year of the the projection period um and then identifying a couple of different criteria. The first being what does it do to the actual capacity of the building? Do we have enough space to create a scenario like this? Um and then
secondarily were we to do it what what might the implic imp implications be for transportation. Um this is just a a context setting idea context setting slide but what you see here is um groups of students by their
school. And when we look at a district-wide boundary for any of the schools, but particularly when we're looking at them for all of the schools, one of the challenges we see are obviously the logistical challenges of trying to bring kids from all over um into the different buildings and
aligning the times in such a way that allows us to try to mitigate any of the the transportation related and logistically related costs of of doing that. Um so so as we start to talk about some of the challenges that we confront on that that I think it's important just
to recognize that this dispersement um in and of itself represents a challenge in trying to do that. Uh ultimately when we look at this scenario um we don't believe that this is actually a viable scenario for the district. Um it was a useful thing to
look at because it does provide some some insights into what might be possible. It's just this scenario in and of itself is not possible. Um and we had three criteria that we were primarily looking at. One is just what does it do to the use of existing facility capacity? What does it do to class
sizes? And then thirdly, what does it do to transportation costs? Uh unfortunately, this scenario fails on all three. Um we don't have enough space. It has a negative impact on class size and it has a pretty notable impact on transportation related costs. Um, so we won't spend a ton of time talking
about it, but I think it is useful to just understand that when when looking at these scenarios, identifying the things that didn't work were helpful in trying to identify some of the things that might work downstream, right? So, so the the the activity of the analysis
was actually really helpful. >> Can you So, from a class size standpoint, what are what's the ratio you're going off of to be a red? So what we were looking at was does it have does it have to to be read is does it make
class size worse in any way or does it hold it the same except for the fact that we can't fit them in the building. Right? So if either of those two which it did in both cases then then it got scored red. If it was if we could hold it the same and and make it work in the
building then we had scored it a yellow. And if we didn't have this in any of the cases, but if it had actually brought class size down at all, then we would have colored it. >> So I can give you a little bit more specific about what kind of numbers we were looking at, too. So for like kindergarten and first grade, ideally 18
to 20 students in that in those classrooms, especially because we don't have it's literally one student with, you know, five and six-year-olds. Well, one teacher with five and six-year-olds. Um >> and then um second and third grade are like 22 to 24 which is an ideal class
size and then um fourth and fifth grade are 24 to 26. >> So like kind of piggybacking. So if for example if if we have 10 kindergarten classes now and the building can only host eight, that would be a red flag. Okay fail.
>> Yep. Exactly. And and and we would look at it both across the individual grades and across the building itself. So, you know, would we have >> additional space if we were to re would we be able to do this if we were to repurpose some space? That's a different question than under the existing structure, do we have enough rooms for
it? And and so what we were trying to do is to to look at at each of those aspects and say, you know, an existing classroom that had to get repurposed, is it appropriate a first to be a classroom of a particular type, whether it would be kindergarten, first grade, second grade, whatever it might be. Um, and
then second of all, did we have enough of them? And the numbers you're using I'm assuming is like this year's enrollment. >> So we take this year's enrollment to start but we roll them forward based on the 26 27 projections. >> Okay. >> Um which we had presented back in December. And then and then what we
actually do is we will carry out the the projections through 203031 and look at the room counts and the class sizes and the enrollments out for that full 5-year period to see if it works at any point in the 5-year period or all of the points in the 5-year period. Um so that
what we're not doing is making sort of a one-year decision on how to make a change like this because you know we're we recognize like this is disruptive if you were to do it. >> Thank you. >> Sure. >> Uh when we look at an alternative boundary again this is this is a
scenario where we had grades 1 to four in JCS and in the Yell uh and PK and kindergarten in the LG but the boundaries look different uh than they currently do. So again, same scenario. Um take the projections, roll them
forward, look out over the five years, um try to understand the room counts and and assess whether we had any surplus or deficit of rooms and then look at the transportation impacts. Um when we look at that, um in essence, what and this is like dumb luck more than anything else
to be perfectly honest, right? It really works out nicely on Main Street as a boundary. um if you if you make a little jog at the end as you can kind of see to try to capture enough kids. Um and so so we actually end up with sort of a north and a southside um uh set of boundaries
for for the two primary schools that are are using grades 1 to four. Um obviously just the difference in the school sizes means that we had to try to adjust for those counts. When we do look at at JCS for example, um you know, we can the
class sizes are reasonably balanced. We have a fairly large third grade actually though that that works its way through the system for a couple of years as it as it um would be under this boundary scenario. Uh but when we look on the on the south side um for Yell again, we
have a similar thing except we have a little bit of a smaller third grade. I mean it's a little bit of a smaller first grade, sorry. Um and so so the balance between the two across the grades is works reasonably well. The um the balance between the two from the way
the facility works actually works reasonably well. Um but one of the conditions I think as we mentioned is we are also moving the fifth grade here and the fifth grade ends up presenting us a challenge. Um because now the volume of fifth grade through 12th grade students
that we would have to move from a transportation perspective um gives us a significant increase in in demand basically on that side of the house that um makes it makes it difficult uh for us to be able to try to to get everything accomplished and and you'll see here in
a moment what we think it does to resource requirements. This is a scenario where the first part of it actually worked great. Really looked super promising. And then once we moved the fifth grade up, things got more challenging. Um, so when we look at it from a facility perspective, this
actually works great. We can get everybody in the buildings. Buildings are big enough. There's enough rooms to be able to do it. It doesn't necessarily have any any major impacts on class size. Um there are a couple where we get a little bit of an uptick, one or two students here and there over the period,
but it's not anything um nearly as significant as it was in the last scenario. Um where we really get hurt under this scenario is on the transportation cost. >> Uh when we look at the transportation cost side, uh moving the additional moving to fifth grade, the way we would
do it, you know, is is a significant number. Seven to eight additional buses, you know, using a a rough contract price of about 90,000 a year, right? That's a that's a significant increase to try to accommodate it from a transportation standpoint. So here >> Tim, can I ask one quick question and I
may have missed this >> with these two scenarios? What what kind of schedule are we looking at? Like with the schools like obviously the high school and the middle school different start, but what does it look like for start times? Like cuz I'm thinking like a tiered bus system like I understand
seven or eight buses is is it's a lot but is it something that we consider for like a tiered bus system like you know like a JCS and the high school share a tier that type of thing like how does that kind of factor into this? >> So the way we have built these scenarios
is to try is to look at schools of similar type together. So this idea of trying to bring elementary schools together on the same tier because one of the things that we have to we would have to acknowledge is is looking at how do we get kids from the
same area within a boundary going to roughly the same place at the same time with enough time to not h with with enough time to have to go back out. Right? So ultimately what we tried to create here is a two-tier system that would be able to do that. Um and and in doing so, you know, we run into a
challenge from a time perspective. Um and then consequently, in order to make the time perspective not nearly as difficult as it was, that's why we have to add buses. >> Now, does it also factor in the required transportation
requirements like K to K to six is it? >> So, it all Okay. It all counts all that too. Okay. >> Right. And and so what we just just methodologically, right, just to take a a little bit of a side road here, um what we ended up doing is taking all of
your existing routes that we had and we ended up basically taking them apart and seeing if we can put them back together from a from a stop configuration standpoint to try to move um kids around on the assumption that roughly 60% of the kids in the district ride. So we continue to make an assumption that
roughly 60% would continue to ride. um we know they're going to be different everywhere every year and all that kind of stuff, but >> it's the best assumption that we can make. Yeah. Um and then and then so in doing that, how can we best align the transportation to try to be able to support um the things that we were
trying to accomplish which was uh looking at the alternative boundary, looking at harmonization of bell times, and then um looking at any alternative configuration for a boundary >> cuz I think the other thing that sticks out with that 60% is we're going we're not going to be fully utilizing the
capacity on those buses. Like there'll be some rather empty buses. I would I would say cuz if we have 16 currently and we're adding eight, so we have 24 buses, they're not going to be >> you'd have relatively low use buses in order to be able to get them back out and turn missions around,
>> right? And you'd have some actually >> you'd have some very full buses in the first tier >> because we've got all of this, but the second tier and once you buy them for the day, you >> buy them for the day, right? So, so the second tier you'd end up with relatively
low utilization uh in a very stark contrast to what would happen in the first tier. >> And the numbers that you have here for transportation cost, is that um like estimated annually or is that over like the 5-year? >> No, that's annual.
>> That's annual. >> Annual. Yeah. So, so the way we got to the transportation cost is we took your existing um contract y, >> you know, multiplied it out, got to what was an approximate per unit >> annual cost. And so, >> so that is that 630 to 720 is a single
year. >> Okay. >> Net increase. Um, and then I noticed uh for facility capacity, you spoke on in the evaluation the elementary schools, but like um how about capacity for the middle school with the fifth grade moving into the
middle school? Was that >> Yeah, it gets it gets there is capacity, but it gets significantly tighter than it is. Yeah. So, so um would that still be a green um on that if that was a >> Yeah, I mean because at least from our perspective um we can there's enough
space for them to be in the building, you know, there's enough capacity for it there. >> They would sit next to Norse as being slightly more challenged. Is that what you're saying? >> Right. Right. Right. Yeah. If we were to if if there was to be a spectrum across that, right, the two primary one to fours would be a little bit easier. Norse in the middle school would be um a
little bit tighter and then the high school would would be okay. >> Thank you. >> And then just from this chart here, this would mean LG would have K and I mean uh preK and K. >> Mhm. >> And then Yell and JCS would be de facto 1 through 4.
>> Middle school 5 through eight. >> Did we look at putting eight up to the high school? >> Oh gosh. >> We did not. >> Okay. >> We did. >> You can't do it. >> No. >> There's no way. Oh, and the reason I say that is because the high school is kind of bursting at the seams as it is. Um,
when you think about the number of classrooms that are utilized on a like on a daily basis, when that project was done, we really didn't look ahead to providing specialized classroom space. Um, looking at, you know, needs of students
12 years down the road. >> All right. And then um follow-up question would be explaining this to the public if you will. >> Mhm. >> And again I'll go back here but when we were in school LG shut for one year I
think and every >> I knew Peter would have it >> override of 1993. >> So in 1993 all the LG kids came to the JCS. LG was closed for I think the year or a few months or whatever it was. Um we had over
>> weekend I think I think it was through Columbus Day weekend. >> Yeah. >> Okay. So it was pretty quick. Yeah. >> Yeah. So at that point we had over a thousand kids in that school. Now granted I'm I know it was a different time. We probably had 35 kids in the class and no one blinked an eye. However, like how do you I mean I guess
this is one of the challenge that we always have school committee wise is our enrollment's dropping but our budget continues to go up. Mhm. >> Um, you know, so I guess like from a standpoint of how do you kind of explain that that school used to be able to hold a thousand and now can only hold I'm
just making up the number 500. >> Well, let's not say it successfully held a thousand students. I mean, we'll imagine that was uh a great learning environment. >> Yeah, it's it's a there's an interesting way to think about this. So, so one of the things we talk about all the time is
the incredibly shrinking school and and what we have seen over the last 20 years is as a consequence of some of the mandates and the requirements classrooms before that you may have put 30 kids in before you can't do that anymore. And so, so you're, you know, you lose 10% of
the capacity for that. You know, we might lose 10% of the capacity because of the way that we're doing special needs services now. And I mean we just talked about in the budget session about how we brought a lot of special needs services back in house. The use of those rooms and those facilities, right, has a
has a particular uh size associated with it, which again now shrinks the available general ed classrooms. And so so what we end up with is it's a little bit, you know, and I don't say this nearly as flippantly as
it will sound, but it's a little bit like comparing apples and rocket chips, right? They're they're just not the same in the way that we're programming the space, what we're doing with it, the educational programs that are being provided. It's just a very different
environment than it was, you know, even 20 years ago. >> Okay. >> Um, >> pocket chips. I like it. >> That might be my new favorite. No. >> Um, and so, so the last option I think
that we looked at, as we mentioned a little bit earlier, is just this harmonization of elementary bell time. So, this is the idea of how do we get those elementary schools under your current configuration to be brought together where they're a little closer um or actually in a lot closer potentially. Um, and so again, what
we're looking at it just just again distribution of current students. important to keep this in mind that that you know this is the area that we're trying to service through all of the transportation components. Um this is what what you see on the on the table here is
the summary of what's happening from the transportation perspective right now under the existing bell time structure. Right? So what we can see and part of the reason just as a note the reason that there's nothing included in the in the line for the yell is because the yell and the middle school ride together. Right? So we've got shared
routes there. So everything shows up under the middle school line. Um what we see obviously is the most densely um composed routes. Uh they don't vary tremendously from you know sort of an average around um around the individual
elementary schools or the middle or the high school. Um but what we do see here is a key component and and you know it's like the transportation nerds that get this and do a lot of work on it right is that 7 minute difference in length of
day the 9m minute difference in length of day is a material factor from a transportation standpoint right one of the things that we can see is in the morning the shape of your transportation system is different than the shape of the transportation system in the
afternoon and that is driven solely by that 9 minutes, right? And so, so what we are trying to accomplish here from a transportation standpoint when when assessing what the option might be is what what are we what are we trying to create? And and I think what we were
trying to create here was a two-tier system that would accommodate the arrangement that's identified. you know what what we know based on the current split grade alignments is that from a K to5 perspective we would have to have a
slight offset um in order to be able to accommodate fourth and fifth grade at the L. Um so so what we really have is kind of a two-tier system with an A and a B structure. Um and the times down the bottom are are the times that that we
were working with that we were proposing it it pulls some of the times forward. Um and but it from a necessity perspective um we need about an hour and 10 minutes between the bells to be able to make this work. Um and in order to do that
what we end up with is some additional time um again in order to be able to do the first drop offs for for JCS and for the LG and then get out um to drop the fourth and fifth graders off at the Yell. Um but we think we can do that with with that 10 hour and 10 minutes.
Um and and in doing so, the things that we're trying to account for there are the conditions in the morning are different than the conditions in the afternoon. The conditions in the morning are frankly a little bit easier because we can kind of roll through and get there um when we get there. The problem
with the afternoon is we've got to be there when the bell rings. So constraints in the afternoon are ultimately what are driving the requirements from from the transportation standpoint. And when we do do that, um, you know, obviously you're working with existing class sizes. We're working with the existing
facility. There's a little bit of an impact in transportation. Um, you know, some of this is is just the variability of not knowing who's going to be in this thing in 5 years, right? So, so from a from the perspective of the way we see it, we think it probably would require
one to two buses over time. Um and you know again at that at that level that's you know 90 to $180,000 based on the cost. >> Awesome. >> Um so from a recommendations perspective you know what we are looking what what we are recommending is the maintenance of the existing grade alignments and
school assignments. Um the the consideration of this two-tier structure that provides a sufficient amount of time uh during the morning and afternoon tiers to be able to accommodate it which we've identified as as an hour and 10 minutes. um just being aware of and
controlling for that unequal length of day. Uh and then as part of that second tier component of it, ensuring that we have enough time uh to allow the transportation folks to get from building to building to support you know K to K to 3 and then four to five.
So um with that we'll take whatever other questions exist. I'm just curious if preschool like where they fall as far as the time busing goes. I know they it's just mini buses, but are those
>> So they would they would probably um still be a half an hour off of the new JCS time. >> Um but that would be something that we could look at >> in and of itself only because um we wouldn't be using the large buses. that
we that be transported separately. >> Okay. >> System, right? >> So, have did we look at and again just the answer could simply be no. Um, if we were to renovate I mean half the problem
here I think is JCS is a setup for the 70s with the with you walk in >> Yeah. You walk in the door and it's you know two classrooms in one type idea with a weird partition wall. Like was there anything considered in terms of a renovation of JCS slash possibly? I
mean there's a lot of land over there in terms of adding on or anything like that from your company? >> We didn't do that. >> No. Okay. >> Cuz I mean I think that would be another quote unquote maybe step that we look at. Um obviously that would include some type of debt exclusion again. Um but we did do it with the high Yeah.
>> A big one. >> Yeah. We did do it with the high school. >> Yeah. One at a time. >> Yeah. Was that one time? >> One at a time. >> Um Yeah. I'm just I'm just thinking out loud because your savings by hypothetically I'm you know this is going to uh blow up here but by if you
closed J if you closed LG in the event that you'd be building on to the JCS and renovating JCS now you're under one roof now you have all the expenses of of you know doing the roof and the cleanup and everything else that you have to do you know with a with a town building. Um you
know how what would that kind of look like as well? So, but again, if you don't do anything, it is what it is. >> Sorry. I think the other thing for us to recall is so there are certain things that we would save on if we were to close a building. So, for example, you only need one principal, you only have one cafeteria, you only have um one set
of custodians, but ultimately we would probably be able to save on teachers here and there, right? Because you don't have separate cohorts. So, but you might be able to go from eight first grade sections down to seven um and and things like that. largely the the number of students would
potentially be um the same um and we would be I don't think we could do everybody and preschool at LGN. I think preschool would need to move out if you wanted to close LG and and have them move over to the JCS side. The other
thing we need to remember too is that if we were to close a school, regardless of which one it was, um any MSBA projects that have been completed in that building, they would no longer be eligible for reimbursement and we would need to pay back. So like for example,
we did the windows and doors project. I don't know off the top of my head what the what the percentage reimbursement was cuz I wasn't as involved. 50 >> 57 >> 56 cents. Okay. um we would have to pay that back because it would no longer be operating as a school. Um but this wasn't that wasn't something that we
looked at within this context. >> Well, and I think the other thing too is if you're potentially, you know, closing down a school and moving, yeah, you retain the staff, but if that school gets bigger, you might need another assistant principal. You might need that custodian if you're renovating. So,
it's, you know, and that's been that's kind of the old story where, oh, you can just close a school. Well, we can't. We've already kind of done that study many years ago. I mean, I always said the easier thing would be build another level on the L, go up another floor, but
even that it's going to be, you know, multi-million dollar project. So, um, but any other questions for Tim? >> And in terms of the MSBA money, would that is there a limit on that or is it go all the way back to 1950 when we
built the school? >> Until it's paid off. >> But once it's paid off, it's good. Got it. So, and I would say the windows and door projects areif we're only 5 years in. >> So, 15 years to go, you know, I guess
depends on what the debt exclusion was at that time. I mean, and quite honestly, I don't know. That's what a lifime I know the high school was 20 years and that was 2013 cuz we're just starting at the peak of we're starting to go down on the high school and don't think that, you know, by closing a
school your savings are going to be that dramatic. Franklin just did a huge realignment. Um, and their savings was about 3 million. And I mean like a huge realignment. There were several. It was more than one school that was closed. >> Yeah. >> So now they only have um a north
elementary, a south elementary. One schoolhouse is preschool. Um, one middle school, one high school. Whereas prior to that, I believe they had two middle schools. Four elementary schools. >> Okay. Four or five elementary school. >> Four or five. So it was a huge. and
their savings was 3 million. So just keep that in mind too. It's not as cost-effective as you think it is. >> Um where do we go from here? >> So I mean ultimately I think that um we need to have further conversations about the options. Um I think you know Tim did
a great job in ter basically saying like there are certain things that are just not feasible for us. Um, and it's interesting and and I think the other thing that um I have questions about is looking at this with our transportation
company. Um, and we also um like if you moved it up 10 minutes in the morning. So instead of 7:40, it's now 7:30 and then the hour and 10 minutes is like safe between like could we do it in an hour and five? like just little things
like that here and there only because I would love to get the yell before 9:00 a.m. Excuse me. Um and I and then I think we we need to have some conversations with the broader community like getting out and getting people's um thoughts and and
their concerns like talking to staff about it and all of those things too. >> Well, and I think you know obviously I'm stuck on transportation. It's like I'm at work all day. And I think, you know, the other thing to look at too when we look at the bus contract is, you know,
we may be contractually obligated for, you know, the two-tier runs. But cost savings wise, if there was a way on the time to add a third tier to say five routes, then you're only paying uh an additional tier. You're not necessarily
paying a full bus >> because that's where the money is going to be is in the full bus. where if you have a if you cut a tier, >> right, >> then you know you're only paying >> correct >> the tier rate which is dramatically less. So, but I just don't know. I'd have to see the you know, you'd have to
kind of see which buses are which to kind of make that determination. So, >> okay. >> Any other questions? Okay. Thank you for all your work on this. This is a great presentation >> so much and thank you for coming all the way up here, too. We appreciate it. I
hope you're we're not your only stop on your north New England tour. >> Thank you. >> Thank you. >> All right. Uh next we have capital projects updates with Mr. Lazot. Come on down.
>> Good evening everybody. Um it's been a long night so I will >> Thanks for waiting to the end Wade. >> I will try to be as quick as I can. I was sending the salter out this morning about 4:00. So, it's been a long day. Um, thank you for having me here tonight. Um, always happy to talk about our capital projects. Um, and I would
like to start off by saying thank you to the capital committee um, for granting us these projects uh, for us to uh, get done in our buildings and facilities. Um, they're are huge upgrades and uh, and they they certainly um they
certainly make a difference. So, uh, with that said, I will get started with the capital carpets. Um I mean our capital projects completed so far. Uh the LG library cockpit replacement, we replaced the entire carpet in the library at the LGN. Um we were lucky
enough to um take the old carpet out and put in the new carpet squares. Uh as well as uh have enough money left over to go into the main office, remove that carpet, and we ended up going with some hardwood laminate in there. Um durability, uh a lot less maintenance.
Um it's uh it looks really nice in there. That was a $25,000 capital project. Uh, and we we we lucky to spend only 20,000 of that. So, uh, we'll probably end up giving close to 5,000 back to the to the town on that there. Um, we ended up doing a lot of the um
the the work um getting the getting the rooms ready ourselves, uh, disposal ourselves and all that. So, uh, kudos to my guys over there that, uh, got the room prepped out so when they got there, we could go right to work and save some money on that. uh the middle school fire device migration. Uh obviously that was
a big project for this town. Um that I'm happy to report that that alarm no longer beeps when you walk in. Um that was uh that was a huge project. Um we did it in a several phases but we got it all done in one year. So all our devices are within a year which is uh something
I think the uh the committee requested. uh the Norton High School stage. Uh we ripped up the entire stage flooring um and ended up putting all new uh oak back down, finishing it. Looks really nice over there just in time for Mr. uh NHS I think this week here. Um
>> yes, >> so we're good to go on there. That was a $25,000 project and that was done um completed. Uh and then projects that are ongoing right now still. Uh we have um we were granted $87,000 for security uh as well as the middle school main entrance uh festival trying to secure
that down uh lock it in. Um we uh I'm I'm probably about 85% done with this project. We had to wait on the bank teller window uh inside the festival. Um because of the migration uh and all the fire panel work that we did, I wanted to make sure that we had enough room to actually squeeze it in there. But now
that the fire panel's done, uh we got to dive into that wall and make sure that we got enough space in there to get uh to get that window in there. And the hopes would be to have people ring the bell, come in the first door, uh and not actually enter the building, but actually drop off whatever they need to drop off um and to to the to the main
office there. So um we got a few dollars left there. Uh so that'll take care of the window. Um we actually were lucky enough to also put in a new key access system at the high school. the new key uh the new front door um was giving us some issues. Um that was back in 2013
when we did the renovation back there. Um it was just uh the software was just gone on it. So we ended up putting a new key access system in there as well as three elementary schools. We ended up adding a new key access system to the back of the LGN back of the JCS uh in
the back of the Henry Aal. So when the kids are out for recess, teachers are no longer given keys to go to the bathroom. they can just give a key fob and and we're in and um it definitely makes the buildings a lot safer, a lot more secure for us um because we can just control each key fob if if it happens to go
missing. Um and then uh we have $50,000 left um to pave the middle school um tsentennial park access road out, the second egress out uh over there. Uh that's going to be a collaboration project with the DPW. Um
we we will meet with the DPW director and uh sit down and see what we can do with that. Obviously $50,000 is not enough money to get that work done. Um but um hopefully we can uh get in some kind of collaboration with them and uh and maybe parks and rack as well uh to
get that done. And then the um Arper funds, I just wanted to kind of update the committee on where we're at with uh sewer tie-ins. Uh when we came here, the LGN was failing um really bad. Uh we were lucky to tie that in with the Wheaten College
project. So the the LGN is 100% complete. That is tied in uh and it's a it's a gravityfed system. It's fantastic and there's no worries to it. Um and then we tied in, if anybody remembers, we did the high school project. We tied in the Yell. We brought we brought stuff
back and forth and then we brought it out to the to the road and then we brought it to the middle school. It was just a whole lot of traveling. It went under the new turf fields. We were really worried about issues there. Uh so this past summer with some opera funds, we were uh able to connect the yell directly to its own connection by the
Cland farms on 123 and then disconnect the high school carrying pipe over to the Yell um so nothing goes under the fields anymore. Decommission those pipes and we went right out to the um 123 with a high school connection. And so the high school has its own connection, the Yell school has its own connection, and
the uh LGN uh has their own connections. Uh right now, the sewer goes up to Speedway. Uh and I I think and I hope that there's some talk uh into extend expending that down to at least the middle school. So eventually we could tie the middle school in. And then the JCS is still on a 1978 septic system. Um
it's a great system. It's been working very well. Uh and we have no issues with that. So, um, but eventually it would be nice to have all our schools tied into our into our sewer system. >> Um, two questions, Wade. Sure. Um,
>> is the wastewater treatment behind the middle school is that So, that's no longer being used. That's is that something we Is it being used or >> It is being used. So, we went to D and we requested a title 5 permit. Um, so we no longer treating the waste. Um, but it's just flowing out right now. So, uh,
when it was bringing the three schools, uh, it was such a volume that we had to treat it. Uh, we applied for the title five because it's under, I think it's 500 gallons. I'm not sure. Uh, but it's under that threshold. So, we can we no longer have to treat it. It just it flows through the system. Uh, and then
and then u just runs off. Um, but that does have to be taken. We have a three-year I believe we have a three-year per permit on that. So, we we do have to do something with that sooner than later. So the the second question and maybe this is a can of worms, but when when you do you and your staff look
to do like do we always have to bring in somebody to do like if we like like laying carpet squares, is that something you and your guys can do or do we still have to bring in like just kind of take us through like that process? Like is that something like you could do with your guys like you could lay that carpet or we got to get a carpet company? >> So as you know
>> or is that kind of like out of scope? >> We're running with a limited Yeah, we're running with a limited staff. What we did this time is we did go to the carpet squares. Um, and we can replace certain sections, hight traffic areas. We do have some attic stock uh left over from this project here. So, moving forward, my guys can we can maintain it and and
it should last a lot longer, but to actually come in and lay a floor. I mean, it's it's craftsmanship to see those guys do it that do do it. >> I just wasn't sure like when we look at projects like that if we can kind of do something internally with the labor or something like that. >> My guys are really busy doing what they were hired to do. Yeah.
Anything else for WID? Did you have anything else for us? Is that it? >> Uh, no. That's that's it for me. I just again I want to thank the the committee for just supporting us. Um, because these these are capital projects that really go a long way and they do help everybody out. >> Um, not to put you on the spot, but what are we looking at for like future
projects? Do you have kind of like an ongoing list? Do you have that with you or >> I do um actually I think um the town manager requested a 10-year capital um request from us this year here. So um we've been working on that. Uh Christina has a copy of that. Um, I think for me, um,
there's there's a lot of different conversations going on right now. Uh, but our equipment, um, on our grounds is really getting old. Uh, it should be in a rotation. I I mean, I should be cycling it out and, uh, we just don't have that luxury right now. The middle school fence around the middle school area, that's that's 1998. It's all
starting to go on it. So, like stuff like that. Uh, we do need to clean up the tennis courts over there. Whether it turns into pickle ball and whatever is left over, we're going to have to we're going to have to clean that up. the wastewater treatment plant is going to be an issue. Um, there's always capital projects to do. Um, but for the most part, I mean, I'm incredibly proud of
our buildings. I think I think they're warm, they're safe, they're they're secure, and and hopefully they're inviting for for our students. >> Okay. I think just a uh public shout out to you and your guys as well for uh the uh monster blizzard we had. Just absolutely crazy amount of snow and to
be able to do it with the staff you have is pretty uh pretty impressive. I mean, I think from a school standpoint, we probably could have opened on Wednesday. It looked like we were almost pretty much ready to go. Um, you know, but obviously with the town and everything else that's going on, you know, trying to get buses down and whatnot. Um, but no, that was that was crazy amount and
and you know, shout out to your guys cuz I'm sure just like our DPW guys were working, you know, 24 36 hours straight and whatnot to try to get uh get life moving again. >> Yeah, it was quite a storm. I mean, it certainly hit us by surprise. Uh we do have we have three pickup trucks and a dump truck that that pretty much take
care of all five of our buildings. Uh on that Monday, that storm, uh I had 12 guys in um trying to keep up with the storm. 12 out of 12 12 out of 18. I mean, that's that's a pretty impressive number. Uh some guys as far as Middlebar drove all the way here in that storm to be here to make sure that we didn't lose the buildings cuz we didn't want to
loan. And u we we were moving. Um it it was a it was a lot of work and I myself would like to publicly thank my guys because they've really stepped up and and went way above and beyond. uh to take care of this and we really don't have the equipment to move that kind of snow. Um and they they did a tremendous job and and thank you to Justin and and
the DPW office uh DPW department as well because they were uh they were they were gracious enough to come out and give us a bucket for the day and and help us move some of the larger piles. We just don't have that equipment. >> Yeah. Thank you so much for all that you do all the time and your staff and everything. I mean it's def definitely
doesn't go unrecognized or unnoticed. So thank you. >> Thank you very much. It's my pleasure. >> Okay. Thanks Wade. Appreciate it. Okay. Anything else? Um so, uh do we have any other business not reasonably anticipated?
>> Um I have two items. Um number one, I wanted to share that I attended the ribbon cutting ceremony this afternoon for the new Reeds building at 399 Old Colony Road. Um they have a beautiful, beautiful new building. It was so wonderful to see the classroom spaces
and how well they're set up for the students there and to see some of the staff that was at JCS for so many years. Um, so that was really great. Congratulations to all of them. Um, I forgot that they only bought the building in June of 25 and then to be in
there the beginning of Jul uh January of 26 and to see how much work was actually done was really really incredible. So, um, grateful to them and their partnership and congratulations on their new beautiful space. Um, next Wednesday, I believe at 6:00, I will be
hosting a community forum on um, the Norton Middle School roof. Um, so I will be sharing that out with our community. I'm also going to ask um, town hall to post the link on their socials as same with the um, senior and community
center. So hopefully we can get some people there. And I will also be attending all of the parent board meetings at each of the five schools um this during the month of March as well. So I think I'm going to JCS next week. I think the middle schools tomorrow night. So hopefully that will get some people
um you know more informed about the middle school roof project because that will need two yes votes. One at the ballot on April 11th and one at town meeting on May 18th. Um, and then finally, um, Leah mentioned it earlier tonight, but Norton High School is
putting on Freaky Friday this weekend. Um, there is a 7:00 performance on Friday and Saturday and then a 12:00 performance on Saturday, 2:00 performance on Sunday. So, I hope people will come out and and see the kids. That's it. >> Anything from members?
>> No. >> All right. Entertain a motion to adjurnn. >> So moved. >> Second. >> Second. >> All those in favor? I >> I Thank you. Have a great night.