All right, folks. It is 6 o'clock. We're going to get started. Uh, officially call the meeting to order. I'll start the pledge of allegiance. Flag is behind me. >> I pledge allegiance 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. Just so everybody is aware, this meeting is being recorded by Norton Media. Please let us know if you are also recording. Uh we'll get right into
the agenda. We're going to open the meeting for public comment. Anybody wishing to address the meeting will be given 3 minutes to do so. If you come up to the podium, please present yourself, your address, or if you have a role in the school department. So, at this time,
we'll have public comment. Go once, twice. Okay. Move on to vote and approve the minutes of the January 28th open session meeting. Have all members had a chance to read these minutes? >> Yes. >> Yep.
>> Any questions, comments, concerns, additions, subtractions? >> Nope. >> Nope. >> Okay. Entertain a motion to approve the minutes as presented. >> So moved. >> Second. All those in favor? I >> Lawrence Justine.
>> Um I have reviewed and approved the following. School expense warrant January 28th 2026 424,51068. School payroll warrant January 22nd 2026. 1,157,86.15. I wish to enter them into public record.
>> Open this. >> All right. Thank you. Uh, next is our student rep update. Hey guys. >> Hello everyone. Um, from the high school, we've been celebrating winter athletics with several senior nights honoring our senior student athletes. Um, Norton High School administrators and students also vided uh visited the
middle school um to meet with eighth graders, answer questions, and highlight academics, art, music, athletics, and extracurricular opportunities at the high school. Last week, Norton High School hosted a successful credit for life fair for juniors. Thank you to Heidi Kosikz for organizing um this
event. Guidance has been actively preparing for the upcoming course selection process and has held class meetings during LLB. And then from the middle school, the drama club has begun rehearsals for its spring production of Alice in Wonderland with approximately 90 students participating. NMS also
hosted its annual black light night activity. What the world? Black light activity night. I'm sorry. A winter highlight for students. Thank you to the staff volunteers. This week, NMS is celebrating a spirit week which will accumulate in a schoolwide Olympics
event at the end of the week. >> And then also from the middle school, their girls basketball team finished a season with a record of 12 wins and four losses. The Lancers ended on a five-game win streak to close out the season. Big wins over Bridgewwater, Secon, Rainom, and Rahobit rounded out the year for the
Lancers. The team was comprised of 14 student athletes, five of which are sixth grade students. Payton Oonnell, Bella Fram, Leighton Collins, Meline Slatter, Slatterie, sorry, Mr. Lacanti, and Kinley Johnson. Two seventh grade students, Kylie Irish and Nora Crossman,
and seven eighth graders, Caitlyn Arduino, Lily Castro, Lucy Keaney, Gia Mason, Ellie McKillan, Megan Tagy, and Nina Worthley. And then a special thank you and shout out to the eighth grade group of players for another fantastic season and their continued hard work on
and off the court as well as being great role models and peer mentors for our younger group of players. We look forward to them excelling at the next level. And then from the yell um Hey recently wrapped up its twoe PTO booster thon glow fun run fundraiser, one of the most anticipated events in the year for
students. The Glow Fun Run transformed the gym with lights and music as students competed in 35 laps together. Thanks to the incredible support of the HashNation community, the fundraiser raised over $24,000, exceeding the $20,000 goal. And funds will support
assemblies, enrichment opportunities, fifth grade yearbooks, and other student centered activities. Because the goal was surpassed, Mr. Gagan and Mr. Balawa will once again participate in a special schoolwide celebration continuing a fun tradition enjoyed by the entire community. And that is all for us. >> Thank you.
>> Thank you. >> Did they indicate what their special uh prize was this year? >> I know they've had a lot of variety of things. Okay. >> Probably. >> I'm always curious to see what they come up with. >> I remember when I was in the um the yell, they got taped to the wall. So,
it's always fun. I think that was what was the one they uh they had to kiss a farm animal and they kiss a pig. >> Yeah, kiss a pig. All right, that was always my farm. >> I think I've been slimed or pied. >> Maybe can do that. >> We can arrange it better.
All right, next we have uh Thank you guys by the way. Uh next we have our student spotlight. Um our US youth football team member, Miss Taylor Collins. Come on up. >> COME ON UP, TAYLOR. TONIGHT, I AM very proud to recognize
Taylor Collins, a senior at Norton High School, for her selection to the United States youth football team. Football, a fast-paced FIFA recognized form of indoor soccer, has a growing national presence with players identified through an extensive talent identification and
evaluation process. Athletes are scouted through regional and national training camps where they compete against top players from across the country and are evaluated by national team coaching staff. Through this highly competitive process, Taylor earned the opportunity to represent the United States at the
international level. As a member of the national team, she recently participated in international competition, including a tournament and training experience in England, competing against elite international opponents. In addition to her national accomplishments, Taylor is
a highly involved and respected student athlete at our high school and has served as a three-year captain, three years. Wow. Of the girls soccer team. Her leadership, dedication, and commitment to excellence both on and off the field make her an outstanding representative of our school community.
Taylor is also a representative on my superintendent advisory council, and she is a great contributor there. Tonight I am very proud to congratulate Taylor on this exceptional achievement and to recognize her in front of all of you. So congratulations Taylor. All right, rest of the pan come on up.
Get in there, Mom. >> Do you want to tell us about your experience, Taylor? >> Love to. Absolutely. Go for it. >> Um, yeah. I just want to start by first like thanking just everyone in the Nor community. Um, my family especially, um, my friends, teachers, and coaches that I've had. Everyone has contributed in
ways, immense ways that have been able to get me where I am and put me on the platform to be recognized by these coaches and have this opportunity. So, thank you to everyone. Um, the experience was incredible. My team went two one-on-one. We got to train. It was very long, very tiring, but it's so rewarding the experience. Um, we got to
play against some incredible competition abroad in London and Manchester. Made some friends. Um, got to know the girls and really see how they play the sport in their country, which I thought was really fascinating. Um, it was incredible. I scored my first international goal along with a lot of other um teammates and it was really
great to just make new friendships, bonds and memories with girls throughout the whole nation which we got to represent under one flag which was really amazing. So the opportunity was incredible. >> So is football played any different internationally or is it all basically the same? >> It's interesting. Um each country kind
of specializes in like certain skills like you'll notice like paces are different formations or methods they use. Um specifically in London they had very high IQ for the game. um they had very good technical skill and a lot of them their passing was very like direct
and like coordinated. But >> so fun fact, I was a Taylor Collins coach about 10 years ago. So I've been a Taylor Collins fan for many years. So it's it's been tremendous to see how you've grown as a player, as a student athlete.
>> Um I remember >> gosh you ate mom that we started coaching together. Um, and it was fun then and it's been fun to watch you since. >> Thank you so much. >> So, congratulations. Um, so where is the next chapter for Taylor?
>> So, um, I'm currently attend or so not currently, I'm currently rolling, but, um, in the future, I am committed to play soccer at Wesley University for the women's soccer program. And additionally, I'm also attending the next round of trials for um, our potential next trip with the USF team. I
believe the next location is Portugal. So gonna have to go through all the rounds of trials and national IDs before that, but right now just putting in the work to be better and just get the spot again. >> Congratulations. >> Thank you. >> Thank you so much. >> Great. Congratulations. >> Thank you. >> Thank you so much.
>> Congratulations, GUYS. >> All right. Next, we have uh award notification and vote to accept competitive and fair share earmarks grants. >> Okay. Um so part part of our policy is that any grant funding that we receive um
that it's part of a competitive grant process, we need to have the school committee approved. So tonight I actually have three competitive grants for you to approve. Um and then one grant that was um given to us through the fair share earn which is also known
um across the state as the millionaire's tax. Um, so the first grant I have for you tonight is the um support u fund code 213 support implementing of updated regulations regarding timeout practices. Um, this is a grant for $50,000.
The next grant is fund code 419 innovation career pathways implementation and support grant for $47,000. And finally, the fund code 453 strengthening career and technical
education um for $10,000. So each of these three grants that I'm sharing with you tonight, over $100,000 here, um were grants that were written by our team um in partnership with some of our educators. And this is funding for especially our career and technical
education that we would not be able to um do without without this um without this these funds from the state. So um grateful to my team for all of their work and helping us to advocate for these funds. The last item I have here is fund code 2517 which is the fair
share earn mark earmark which is uh $75,000. Um, and this is from um our state senator, Senator Feny. Uh, last year when we met, we were talking um Nick and I met with him on the phone. We talked a lot about chapter 70, uh,
formula and funding and how Norton as, um, a minimum aid district is really definitely missing out from the current chapter 70 model. And so, um, we told him that we could really use some funds for math and science curriculum, um, in the middle and high school. and we were
pleased to receive the $75,000 for that expressed need. Um so thanks for our advocacy and uh for Dr. Arian uh for leading this work. >> Uh thanks to the staff. This this is incredible work. Um are these grants
we're currently using or are they for next school year or how how does that break down? >> All funds need to be spent by June 30th. >> Okay, >> don't you worry. And are these these aren't recurring? >> They are not. >> Okay. >> Okay. Jen, can you just highlight
kind of like which a little brief synopsis if you will of like each grant and what what we're actually using it for in our schools? >> Sure. I will do the best I can and I might look to my team. Um so the first grant here is the um implementation of updated regulations regarding timeout
practices. Uh, so in all of our schools, you may have a child that is having a difficult time kind of regulating their emotions and they're looking for sometimes need they need a quiet space in order to um kind of reset. And so
what this particular grant does is it provides us with funding for professional development for staff. Um, last time actually this we've received this grant multiple times. Casey, yeah, you can definitely give more info than I can. So come on up. He's like, "I'll save you."
>> Yeah, >> I was doing okay out. >> Um, so this is actually our third year in a row receiving this grant. The first year we received it, um, it was actually came on the heels of us having a couple of different PRS complaints and we had some corrective actions that we had to pursue, had to um, things we had to fix
in as a result of those. Um, some of those things that we used the money for that year were um, doing updated training. CPI training for all of our new staff was an initiative that we did as a result of that. Um we worked on updating and building some um common some safe spaces in the all of the
elementary schools as well as updating some of the spaces at the middle school. Um we do not have seclusion or timeout rooms, but we do have common spaces for all of our students in our grant andor best programs for students that need some some space um away. So we had to
update those those areas to meet the regulations um which were slightly non-specific at that time. So we had to do the the requirement was for adequate space. Um and that's a very subjective term. >> Ironically, no one can actually no one could define it.
>> This is my shocked face for me. >> Yes. No one could define what it was. So we had to so we used Mr. Higgins as a our 610 example of how we could find adequate space across of our across our buildings. Um and then we also last year we used it to do um common corner
trainings for um general education and special education staff. We worked with Lesl uh Walker Solutions, Walker School, Walker Solutions, and did trainings for um I think 30 um preschool through third grade teachers. I get the JCS and the
LG. I think we had one or two teachers from the um the Yell as well. So, we purchased supplies for them to have common corner areas within their classroom settings to keep kids from leaving the classroom space. Um as well as updating those those rooms and spaces for um our main offices, our guidance
areas and the specialized programs as well. Um we also use some of the money for PBIS and CPI training as well as doing um working with Leslie University's trauma institute and doing some classes for them. This year because we've had the progress of um we've had
significant reduction in the use of our timeout areas and our um our logs of students using those spaces and time out of the classroom. We got the grant this year to do work on more anticedent management and proactive strategies. So, we're using the money this year to supplement our PBIS budget. Um doing
some more CPI trainings for all of our new staff as well as reertifications of staff that have already been trained. Um again, we are funding another um class through the Leslie University Trauma Institute. We're doing trauma 3 this year for I believe 23 or 24 staff this
year. 24. Um the the interest was much higher than what we anticipated. So, we were able to push it a little bit further. Um, additionally, we are looking to do an executive functioning curriculum for our secondary students. Um, one of the things that we're seeing a lot of is students avoiding class time
because they have a lot of executive functioning. I see Justine in a roti brain going over there. Um, working on a lot of those organizational skills, executive functioning strategies to help them keep their time in the class and avoid and trying to avoid um or reduce the time of their avoiding work in the
classroom setting. So, um, we've got money set aside for both the curriculum and, um, staff siphons for training and implementation and development of that curriculum. So, that's what we're doing with that. >> Great. >> That was a lot more detail than I could have provided. So, thanks, Casey. >> Thanks, Casey.
>> Uh, all right. Who wants to talk about the innovation career pathways? And, uh, Brian, you want to take that one? >> Sure. >> All right. >> Oh, nice. TJ, if you can tap in if if need be. So, >> I'm good. um innovation pathways um was
a generous uh grant 47,000 a thank you to TJ and a thank you to Carrie Murphy at the high school for being key cogs in this. So it's it's going to really cover four categories. So the first is for materials for 3D printing for project completion for students which I think is
really important. It's also going to cover promotional materials to enhance community awareness and student recruitment for the program. The third facet of the grants going to uh promote professional development for staff and then the fourth facet will have stipens
for curriculum writing and we are going to try and create vertical alignment between the middle school and the high school um working with indust industry standard equipment for this year. >> All right. And then um there is a sorry
I lost my place. Uh the next one was for $10,000 for I apologize. Um strengthening career and technical education. Is that >> Yeah. >> Is that still you, Bri? >> It is. >> All right. >> The um so this $10,000 grant uh this
year the primary purpose is we're going to get cameras for our television production. Additionally, we're going to purchase a a printer and use these funds to refurbish and replace school store materials and supplies.
>> Thank you. And then I shared um the $75,000 earmark and what we're doing with that funds. So um we just need a vote um so that we can accept these funds. >> John, can I just ask one more clarifying question? Sorry. Of course. the 75,000 for the million well what's it called
the millionaire's tax um it says the duration is uh October of this past year through 63028 it's still only $75 $75,000 >> yes >> just one time not >> it's a one-timer >> okay good
>> I mean we the answer is always no when you don't ask so we can certainly ask again >> okay anything else right entertain a motion to accept the grants as proposed. >> So moved. Second. >> All those in favor?
>> I >> I >> I. >> Thank you. >> All right. Next, we have review and vote on Springtown meeting warrant article and ballot question regarding the Norton Middle School MSBA roof project. Christine.
>> Um so this is our only springtime meaning warrant article this year and it is just to vote to appropriate um money for the middle school roof. um you have the language in front of you that came directly from MSBA um and was approved by legal.
So we have first the article and then also we have um the ballot question as well um which is for the debt exclusion option. >> Okay. So, tomorrow night at the select board meeting, they will also be voting
to um approve this project from their perspective and make the final recommendation on if it will be put on the ballot um for a debt exclusion project. Um it is my understanding that that's the direction that everyone's kind of leaning in um because within our
already limited budget, there is concern that we would be able to do this um under our regular tax base. >> Okay. Do we know um how long the debt exclusion would be for like or when does that actually come
up? >> Um I do not. That would be under the purview of um the town accountant and town manager um in terms of what treasurer Thank you. in terms of what they feel is most appropriate. >> Okay. So that's out of our hands. We're just voting on
>> to put a debt exclusion onto the ballot. >> We are only really voting to advocate in the language. Got it. >> So I mean ultimately the select board gets to >> decide the ballot. >> You get to put this the warrant on town meeting floor.
>> Okay. So we do have to read the article in full. >> Yes. >> Have to read the article. I said yes. >> Yeah. Sorry. >> All right. Here we go. Um, article states to see if the town will vote to appropriate, borrow, or
transfer from available funds and amount of money 11,443,631 to be expended under the direction of the school committee for the roof replacement project at the Norton Middle School, 215 West Main Street, Norton, Mass, 02766. Which proposed repair project would
materially extend the useful life of the school and preserve an asset that is otherwise capable of supporting the required educational program and for which the town may be eligible for a school construction grant from the Massachusetts School Building Authority, MSBA.
The town acknowledges that the MSBA's grant program is a non-entitlement discretionary program based on need as determined by the MSBA and any project cost the town incurs in excess of any grant approved and received from the
MSBA shall be the sole responsibility of the town. Any grant that the town may receive from the MSBA for the project shall not exceed the lesser of 55.63% 63% of eligible approved project costs as determined by the MSBA or the total
maximum grant amount determined by the MSBA and that the amount of borrowing authorized pursuant to this vote shall be rejudicated by any grant set forth in the feasibility study agreement that may be
executed between the town and the MSBA. All right, questions, comments. >> Um, I think it's just very important to highlight to the public that this is not going to be an 11 million roof. Um, and you know, with the obviously the
reimbursement, um, you know, from the Mass School Building Authority, um, that we're probably looking at a very significant amount less of that. Uh, it's just that is the reminder of the way it has to be. um with the state and
we got to make sure where all of our bases are covered. Um but you know, you're probably looking at a very significant amount less of what would actually happen and obviously would be on a debt exclusion which will add to your taxes unfortunately. Um but the debt exclusion does run out. Um and once
it is over, it does come off and then those taxes do go away. >> All right. Um entertain a motion to approve the warrant article as presented and read into record. So moved. >> Oh, >> is there a second? >> I think Laura was quicker.
>> Second. >> All those in favor? >> I >> I >> um I just I'm also an I. I just want to thank everybody for their work on this. This has been ongoing for what seems like many months. Um but we're we're finally closer to the finish line than the start line. So, thank you for
everybody for their efforts on this. Uh next we have Superintendent Minder. Goal update. Dr. O'Neal. Okay. Um I just have a few up. Do we have to talk about the ballot question? I'm just sharing the ballot question. I think technically that will go to the slack board. All
right. Cool. >> Um so I'm a little bit late I think on my midyear goal update this year because we like to try to do this in April at the you know do my evaluation in April. Um so just going to very quickly go through um the goals that I had for this
year. Uh the first one was strengthen instructional practice from across the district by establishing clear feedback loops from the superintendent to the principles and from principles to teachers focus on learning targets and effective teaching strategies. Um so this year um so far at the midyear point we've made some nice progress on this
towards and strengthening instructional practices. Um we do um monthly classroom visits in partnership with the principles. Uh when we do these visits, the principles kind of identify areas of growth from our high impact teacher teams training so that we know what
we're looking for when we go through. Um and then it's a great opportunity for us to have conversations about um what's really happening in classrooms. Um we do like we also are working towards monthly learning walks. Um unfortunately our January one was snowed out. Um but all
of the formative evaluations for all staff including our administrators have been completed and now we're now focusing on planning for upcoming teacher of observations and ensuring timely aligned and actionable feedback feedback for everybody. Uh next steps in
this particular area are to um really focus on deepening the quality and consistency of feedback, monitoring the alignment um with our district learning priorities and across the district and then taking a look at emerging trends from our classroom visits to inform
professional development planning. Uh the second goal was to enhance district systems to ensure equitable access um by implementing the year one of the strategic plan with focus on building effective data systems. Um this summer
our team did a um joint professional development together. all of our um central office team, our principles, and the majority of our district teacher leaders, we all participated in the high impact teacher teams course through research for better
teaching. Um this shared learning experience really established a common framework for the effective use of data to improve instruction. It also really helped us to build common themes and common understanding of what we were looking for when we visited classrooms. Throughout the year, uh, this work has
been sustained with additional coaching sessions through the course facilitator, allowing both administrators and teacher leaders to deepen their practice, um, and then also kind of apply that learning in real time. This work has actually um, supported early development of our district data
practices with an emphasis on understanding student um, access to core instruction and interventions. Um we are making good progress on internal implementation but we definitely need to be more consistent um and have visible communication with the
broader community. Uh next steps we will focus on strengthen strengthening the consistency of data use across schools identifying common academic indicators for our district districtwide dashboard and providing more regular transparent updates to the school committee and
community to really um show them where that progress is going. Um, and then professional practice number three was all about improving visibility and strengthening connections between my office, students, staff, and families and communicating
how our initiatives are supporting student learning. Um, and you'll see that in my mid midyear progress update, I said that I really haven't made a lot of progress on this particular goal. Um, I try to be honest with you guys. um this, you know, has definitely been moved to the background as we've been,
you know, working through a bunch of other things at the district level. Um but recognizing that gap uh this week when I was doing my own reflection really made me realize that um this is something that I need to work on. So in the coming months, definitely look to
more establishing more consistent district communication um that highlights our instructional priorities and explains the why. um sharing that with both families and staff um will be scheduled with clear follow-up to demonstrate how feedback is informing
our decisions and next steps related to student learning. Um so when I come back typically you guys like to see me before the spring election or before we end up having a new person on the board. um let me know in terms of when you want to see
an end of the year update and then also um what particular items you'd be looking for um as evidence as well. >> Okay. >> Are you still in your your mentorship program or was that only for the year one or two? >> Oh no, this is the last year of the new
superintendent induction program. Um so yes. >> Okay. I think it's important to highlight though, Jen, that um all of the work that you and Christine and Brian have put in with negotiations and how that is
extremely timeconuming. Um and I think that as a team we've done um that that was a lot. That was a lot. And thank you for all three of you. But so don't don't put yourself down if we missed you
missed one like you're you're definitely you're definitely taking on a lot. So So thank you for all of that. >> Thank you. >> Okay. Anything else? >> No. >> No. Okay. All right. Next we have the second reading and vote on the meal
charge policy. Christine, >> um this is hopefully the last time for a while we'll be talking about the mail charge policy. You just jinxed it. >> I know. Um, >> not going away. >> So, um, it has not changed since last meeting. So, we're just looking for a
vote, please. >> Okay. Anybody have any questions or comments on this at all? >> No. >> No. >> Okay. Entertain a motion to approve the meal charge policy revision as presented. >> So moved. >> Is there a second?
>> Second. >> All those in favor? I >> I >> Thank you. Okay, >> times the charm. >> Yep. >> All right. Next, uh everybody's favorite topic, uh discussion on proposed FY2027
school budget. Uh Dr. O'Neal. >> Okay. So, thank you. So, this um portion of the meeting is going to serve as um our annual budget workshop. So, um in the past, we have done this on a Saturday. We've sometimes done it um within our meeting. So, it is an
interactive session where we're kind of I'm going to go through I have some slides for you. You have a packet of materials here tonight as along with along with all of our line items. Um but please as things come up um feel free to
stop me at any time, ask questions. We have um some of our administrative team here tonight to talk through their departments or their schools budgets as well. Um and so feel free to um put them on the spot and if they are answering question they'll come up to the podium.
Okay. All righty. Um so as always one of the things that we always try to do is when we're making decisions about what our budget is going to look like is we try to tie it back to our strategic plan and our core value. So this year we have a new strategic
plan to guide this work with the four major areas looking at connected and relevant learning experiences, enhancing student outcomes, highquality instructional materials, and interactive school and community partnerships.
Our budget timeline, we actually began this work um in early November. Uh Christine and I usually sit down that first week in November. we begin taking a look at um putting communications together for all departments and principles. Um principles typically have
about a month to work with their teams at the each of the schools to put their budget together for us and then to bring it back. And then in late December, early January, we sit down and we meet with every single uh member of the administrative team. We talk through
their requests. we take a look at um where big cost changes may have occurred and we put begin to put this budget together for all of you. Um tonight is our second look at the budget. Um and we will do this at least one more time
before we turn it into um the town side which is due 8 weeks um prior to town meeting. One of the things that we talk a lot about in Norton is our enrollment. Um, today or actually, I'm sorry, this is October 1st numbers, we had a total of
2362 students. Of that 2362, 2008 were considered district enrollment students that live here in Norton and are attending Norton public schools.
Total of 204 school choice students, 39 students that are part of our Reed's deaf and heart of hearing program, 32 students in out of district special education placements, and then one student who is attending a special education program here from another
district. And I also wanted to show you some of the overall enrollment changes. So over the last 10 years, we have actually seen a decline of 273 students or 11%. And that's based on information
um by the New England School and Development Council or NASDAQ. Um but if you take a look at their projections for the upcoming 10 years, we're really projected to stay pretty steady. Um looking at only a negative.2
decrease in enrollment. Um we all know that this can change at any time. Um so it's it's very important that we go through this study every single year. We take a look at um what they're projecting as we move forward. Um but also knowing that as of right now we're
we're projected to remain pretty even ke where we are right now. >> Yep. Please. >> So go back. >> No, I'm thinking do we as a committee want to kind of go page by page? Do we have any questions on enrollment? Go to the next page or do we want to just kind of bounce all around?
>> That works. >> Okay. >> Just to keep it simple. >> Yeah. >> As far as the enrollment goes, that's not school choice though. That's >> correct. Those are norin students. >> Nor in students. >> Now, the the Reed's DHH enrollment, is that our students going to their
program? Cuz I know we're hosting. >> We have a few students that are Norton students that attend the Reeds DHH program. Three according to Casey's fingers. Um those are the students that are coming and accessing our programs through our partnership with Reeds. So as most of us know um Reeds has been
here for about 10 years now at this point. Um and up until this school year we hosted them in four of our five buildings. Um last spring they ended up buying a building here in town um down 123 towards the Attboro line um because
they needed more space specifically for their um preschool program. They were finding that they had more students coming in at younger ages but also for their students in that 18 to 22 um age range and so we weren't able to help them with more space specifically at JCS
in the high school. Um so over the um winter break between um December and January, they actually moved out of their rooms at JCS and they are now housed at their new location further down the road. However, all of those
students are still accessing inclusion services here within um within Norton Public Schools. So they have a bus that takes students back and forth um based on student schedule and student need. um and they are still joining us for
morning meeting or in maybe in some instances math all of their specials, lunch, recess, all of those things as well. So, um we have a new contract with them that takes a look at students that were hosting and renting a physical
space versus students that are accessing inclusion services. So, um they're still very much part of our school community. Okay. So the budget request again this is a little bit different than what you we shared with you last week. Um last week
we had an increase of 4.56. Uh for this week we were able to bring it down to 4.4. Um and that was simply um looking at a few of the lines that we had there. Um we changed a few items in regards to facilities and then we also looked at um
some class-iz places where we were able to absorb. Um so that is the difference. Um a 4.4 increase 4 4.4% increase is1,6325 100 Gosh I can't speak today. I'm >> 1 million61,632,514
which would bring our level service budget up to about 38.7 million. >> Anything on that guys? We um I think this committee really needs to figure this out because I don't think we're getting 4.4% from the town.
So I think that's going to be a uh like we deal with another sticking point here. >> Um and I think that's a great point, Nick. Um and I know that there are a lot of conversations in town about what are we actually looking for. Um, I think the challenge for us and as the
superintendent I will always come to you with what our actual needs are and then we will have, you know, we all have to make the tough decisions about what are the things that we get rid of, what do we cut, what do we eliminate in order to get to that magic number, but it's really important and, you know, we've
done this a couple times. This is, I think, our third round here. Um, and so you'll see some things that look the same and then you'll see some things that look different um, based on just informing the community a little bit in a little bit more detail. Um, this is something that you guys have seen over
and over again as well. It just shows kind of how we get to that bottom number of 38 million. How we start the increase in salaries um, is always our biggest budget driver. Um, increase in salaries due to contractual obligations is just over 2 million. Um we do have some
decreases here which is really nice to see and we don't always see this. Um we have decreases in out of district special education costs um because we have a few students that are either coming back to the district or they are aging out of a program and so therefore
we are anticipating savings in that regard. Um when we have those savings, we also um have savings when it comes to out of district special education transportation and um we actually have decreases to other special education programs. So I
see Casey's must have a big smile on her face to see all the money she's saving us this year. >> Good job, Casey. >> And as we all know, this can change tomorrow morning. So Oh, sorry. I'll go back to that one. Any issues there?
No. Okay. Um, this one is something that I I um borrowed from a friend who was a superintendent in another community and I thought this was a really interesting way to think about the way we're prioritizing our budget. So, you're thinking about level services as like basically anything that we're looking
for to maintain class sizes, programs, etc. We're a tiny little bit above level services in this budget here, but we're really only at needsbased. So, it's critical needs that address um the needs of the students. And I'll show you um in
a few slides what's that what that really looks like in terms of staffing and other requests. But we're not looking at advancing our strategic plan. We're not looking at program enhancements or providing a competitive advantage for for our students. We're not there right now um with this budget.
And it makes it even more challenging to have those conversations about well, we know we're not going to get 4.4 for because we can't really take a look at cutting those strategic investments or strategic objectives or looking at the program enhancements because they don't
really exist within this construct. Um, this is something new we wanted to share with you guys this year as well. So, this is just different state codes that we're taking a look at. As you can see, when it comes to instruction, that is 76% of our current budget. Um
that is everything to do with um staffing salaries um teachers par profofessionals all of them are in there um the next biggest driver is uh pupil personnel uh pupil services which is special education OTP speech then we
have operations and maintenance programs with other school districts and then administration which is about 2% of our total budget >> is it possible to um pull some of our dot districts and possibly location districts on what that looks like for
other schools cuz I think that'd be kind of good to see um you know like again 76% is that normal is that low is that high you know operations and maintenance is you know kind of where where do we kind of fall just to kind of get a little bit more of
a grasp on what that pie chart actually looks like. >> Sure. Um, we actually got this from a um saw on a several budget books that we were reviewing and it was all pretty similar, but we can get you more information on each one.
>> That'd be great. Thank you. >> What's under separation cost and traffic guard? What >> isn't that the weirdest combination of two things? Um, I don't really It's bizarre. So, this kind of ties back to our end of year report, which is how
they calculate all the funding that we get from the state. And the 5,000 series is a very unique series on the account function code and it's all the separation cost, meaning if someone retires, this is where we're going to pay you out for sick time and um
vacation time, that sort of thing. And then randomly in there is this traffic guard salary. It's bizarre, but it's still there. It's been there forever, but I didn't want to not include it. But that's why it looks bizarre. >> And we don't we don't have any traffic control anymore, do we? >> We have one.
>> Okay. >> He's great. >> Okay. >> Y >> Mr. Fury, it's great. >> Okay. >> Um but yes, I said the exact same thing to Christine. I'm like, why are those two things together? They don't make any sense. >> Okay.
>> All right. And then, um so we have some pages for you on each of the primary drivers here. So, uh, this is the district budget. This is really everything that falls under my office or your, um, purview as the school
committee. Um, so you can see, um, there are three people that are considered to be in my office. That's myself, um, my executive assistant, and then our data, um, person that's also a receptionist at
the front window. Um then you have the business office salaries who are Christine's office um our payroll and um HR um admin tech salary curriculum
Dr. Acriman. So that's really our admin team. We've got think about we've got bus drivers that we employ um the building network technicians uh and so forth. Oh, and there's that traffic guard. Um, falls under that category as well. Uh, you can see that
the majority of them are pretty minimal differences from one year to the next. Um, and all the FTEES are also connected to as was requested by the committee. So, as you're going through all of these pages, you'll see that um, you can
really see how many FTEES really goes into each particular line. Um down the bottom we have um school committee, we have nursing, uh student transportation, uh networking and security, and then utilities.
Any questions there? >> What's under the school committee? Just to clarify, we don't get paid to be here. >> No, this is 100% a volunteer position. Um so the school committee um is things like our district membership to MASC which is the Mass Association of School
Committees. Um it is also how we pay for um our NASDAQ membership who does all of our enrollment studies and special education studies. Um if you wanted to go to the MASC conference, we would take it out of there. Typically it's not a line that we zero out.
Okay. Hey, special education. Casey, why don't you come on up just in case there's any questions. Um, so as you can see here, um, this is, so we do not see FTEES here. And the reason for that is because while we look at special
education as its own entity, all of the actual staffing is seen underneath their school where they're where they're employed as well. Um, so Casey's office was underneath my district information. Um, but if right here you see this is
the special education budget as a whole. Um, we know that special education is a huge driver of our district budget. Um, for the FY27, it's looking at almost $17 million, which is an increase of 47. However, as I shared earlier, it is
definitely one of the smaller increases that we've seen in special education over the years. Any questions? >> So special education everything that we include here is um our industry costs. So for example inclusion placements our
specialized programs grit best step sale LBC and then all of our services that we provide as well. also thinking about um OT, PT, speech, counseling services and then also um the out of district student placements, so collaborative or private
placement, transportation costs, etc. >> Um I this is just a random question. Um in Norton, and I don't know if this is a statewide thing or not, uh the preschool teachers, do they fall under the special ed um umbrella in Norton? >> Yes. >> Okay. Yeah, they are dual certified.
>> Yeah. Okay. So I guess my question when it comes to the out of district placements, how often do we assess that program to see if we can mirror it here or if there, you know, is there a collaborative that
maybe is a little closer? Like how often do we take that that on to do that? >> So we discuss placement at every IEP meeting for our students that are out of district every year. Um we don't typically change placement until unless we've done an evaluation to determine level of need. Um but it's an ongoing
conversation at all times. Um so this past year we had um one student transition from a private day placement to a collaborative closer to home. Um conversely we then had a collaborative student that went to a private placement. So we're we're constantly having those conversations. It's our
desire to always have students return to district. Um we are projected to have one or two return next year as well. um from one from a collaborative, one from a private placement to just to an IND district program which is wonderful. Um and so so we we try to revisit it as
often as possible. >> Okay. Now for savings like when they come back that wouldn't probably be reflected till the next budget season, right? Depending on when they come back. >> Yeah. >> Okay. >> Um and I think the other component that's really important to discuss when we talk about special education is the
uh circuit breaker um revolving as well. Um, so for any out of district placement, we are responsible for the first 50 >> 53 >> 53 $53,000. So anything over and above that, we get reimbursed by the state at
a percentage. So the last few years it's been 75%, there is a big push um uh with the legislature right now to move that up to 95%. Um so that's one of the things that um we're constantly advocating for. Um but that money is
targeted specifically for tuitions. So um as you can see our FY26 we had about 1.8 and then for FY27 we're projecting about a little over 2 million. >> Now I think one thing I want to just
clarify for the records we don't have any control over the tuitions. >> Unfortunately we don't. um >> if that's what best fits the student then they have to go there. >> Yes. And then also we don't have control over what they set their tuition rates at yearly. Um the schools then petition
OSD the um office of special education um to set their rates. Um this year we've gotten a couple of letters saying that some of the schools are going to be requesting increases to their rates. Um one of the collaborives that we belong to increased their rates by 10% this year. Um and we don't have any input as
to what those those rate increases are. >> Okay. questions. Okay. >> All right. >> I did. I moved it. I wasn't I wasn't sure if there was another one. I don't know. >> Thanks, Casey. >> Thank you, Casey. >> Um, now the uh teaching learning um
budget here, everything that falls under Dr. Acriman supervision. So, Bri, you want to talk through this? >> Sure. Make sure you can hear me. So um I I think a a few things will will stand out. Um you know obviously the
office of teaching and learning is primarily responsible for professional development. So you'll see some significant line items with regard to PD tuition reimbursement. Those are contractual obligations that we have with the teachers union for um teachers
to take courses um that help them grow professionally, help them learn to become better educators. So that is typically a pretty big driver. Um as far as our instructional supplies, um we've
done a little bit of change this year. So, um, we've tried to do some consolidation so that the big ticket items uh that go to our schools such as Egenuity, Panorama, Swiss, Spire, and
Consumables come out of a district line and they no longer appear in a school line. So, that's why you will see the difference. The cost overall is about the same, but the accounting for it will look a little bit different in terms of
spending. >> One of the things that Christine and I have tried to do every year, and of course, every single year we find a few more, is to put things where they actually belong. Mhm. >> Um and so what would h what in you know previous iterations the principles would
have this you know larger bucket of funds and it wasn't necessarily for building based supplies and materials. It was for a curriculum purchase. So like as Brian mentioned some of the things that we would use that for. So um we're trying to really make sure that
the line items themselves reflect where we're actually spending money. Um, additionally, the PD tuition reimbursement, that's not just teachers, that's also paraprofessionals and administrators as well. Um, so that's all in there. I believe the teacher line
is about 80,000. >> Um, so these are not completely matching the packets that we received yesterday. Um, are we going to get copies of this presentation, too? >> Absolutely. Um, typically I like to work up here just Yes. All right, you'll have
everything. >> Okay, cool. Thanks. And then we updated some of the pages in the budget book today, too. >> Okay. And sorry, >> no, I just I know just a question for Brian. Curriculum wise, we're in good shape for the next couple years. Like we we did a lot of that at the end of last school year.
>> We did. And what what is really going to help is uh the the earmarks grant um because we are looking at uh adoption of a middle school science program and the adoption of what they call AGA algebra
geometry algebra 2 in high school. So we have ongoing curriculum councils. We've been meeting since September. Um we've heard a number of vendor presentations. In fact, at the high school tomorrow, we have our fourth and final presentation for mathematics. And then, uh, next
week, or excuse me, the week after vacation, um, a science team from the middle school is going to be traveling to Agalam to see a program in action, um, and talk with teachers for, um, almost the entire day. So, we are on
track to come to you in May for a recommendation for purchase for high school mathematics and middle school science. Yeah. Thank you. >> Um I know a lot of these curriculum programs usually have like a contracted service, right? So, it's usually like a
5-year contract or things like that. So, um what are we talking about in terms of that grant that we received? Like is that going to cover cuz we have to use it before the 30th. So then are we going to be having to look for future grants to cover those subsequent years following um especially with two you
know the science program I assume would have a decent amount of consumable >> every and you know the folks that are on the councils you know are are aware we're open and forward with cost of all the materials and costs are and we're
explicit with the vendor about this part of the calculus. So, we're really trying to do the heavy lion share of the financial work within the boundaries of the earmarks grant. >> Okay, great. Thank you. >> Um, I just wanted to touch on what you
said, Laura, about it being different. Um, these slides are kind of we summarize everything that's in the packet. Okay. So it might it definitely looks a little bit different but instead of providing like the line by line to look a little
>> boring we thought it was it's easier visually if we summarize everything so that but it is so for example with Brian's if you went to the teaching and learning tab it's all in there so if you had questions on a particular line item there and then we took everything and we condensed it to one. So just to follow up Thank you.
>> I think this is easier for the public to follow along too. Yeah. >> So, exactly. So, the current budget book doesn't have like the the district page, the teachering and learning page, but >> okay, good call. >> But I'm more than happy to share the slides anyway. >> Okay.
>> All right. Um, so I will pretend to be Mr. Barrett today. Um, this is the JCS budget. So, you do have a page in your packet. Um, that is the JCS budget. Um and again we try to make this really easy for everyone to see so you could
see exactly the number of staff. So when we're looking at teacher salaries we are looking at um almost 18 people there. Um we are you know specialist salaries then special education teacher salaries par
profofessional salaries um they are all in there and accounted for. Um on the right hand side are the principal line items. Um and as you can see the principles don't have a lot of money to play with. Um the majority of their
budget is all staffing. Um so there are definitely small items there in terms of um instructional supplies or books and periodicals. Does Nick not have it? He can have my copy.
um supplies and materials, etc., etc. >> I'm good. I'm good. >> I got it. >> Good. I can look up. >> I don't need it. Um music in general in general supplies, etc. Um so, as you can see, you can
actually see where we took that money. It was in textbooks and now it's being it's moved into Brian's um instructional supply line. Um and then their supply line is is based on a a student um per pupil. So any questions about JCS?
>> Is it safe to say on the left hand side and if I missed this? I'm sorry. Um that's pretty much contractual and we can't touch it. But the right hand side is areas where we could possibly touch. >> Yes. Um yeah. So really I mean when you
take a look at the you'll see it for all five schools. Uh the left-hand side is all of your salary obligations. >> And so when like you said earlier when when Casey was talking about special ed, so like the school psychologist and the
adjustment counselor, they're listed under the JCS like one and one and a half. >> Um but then that salary is also part of that other slide like the special, right? So it's >> Yes, it's Yeah. So again, it's so similar. It's included
when you look at the line by line if you look at the far left there are the like 16 actually it's even more the all the numbers and so numbers oftent times will appear in two two areas so you might see them under JCS for that person but you'll also see them under um special
education >> y >> now if it's a shared position across a couple different schools would we see that broken down like if it's like a 1.5 at JCS and a 2.5 somewhere else. Do we break that down in the salaries as well? >> Exactly. So if you look at for example
the adjustment counselor >> um the 1.5 >> um the other.5 I believe is at the middle school. >> Okay. >> So you'll see that on Mr. Is it possible to get and I'm sorry I probably should have asked before but it didn't even
come to me until today. But um like I I'm sure there's several staff members that kind of are shared between >> Yeah. you know, um, is it possible to get like a list like counselor here and here, blah, you know, whatever. >> Yeah. Thank you.
>> And then under the principal salary, is that also including the Little Lancers director? >> Yes. Got it. >> So, that includes two people. >> Thank you. >> At the top of the ask. >> All right. Elgory
similar setup here. Um you can see that um the left-hand side is all staffing and salaries and the right hand side are those discretionary lines where principles are able to kind of move things around as needed. Um same set of
lines within each school. >> So why would the I mean it's minuscule but why would there be like a difference in the principal travel expenses for the two elementary schools? It might be request in there. >> It might be request what the principal's put in there for or it might be
contractual as well. >> Okay. Like again it's a it's a dribble. So >> Mhm. And then oftent times those lines we don't always >> pay them out. It depends on what people decide to do for conferences etc.
>> But each principal is able to um go in and kind of put their funds where they feel is most appropriate. What? Um, no, I see the the generous decrease in textbooks. Are we when we look at textbooks as kind of an outdated
form of of, you know, >> so that's the money we moved from schoolbased lines to Brian's line. So, we saw an increase of like 100% in Brian's lines. That's where it was previously. So, it looks like a larger decrease, but there are still items.
>> So, that's that reallocation you were talking about. Okay. Yeah. And you know, for K to3 students, it does it's not a traditional textbook like we think about. It's like our inter reading consumables or our um stepping stones consumables um that are, you know, are just purchased out of one line now
instead of having them in three different places. >> Do we uh separate out the kindergarten teacher salary because of the it's not a mandated grade level? like why is that separate from >> So the way that um we used to do this is that we used to receive a kindergarten
grants, okay, >> that paid for full day K and so um they were broken down over the years because of that. >> Okay. >> Um and it's just kind of never been moved back in. >> Okay. >> Do we have to do that for reporting or is it just a normal?
>> It is separated out for reporting. >> For reporting. Okay. Yeah. cuz I was wondering cuz I also noticed when I was looking in the budget book I was like all right so the K teachers were separated out but like the prek wasn't so that's why I was confused. Okay. Yeah. >> So, the prek is rolled. Now, the prek is rolled in under teachers or under special ed.
>> Um teachers. >> Teachers. Okay. >> Um >> some are actually paid for out of a grant. I mean, um a revolving account. And then I'm sorry, it's under special ed. >> Right. And that was and that actually is a perfect peg back into my next question. So, um
I don't know if I'm opening up the can of worms or not. I was curious um and maybe I'm missing it. Do we receive a breakdown of, you know, this is being paid through um title one, this is being paid through do we get do we have is
that somewhere? Do I have it in here? Did I miss it? >> It might be part of the hearing, but in our budget book at the end, we um get >> that part that I didn't quite get to before tonight. >> Yeah, it's okay. That's why I was asking. All right. Um we tell how many FTEEs are in each revolving fund. Okay.
Paid out that way. >> Okay. Thanks. And I would imagine that's part of the warrants as well. So when we do payroll warrants, there are certain items that come from this general fund. There are certain things that come from this particular grant as well. So they're
separated. Okay. >> Um for signatures, >> I'm learning. Thank you. That's that's why we do this. >> Um just a quick question. LG and the kindergarten teachers are separated out. Why are you not for JCS? They are in the budget book. Um, but not in this. >> Okay.
>> They were separated out in the budget book. >> Okay. >> I have no reason. >> Okay, good. >> Sorry. >> And then Jen, can you just explain just cuz I again I think this is important. Um, like you have a one full full-time
uh principal secretary salary at the LGN and obviously it has an 11.35% raise naturally. I think it's kind of important just to highlight exactly how that happens and what the actual cola is compared to their actually step in lane. >> Sure. >> Um so the administrative assistants re
received a 3 um 3 point 3% raise for the FY27 year. Um oftent times what we see is um the way that the par uh the administrative assistant salary scale works is that um you earn a step for
every year of service up to I believe 10 years. So that person may have also moved a step down and those salary increases are not always set at the same interval. So that would be um why it looks like that.
>> Another reason why I'm sorry that it's so high is because um that particular employee also part of the contract if they worked a certain number of years they get um part of their vacation pay and she hit that threshold so it was a whole another 5 days in there. Um so
that's another reason. Thank you. >> Look at that. All right. Um Yellow School, our final elementary school. Um very similar uh setup here. Um all of the staffing and salaries are on the
left. That principal line includes both the principal and the dean of students there. Um and you'll see um all of the other categories along the left. And then you will also see um the
discretionary um other other funds on the on the right hand side. You can see that textbook line again um went way down because we moved those um items into the teaching and learning um side of the world and um yeah
>> so I assume on that power professional salary it's kind of like that same explanation on the previous with the secretary at LG. So that could be a couple different things on that par professional line. Um it could have been that maybe we budgeted this year for
seven par profofessionals and then with student need we now have three more people over there than we originally had budgeted. Um it could be um steps as well. Um and also we do not yet have a ratified contract so we still need to
make sure that that is settled there. Um, but yeah, my guess on that number right there is that it would be it's actually more people. That is correct. Like I'm on a game show. >> Okay. Anything else for the L's?
>> Okay. Next. >> All right. Norton Middle School. I'll have Mr. Hayward come up. It can be his turn in the hot seat. >> Sorry. While he comes up, when we see nurse salary, who who's in charge of that contract? Uh the nurses are actually part of the teacher
and paraprofessional contract. >> Okay. >> They are members of that um unit A. >> All right, Mr. Hwood. >> All right. There it is. The money. >> Yeah. >> Great job. Thank you. >> Thanks for coming.
>> Yeah. So, um there, you know, generally a lot of the lines I have control over. I've tried to tighten the belt even if just very small. Uh do that through just making sure we're taking good inventory on
office supplies. Do we really need that? How much are we actually using? Things of that. And again, just making sure we're checking closets and asking people to um you know, be sure when they make requests. Um, a lot of the instructional supplies and general
supplies that I have um, purview over kind of can approve stuff. Um, Newan Middle School is great with like project-based learning. The amount of labs that we have in our science class, there's a lot of consumables. We have our art program back, which is great.
But even at $5 per 575 kids, even if a kids art class, spend $5 per kid um for that course, it's uh 2,800 bucks real quick. Uh and that's just um for art. And um we did a creative design class
which we kind of brought, you know, up out of nowhere uh in order to kind of make ends meet as far as the number of uh specials and programs that we cut. and we had to kind of supply that uh course. Um we replace books uh not
necessarily our amplified curriculum or midchool math but if a teacher does a particular novel like animal farm and we have wear and tear items our physical education class again services a lot of kids they have that twice a year and there's a lot of wear and tear stuff so
I'll prove that as as it comes up. um you know the m the instrument program which we were able to get back um things like that and just even I know I approve like sheet music um just things of that nature as far as some of the big increases on there that
aren't decreases like the 260% increase that's uh for grade six Chromebooks uh I believe so they have to get new Chromebooks um I think the other large increase on there is to our textbooks which kind of
runs counter to what we just went over with the elementary schools. I think Brian could kind of uh detail that a little bit. >> So these these would be commitments um for midchool math and amplify ELA
>> to continue those programs >> to continue them. Yes. >> Okay. >> So Vinnie, I don't I don't want to put you on the spot, so if you don't have the answer, it's fine. What does what did your budget like what were you looking to add to your budget? Like what are we not funding like positionally or
things like that? Like what are >> what's I don't want to say what's the wish list but what's like the the missing pieces. >> Um >> and again >> let me just say like >> we we were a spotlight school for many many years. I was I was on the New
England League of Middle Schools the I was on the board for many years. Um, and we had to we came up to re-uping. I know I could charm them and they would give us the spotlight school recognition again. I told them I don't want it again. I don't have a librarian. I
haven't had one in in a dozen years. We don't have a world language program. Our bandon chorus programs are on and off again. Uh, we didn't have art last year. So, in good conscience, even though I could get that designation and
arrive here like I did three other times that we were one of only seven schools in the state or nine schools in the state, we don't have those things. We're not a spotlight school like Jen said in earlier slides about this is where we're at. Yeah, that's where we're at, you know, but we, you know, we everyone
comes in and works hard. We do what we can where we are with what we got. Uh so, yeah, we're missing some of those things. Um, but that said, I still think we have like one of the best middle schools around. I We're seeing innovation and creativity all the time.
A lot of that comes from the creativity of the teachers, the willingness to try new things. >> Um, and we've had great alignment with our curriculums like through Brian's work with amplifying midchool math. Um, so I mean there's a lot of stuff, but
you know there's reality too. So, it's more the bringing back the pre-existing programming that we had >> unfortunately programs. It's oddly with all the budget cuts, I've never felt so calm because I'm like, >> what's left to cut? >> Yeah. >> You know, you're going to cut math. Is the board going to vote to cut English?
I I don't know cuz that we're down to basics now. We're down to the kids come, they have four core subjects. Um, and when I started, we had eight specialists. We're now down to five. uh contractually I need whether we like the
specialist programs or not I needed to meet the contractual obligation to provide teachers a prep period. >> Yeah. >> So we're really down um tell not much to cut. I mean we're into bone I would say. So when you ask me about what to bring back there's a lot but you know I don't
want to say I'm not optim I'm optimistic we're going to have a better year next year despite the cuz I'm I'm confident last year we had a really good year too. So, we'll continue to have good years and uh make progress. And we offer our kids a ton of stuff outside of the school day, like all those programs and
stuff. I mean, just, you know, outstanding. I have a seventh grade daughter and in a neighboring district, as does Mr. Goldstein, and we're still like, wow, we offer so much here. We we do so much. So, >> but there it's it's a lot. >> Yeah. Okay.
>> Thanks. Thanks for the question. >> Any other questions? I think this will be a good segue to so we have middle school fees and we have the total of what we've kind of charged. So the athletic fees year to date we're
at like $30,000 that is paid for by parents/ community members um into that. How much does like the entire middle school athletic program, coaches, equipment, travel, all of that kind of what are we all in there for a cost and
how much is actually getting offset? And if that's a question that we can pull later, I'm completely fine with that too because under athletics then then it would be >> I can pull that up in a few minutes. >> Yeah, that's fine. What do you have for sports now? Is it
still just the same five or six? Uh right when when uh we add a lot. We've added a lot. Um we have cross country um boys and girls soccer, uh volleyball, basketball, boys and uh girls. We have
unified basketball. Um we have baseball and softball. And then we have um middle school wrestling. >> Mhm. >> Um and then you know then plus our eighth graders that you know participate in high school sports. You still have
the botchi, too? >> Yeah, we do botchi, too. Sorry. Yeah, uniform. >> I know. That was one of your >> Yeah, we do botchi, too. >> Yeah. Did you ever build that court? >> Uh, no. We We do paint. Uh, well, Wade is here, but his guys paint a bunch of quarts on the uh grass out front.
>> Okay. And then I probably should know this. Um, from a middle school sports standpoint, is that falling under Aaron for the most part? >> Technically, yes. But Mr. Hayward does a lot of it as well. Yeah, we uh the schedule a lot of the scheduling is done
uh with uh the principles in the Mass Soy League. >> Okay. >> Uh the creation of sports whether we're going to go forward and create cross country. What sports we participate in is kind of you know falls under like meetings I have and so on. We don't participate in all the activities of the
Mass Soy League just because either interest at our school or or what have you. But um Aaron does the uh the transportation for sure. That's Aaron. Paying of officials, which is another cost. >> Uh nothing more than the buses though. The transportation is the big one.
>> Correct. >> Um and then how the fees are collected, that's also uh done through UniPay, but Aaron sees those lines and deals with that money. He would uh if he was here, he'd probably be able to answer that question quickly. >> And then from a standpoint of students
and going to baseball, whatever it may be, we do cut kids, correct? based on skill, ability, whatever, blah blah blah. >> Yeah. Uh basketball, um there's typically cuts. Uh um volleyball, we
have massive, we could have three teams of volleyball. Um so there are cuts, um to the programs. >> I think the only one historically is just cross country, right, that doesn't for the most part. >> Yeah, cross country we had to cut down, too. We used to send like two buses at one point. We would send them like an
army and it would overload the other things. So within the league, that's a thing like where we said, "Hey, we can't it's not safe to have this many runners." >> Y >> and we've cut that number down. That was kind of like a league decision, but it also kept us from having to send more buses. Um so yeah, there are there are
cuts to the athletic program. But one thing I've said before, probably said it here before, the the benefit to the Norton Middle School community goes far beyond the 15 players that make the team. There's kids in the school uh after school. We get to make
announcements about it. Uh, kids come up, they learn how to be fans, they learn how to cheer on Lancers. The the fact that these kids throw a Lancers jersey over and they identify as Lancers, I think in some way keeps kids uh interested in Norton and attending Norton High School and that helps with
our population. I was a principal of a 7th through 12 building and I hold and we were in a highly competitive area down in Hullbrook with um Archbishop Williams, Blue Hills, uh you know, multiple Catholic schools and we wanted kids right from when they entered 7th
grade to view it as a six-year school and that at the they were bulldogs from the beginning. So, I really think having these sports programs make them identify and connect with and like uh the volleyball team from the high school will come down and watch our team and so
you get those connections and then softball similar. They'll come out so you start to kind of bridge that gap a little bit. So, it's it's good program. >> And then do we still have eighth graders who play up to call it JV or varsity? >> Yes. >> Okay. >> Yep. Uh swimming. Uh this fall it was
swimming, wrestling, um there's a couple other ones I can't >> football, soccer, >> um soccer occasionally. Sometimes it varies on like the need. Sometimes Wade will take kids, sometimes he doesn't. >> It kind of just depends, but um you know,
>> it's more if we to fill out JV, but historically >> Oh, gymnastics. Yes, >> gymnastics. Like some of those programs. >> Do we have any eighth graders playing varsity anywhere? Uh I think uh maybe gymnastics. >> Yeah.
>> No, typically it's two separate waiverss. Like they could play for the high school and then there's another set of waiverss to play varsity, but it's not not usual. It's very unusual. >> Yeah. So from an eighth grade standpoint, are we taking kids up to
because their skill level to play at JV or is it we're taking them up to fill a team at the high school level for JV and or freshman team? >> Yeah, that's a that's an important question because if you you're building a program or are we trying to just >> you know fill our teams? I mean I like
to keep all our kids so we're competitive and we have good matches. Uh, but I believe the waiverss come through, they're to fill a team. They're they're not necessarily based on it. And I believe they once you cross that threshold of taking eighth graders, you have to take all the eighth graders if
they want to go up. >> That's what I think. So they it's not about like a recruiting thing. >> And then I I think I know the answer to this question because I think we've covered at some point here as well. One of the issues that we have with kids from middle school going to high school is sport-wise, obviously. um is the
would miss a class time potentially to go and make sure that they're attending said high school game. >> I think >> uh actually the high school games are later often than our games. Uh they they play at later times. Our kids miss more time >> for middle school sports.
>> Middle school sports than than the high school sports because they start later. >> Yeah. Um there's and yeah I mean our school day if we ever can do the start times that's going to really help on um you know time on learning I guess >> that that was one of the big drawbacks
when we introduced the middle school sports 10 years ago >> 12 at least >> was that yeah it was right when I started um cuz we had soccer baseball softball the first year and then cross country the next year so that was kind of when we've been looking at the start
times for 12 years because we I mean we would have kids from any other teams showing up when our kids are still in school? Like they're waiting for us cuz they get out so much earlier. >> Yep. >> Okay. Anything else for Vinnie? >> Uh, no. I just want to thank you for always creating a very positive school
environment. Um, you know, and making, you know, really, um, cuz I know how challenging it is, the fact that, you know, the middle school seems to get hit pretty good. Um, so, thank you for that. uh and being creative. Um and sorry that we can't really help more. It's
>> a pleasure and an honor. I like them. >> Thanks, Vinnie. >> Thanks, Vinnie. All right, Dr. Flanigan, come on up. >> Fresh blood here. >> Be nice. >> So, five years ago, your budget was what?
>> Um, no, first off, I want to say this is obviously me being my first year. This was a a very uh I say rigorous educational experience for me. Um I met a lot with uh I want to publicly thank you know Brian and Christine and Jen and
Casey and Karen um because they really and and of course the uh academic coordinators too as well. uh they kind of led me through this process, you know, being new and kind of the provide more context as to kind of um what the prior budgets numbers were and and the
why behind that. Um so as you can see a little bit here that there's some differential and I want to kind of explain that a little bit with regards to the instructional supplies. So uh the instructional supplies account is more like the uh it's all the departments the individual departments. So, some of them
had, you know, minor adjustments, uh, needs. Uh, I would say the biggest one was the, um, was the business department. I'm going to kind of give you a little more context to that. Um, so we, um, when I first started, um, I met with some individuals, some stakeholders to to sort of take a look
at, um, the service that we provide in our industrial arts, uh, department and ways in which we can enhance it. Um, and certainly, you know, one thing we're really proud of at Nordon High School is um being a comprehensive high school. So, there's some expenses that that go along with that. A big chunk of that was
uh was lumber to be honest with you. Um but then there were other other supplies that we felt um would bring this uh industrial arts department forward um and make it more attractive for kids to you know have more rigorous um
sort of real life contextual experiences per se. And then the other part is uh and it's something that I guess it's a it's a good problem to have. um you'll see an increase in deca. Uh and so for there,
you know, that's one thing. Um it's amazing these kids. I I had a chance to go down to Cape Cod and watch them uh in, you know, real time uh just compete and then all the awards that we received were it was mind-blowing. But um so we
have I would say around um a hundred kids participate in DECA and we have some great adviserss with Jen Scrronic, Rachel Pilot and Bobby Porway that prepare these kids to really excel and and just perform at the highest level.
So they were down in Cape Cod and uh in Hyannus and they you know about 100 of them and then about I would say almost I want to say 92 of them qualify for the next part of the you know into states right so with that um comes costs right
and and part of that is you know the DECA organization requires um chaperones per number of kids and so a lot of that expense is you know for, you know, the the expenses for chaperons. Um,
obviously with the number of kids that we have, we require a lot of buses, right? So, that expense is, uh, considerable there, too, as well. So, um, I just wanted to kind of I'm sure that was one of the things that a couple of things I had you had questions about. Um, but just want to kind of give you a
little bit of context as to why those numbers are there. >> Anything else for TJ? just to thank you too because uh your presence is definitely noted and noticed by the students. Um you know like they were like you know Mr. Flanigan was down
at the Cape. He came to the Cape to see us and so you know it's it's noted. So thank you for everything that you've been doing since you started. >> It's been my pleasure. It's uh I'm just humbled and honored to call Norton High my new home and I'm just super excited to be here. So thank you. Do we get you
back up there? Sorry. Can I guess Dan I think that was way too easy. No, >> Dan Dan asked uh Vinnie his kind of wish list. I mean obviously one year you're probably in a little bit of a whirlwind, but kind of is there anything that's on the top of your head that would be like
this would be largely beneficial? >> It's a that's a great question, Nick. I I you know I'm still getting to know the sort of the ins and outs of the school and what the needs are. um you know, we're in the process now looking at um our school improvement plan now that our strategic plan is rolled out. And so
that would be really kind of eye opening for me um to sort of take a look at what our needs are and from various stakeholders within our school. Um but I I mean I hate to say I honestly don't necessarily have specific things at this time. Um I am like this is like the year
of learning for me and and the year of sort of looking at what um what we do well with and and then what what areas we can improve upon and advance. So I don't really so I don't have really any specifics at this point in time. I'm still learning.
>> Have you started your graduation speech yet now that we locked down a date? >> So yeah, June 9th by the way. So I I just should have been with the update. Um, I'm going to probably start having nightmares of uh name pronunciations starting in May when I get the list of students who going to be graduating. But
uh uh I've heard it's a quite an event and obviously that's a big part of uh the expense there is at the Exfinity Center. So, but uh yeah, I'm excited to be a part. I've been watching YouTube videos of uh prior graduations to kind of prep myself for that. Um but yeah, no, I'm I'm excited for the kids too. I
know it was sort of and I appreciate everyone's patience which was a sort of that tentative date but there was some construction that was going on that um we were trying to figure out when that date would be but uh most importantly um you know for me personally um this senior class has been just an
unbelievable class to become the principal of and and and they just are a special group of kids. So uh it will be a bittersweet moment. I'm not one to get emotional, but I'm absolutely going to get emotional on that day cuz I've got to know some of these kids a lot. Me too. Me, too. >> I know. I'm sure you are, too, as well.
So, >> he gets emotional a lot. Vinnie, did you have something you wanted to add a request for the high school? >> Well, I just I >> You have to go to the microphone. >> Come on down. You know the drill. I don't think this >> I thought this >> I just think I I have to say one of the things if we were going to think about
would be um some of our counseling staff because as you saw the the demands that they're under right now in the world we're living in um have increased the number of programs that you know Casey has put together with with the principles and the other folks they're a big part of that. So, you know, I you
know, again, I I understand the reality, but you asked um and we're lucky to have uh such a great community where we have a lot of um support, whether it's Beth Rossi or Nicole, like we just have a lot of support. Um but the demands and I and
I felt that I needed to say that and uh you know, they're their case loads are going up. The demands on those case loads um are much higher than they used to be. So, >> okay. >> Can I say one more thing? >> Oh, god. >> No. Um so I want to so obviously this is the
first year that we are um one less administrator. Uh so it's just Jesse Shaughnessy and I uh I want to give you know it's definitely at this point we're doing I believe we're doing great. We're above water and we're tread and light. Um but I want to give a shout out to Jesse. Um he has really stepped up. It's
been really cool to see him sort of grow as a leader. And I want to give a shout out to the staff um because they have really picked up a lot of pieces in regards to things and helps keep uh you know Norton High move forward. So um but yeah, that's been one of those things like I remember talking with Jen and she
was like you know how has it been since you know one less administrator and honestly we we make a good team and uh and the team is not just all of us at Nordon High School. So >> Okay, great. Thanks TJ. >> Thank you. >> Okay, you're good. You're all done.
Thank you. Um, I have a question about the end of the budget book. We have a FY27 staff request. These are these >> Oh, I haven't gotten there yet. Oh, no, no, that's Oh, okay. I just didn't know if that was part of the wish list. >> Um, so I have your wish list. >> I have a Well, we kind of compiled everything together, but I have a slide
that I'm going to walk through with you guys. Okay. >> So, um, unfortunately, Mrs. Wer's not able to be here tonight. This is the tech budget. Again, this is not one that is in your packet, but this is taking those line items from all the different places and kind of putting them
together. Um as you all or most of you know um the um when it comes to um hardware and software software specifically or our tech contract services a lot of that has to do with
security um and making sure that our network and our systems are protected in the best way possible. And it's very very expensive to do that. Um, and we know that when you don't have the appropriate um, protections, then you
are susceptible to um, bad actors out there. Um, and I would imagine that instructional hardware line that looks like it's up by 30%. I would imagine that is also Chromebooks. Is that correct, Christine? >> Uh, yes. And also,
sorry, I was talking to Karen on the phone, too. Um some of our leases were up on our other uh devices in that building. So it was just renewing those leases as well. >> All right. So few questions here.
>> Mhm. >> Um one has the district have we made any change motion something to get the damn Chromebooks out of our elementary schools at a onetoone level? I mean, I
just feel like we are spending a crazy amount of money to have kids buried in a device from kinderg prek all the way up through fifth fifth grade. I get it. I understand they do MCCast on it. I understand that there's, you know, the
world we live in is technology driven. Um, but every single study I have ever read is always saying the the one of the big downfalls of education at the younger level is technology. Um, and
like going back to books, reading, pens, pencils, like is that a savings somewhere that like, and again, this is I'm dating myself here, but you know, back when we used to have units, we would have, you know, a TV and a VCR that would kind of travel along with the unit. Is that something that we could
possibly do to get >> on the big big cart? >> Yes. Yes. >> I knew you had a sub and have a good day. >> Yeah, we were all we're all girls from the same generation. Um, so one of the things that Karen has been really looking at is the device replacement
schedule at the elementary level. Um, as you know, we got a ton of Chromebooks right before CO and then we got an 800 $800,000 grant and we were able to buy a ton of Chromebooks all at the same time. All of those devices are really coming
to end of life. And so what we do now is students get a new Chromebook in grade six and they use that all the way up through grade eight and then they get a new Chromebook in grade nine and they use that for all of high school. The Chromebooks that are then
retired from the middle school and high school are then moved down to other places. Um we are not actively buying new Chromebooks for anybody in elementary at this time. And what is going to happen at some point is we're not going to necessarily be onetoone in
places like second or third grade. So what we'll what will happen is you'll work your way down. You'll have the fifth grade who will be one to one the longest before everybody else. Um same thing we have iPads. Those are unfortunately not necessarily we we
can't afford to replace them. So what will happen is those will move to a cart model um for the iPads and perhaps if you know there's only three kindergartens at LGN they can all share a cart. Uh students do need access um
because we do have curriculum resources that are available on either the Chromebook or the iPad based on the actual um resource itself. So, um, unfortunately because we use our school
choice to balance our budget, it's no longer available for those extra things that we were able to do many years ago. Um, so it is almost going to be a little bit of a necessity to kind of pair down on those. And, um, unfortunately, Mrs. were is out at the moment, but I could
actually later in the spring if you guys have a good 2 hours, um she could present to you on a big tech update and we'll tell her to keep it brief, but she is really the best person to really speak towards that as well. >> You're you're saying unfortunately and I'm sorry.
>> I know. I know. >> I am like please get them out of elementary school. I hate them. I can't preschool. They don't need tablets. they are there for such a short amount of time. Get them out of there. Um, so I
actually think that's great. >> Well, I'm sure that we can have a bigger conversation about it um when Mrs. Winsburgh returns if we'd like. >> Maybe in the spring once the budget craziness is >> Yeah, I think if we could definitely get that, that'd be good. And then my second question on this is the town now has a
technology director. Um, has there been any, and I know this is very new for everybody, but has there been any talk or initial talks, if you will, of finding out if there's a way to get the town services, the school services, and the security systems around those things
all on and underneath one roof. >> Um, so if anything, they would probably come under our service contracts versus us going under theirs. Um, number one, we have a much more robust program.
We have a much more robust um, operation when it comes to safety and security, and we have much higher buying power than they do. Um, so there has been some conversations about potentially getting in with us when we're buying new laptops or looking at ways that we could um,
have some savings in terms of um, actual hardware or contract services. Um, I think the new town manager is still kind of working through that and they just hired their new technician. I believe it was last week or very close to the
beginning of this year. So, um, I actually have not met um, this gentleman yet. So, hopefully we'll meet him in the near future. So that so Nick to to kind of piggyback a little bit the schools have always project or asked
for something like that but the town really never had people in the it was always like yeah it's the town manager wearing many hats. So we had talked about that with facilities with you know multiple different areas where we could work collaboratively but now it seems the town has put people in those spots
where we can have those more robust conversations. >> Correct. Because I think I mean at the end of the day obviously you're extending your network if you will but you're also you know like you said you have a little bit more purchasing power a little bit more hey we have this much coverage if it saves us 5% you know and
it saves the town a little bit of money too that that every little bit helps >> and we're really happy I think with the contracts that we have and I think um Karen and her team have done a really nice job in setting us up for success and so we're you know we're more than
happy to share the experiences that we've had um with them and um I don't think that we could take on their management day-to-day because we have just you know the sheer number of people and devices etc. Um but it's definitely
worth a conversation about how we can collaborate >> and didn't we put in for capital wasn't that one of the items? >> Yes. Network switches. >> Yes. So and that's not reflected on that's a >> that would be a capital item. Yep. And I believe there's a 50% >> Yes.
>> reimbursement rate with that as well. >> Yep. >> Okay. >> We're almost there, friends. >> Now it's not working. >> Famous last words. >> All right. Mr. Lazot with the facilities budget. Would you like to come up?
I don't believe there should be. >> Um, so I'm gonna let him talk. I can talk to my seat. >> So, this comes with all of the custodial um salaries as well as u grounds. Um, and again,
you can see the you know the question that um Nick asked earlier regarding salaries, it really depends on the um actual percentage cola and then steps and lanes. um also all of our maintenance of buildings um and preventative maintenance, but Mr. Laz
can speak to that. >> Uh yeah, this budget here is focused um on maintaining the safe, clean, and well functioning buildings uh for all our students and staff while supporting the long-term care and reliability of our facilities. Um I think this increase reflects uh the rising costs of
materials, supplies that are needed to maintain our buildings. um as well as um higher expenses associated with contractor services. Um as you all know the world is kind of u making an adjustment on a lot of salaries especially in the uh blue collar world.
Um so a lot of our contracts um contractors uh wages have gone up quite a bit uh and most of it is prevailing wage as well. >> Yeah. I mean I think the same question probably good now that the town has a DPW director. Um, you know, I would love
to see that conversation possibly, you know, kind of come come about a little bit more in terms of, you know, grounds and everything else. Um, but first and foremost, Wade, great job. I know this winter has been a >> pain in the butt, and I'm sure, you know, your, uh, your staff's been, you know, overworked and, uh, underpaid for
sure. So, uh, just thank you for >> Thank you. I appreciate that. >> crushing crushing the snow every which way. And >> it's been a long >> These little storms are almost worse than the big ones. >> It's been a long winter. Dr. Donnie and I were up at 3:00 this morning. um to going back and forth. Um storms are always tough. I mean, you're dealing
with so many different types of drivers. You're dealing with roads and all that. Uh unlike the DPW, our job is not only to clean our parking lots and our sidewalks, but it's also to maintain the facilities throughout the day. So, I don't have the luxury of sending guys home. We have to stay there and maintain the buildings as well. So, um guys are putting in a lot of hours. Um it's a lot
of work. Uh we're lucky enough to do our schools ourselves, uh which is a lot of work with the um the equipment that we have. Uh, and I think, um, you know, I think kudos really has to go out to my 20-man crew that, uh, does an amazing job keeping our buildings clean as well
as, uh, keeping them safe, um, for everybody. So, >> thank you, Nick. I appreciate that. >> Now, I think one of the conversations we we will have to have at some point is is the facility shed. Is that something >> sooner or lack thereof? >> Yes. I know it's a tough conversation,
but I mean is that something you've you can try and address with the new DPW or cuz I mean that building is probably well beyond its acceptable life, I would say. >> Yes, well beyond. Uh the DPW got out of it a long time ago. Uh kind of handed it to us and then we were kind of looking
for a new newer building. Um and we just kind of keep buying time buying time. I mean we are an academic institution. We're here to you know to to to teach our students. Um it's hard to justify millions of dollars on a new building for a facilities uh department. Um that's when we started talking about maybe shared space and all that, but I
think like any department in this town, we seem to build um just enough. We don't usually build space, you know, like our our renovation of the high school is 2013. Uh we're already, you know, we're already bulging there. So, um I it just seems like the DPW is already, you know, they don't have any
room for us at all. So, I do think it's a conversation that we do need to to have um our equipment is getting old. Um that's something that that concerns us. The facilities department has taken a lot of hits um in the past years and um we continue to to do what we can. I
think I think we do a lot. Um and and I think the guys um the pride and the ownership that that the the crew have I I think is uh I think I think it speaks volumes. >> Yeah. I mean, I I've had heard some rumblings about, you know, the next potential building within town is
looking at the DPW cuz even the building behind us is old. Yeah. >> Um, you know, that I would definitely keep eyes and ears open in terms of what that looks like cuz I think that would be the spot to kind of, hey, you know, >> give us a garage or two, sell off that land, sell off the old senior center,
and, you know, figure out exactly how we can kind of, you know, get into that as well because I think it's a huge need and, you know, ultimately the two departments have to cross. You know, Jen, I'm sure you've talked to whether it be the DPW or Jared or someone about, you know, just town roads being open in schools and, you know, how can we, you
know, how can we maximize resources from a town level, you know, and and try to stop >> making a little bit more of a bridge than schools in town. >> Absolutely. >> That conversation might come up because of the uh old senior center and that land is very valuable. So, obviously, we're part of it. So, that that might
come up sooner than later, >> which would be great. The wastewater treatment plant is also something that we need to talk about at some point. Yep. >> In time. >> Okay. Anything else for Wade? >> Nope. >> Thank you, Wayne. >> Thank you all. >> Thanks. >> Appreciate your support.
>> This is not working anymore. >> All right. So, um I wanted to share a little bit more information about kind of how this revenue model works. So, um, as we know, uh, the state formula is is definitely not enough for us here in Norton. Um, the biggest chunk of our
funding comes from our local aid, which is Norton tax revenue. The next biggest um, one is the state aid or chapter 70. And then district revenue. And when I say district revenue, I mean things like school choice that we bring in or um
athletic fees, transportation fees, um, those types of things. Uh so the initial state um budget from the governor's office was released last week. Um and what we are looking at is a 1.2% increase to Norton public schools
bringing us to 13,865,782 or a whopping increase of $157,800. That is not going to move the needle for us in any way, shape, or form when we're looking at a $1.6 million increase. Um, Mass General Law sets the minimum per
pupil uh increase every year at $30. Um, this budget actually assumes a $75 per student increase. Now, we know 2 years ago it was $104 per student. Last fiscal year was $150 per student. So, we really
won't know where this settles until probably July um is when we really get a better understanding of of what that's going to look like. And you know, by that point, the budget is over and we're, you know, already >> already in the new one. >> We're already in the new one. Um, so I think that's really important because,
you know, the majority of our funding is coming locally and we've been doing a ton of work for advocating at the state level and looking at the chapter 70 foundation enrollment, advocating that um changes need to be made and then also looking at um circuit breaker as well as
special education transportation reimbursement. Um, and then so I brought this one back for you guys. So, um, and this is the staff requests that we were talking about earlier. Um, and what I really did was kind of took all of the staff requests that were put forward by our team this year and and broke them down
into where do we want to see things. So, we really need a grade five classroom teacher. Um, the the class size for our current fourth graders. Um, there are currently in eight fourth grade classrooms. We only have seven fifth grade classrooms. um and just the level of need for those students and the
number of students that would be in the classroom. That is something that is absolutely necessary for us um for this upcoming school year. Um and we believe we can do that within the constructs of this budget and um enrollment declines in other areas.
Really needs-based um almost mandated for us are these other two positions that I shared with you when we last met. um the special education teacher at Morton High School for our language base program. We have a number of students that are aging up from the middle school
um and therefore um we would be over um capacity at the high school in those programs. And then um our English language teacher um increasing that from a 6 position to a full-time. So that would be an increase of point4.
the things that are not included in this particular budget, but honestly I feel are are actual needs um is the dean of students at JCS. Um we have over 500 students there with um one administrator and then a preschool coordinator. Um
when Mr. Barrett is not there, it's very challenging uh the day-to-day of operations. He really needs someone to be able to come in and support um conversations with students about incidents that may happen in the bus or calling a parent um when they have a
concern. We just mentioned um the custodial team. They've been doing an incredible job. We are absolutely in desperate need of another night custodian um to be able to um clean the buildings at night. Right now we have um one gentleman that is you know back and
forth between multiple buildings just to make sure that we're getting things um done. And our schools are so busy dayto-day, you know, and the custodians are the first line of contact when a child is sick or water spills on the floor or whatever it might be. They're
always at lunch duty helping kids clean up. Um you know, turning the cafeterias over super quick in between lunches. So the the you know the main cleaning of the day really can't get done until um students and staff have left. And then
the other position that really is a need but is not um shown in this uh budget is the steam teacher at Norton Middle School. You heard Mr. Hayward talk about the fact that um he used to have eight specialists and now they're down to five. This year we had to um pay another
one of our specialists to lose their prep so we would have enough time for all students and teachers to get their preps. Um and so that's really that's really difficult. Um you do what you can with what you have. And then if we're
thinking about things that are strategic or even competitive, I'm not going to lie, I'm not sure that the mo some of this stuff is competitive. Like adding another adjustment counselor. You heard from Mr. Cersei tonight. We absolutely need that. Kindergarten assistants. This has been something that we've talked
about every single year. Um a part-time assistant in every kindergarten classroom just for the morning and we would have their um specials be in the afternoon. Um Mrs. Dermis, who is our elementary librarian, currently um runs
libraries at JCS, LGN, and the Yell. If we could have someone that would be the librarian at the Yell and at the middle school, we would actually have a functioning middle school librarian. Um, restoring world language, bringing world language back to the middle school that sixth, 7th, and eighth graders can have
exposure to um, another language and culture before they reach high school. Um and then as you know when we um had our big cuts in FY25, we lost um our digital our digital literacy specialists as well as our academic coaches that
were really pivotal in providing um professional development and data work to support our staff. So this is where I put all of those. And I know that this is a little bit different from how I've kind of showed it to you in the past, but I I really like the way that this was set up. And I think it shows you a
tiered approach to what we're really looking for if funds were to become available. >> Jen, when we look at like a a dean of students position, is there any like what's what's the like industry practice? Like
when you get to a certain number, it should be like two administrators in a building or something like that. Like is there anything out there that exists like I mean obviously it's not a state law or else we would have figured it out but like what is like the acceptable industry practice for something like this? Is there a magic number for enrollment? >> I'll be honest and I don't know. Um
that's a great question and I would absolutely like do a little bit of research into that and get back to you. Um but I don't want to make up a number and you know just tell you I mean the enrollment at JCS is higher than the enrollment at the Yell. And at the Yell we have Mr. Balawa
as a dean of students are the you know behavioral needs of fourth and fifth graders different than K to3 sure absolutely but I also think it's it's not that much of a significant difference that we wouldn't have someone at JCS. Um and I think you know for Mr.
Barrett I think it's a very overwhelming role to be that you know one person who's kind of in charge of everything. And yes, we have a early childhood coordinator. That person is also um running all the IEP meetings for preschool. They are also um
you know doing home visits or going out to early intervention and and doing site visits with families and students there. So um we used to have that job share responsibilities and both positions were
kind of getting um short like >> what short changed. I'm like, what's the word I want to use? Um, so that's it's really challenging. So, ideally, what I would like to do is post it as a dean of students um and take someone from within that's in in a teaching role that is
maybe thinking about administration or, you know, kind of wants to take on that role. Um, and then we would backfill that classroom position with a firstear teacher that would, you know, so it wouldn't be a $100,000 position. Jen, can you explain
the difference of a assistant principal to a dean of students and why a dean of students and not an assistant principal? >> Um, so well, first I think what we could do is we could take someone from the classroom. Um, and they would still be a member of the Norton Teachers
Association. So the scale salary scale is exactly what you see in our teachers contract. It would be based on years of service and education. um they would not need to be licensed as an administrator um and they would not be responsible for observing and
evaluating teachers. So their work would be much more studentf facing in terms of um talking with students when there may be a disagreement on the playground or calling a parent when something happens. They would really be kind of getting
that front end of of things that happen dayto-day. um being outside when we're doing arrival and dismissal, supporting at lunch duty, handling any um maybe coverage issues when it comes to staffing, you know, being another set of
eyes and ears um for teachers, being that first line of defense um when something comes up that they don't necessarily have to go to the principal for who in reality the principal should be the instructional leader of a school. And we're having all of these conversations about how important it is
for us to be in classrooms, for how important it is for us to be giving um actionable feedback to teachers on our goals, to be looking at data. And if you're one person in a school of 500 students, it's very very difficult to do that.
>> So the the biggest difference I guess from an assistant principal to a dean would be the teacher evals for the most part. Yep. >> Okay. So, here would be my concern knowing that, you know, with with the
teachers contracts and everything else, we also generally in my three and a half years here, I've kind of struggled making sure we're keep especially at the elementary level, especially at JCS, keeping up with teacher evals, making sure we're actually getting out there and doing them. I think one year we had
central admin going into to uh JCS to help out. Um, and obviously with the with the way the new contract is written, that is going to be a huge piece to the budgeting process in terms of, you know,
like Brian has said multiple times, multi-million dollar decisions. So there's a part of me that like I get the understanding of a dean, but I also think having another administrator there who can help with the teacher evals and
being able to step in cuz being a principal and being a dean of students is slightly different but like you know where you have you know a principal out and assistant principal to be able to step up and lead the school in an event that you know a principal's out for a month, two months, 3 months you know down the road. So, there's a part of me
that I'm like, I get the dean of students, you know, but at a school the size of JCS, I feel like we really should be looking at an assistant principal there. >> And I mean, ultimately, I'm open to whatever the committee really feels is the best approach. I was looking at this
from kind of a >> fiscally conservative, a little bit different. um I don't know that we would have anyone in house that might be interested in an assistant principal role and so therefore you wouldn't
necessarily be backfilling with somebody at a you know firstear teacher salary you would be looking at the whole cost of the position. >> Yeah I totally I totally get that. >> Yeah and if we look back historically there were two principles there and then when we had the serious budget cuts that
position just wasn't filled when that person left. Correct. >> Also, if we continue to look at things, historically, middle school did have a dean of students for what, a year, two years, and then that was cut and then that teacher was put placed back into the classroom. So,
I agree with you, but if we're looking at things realistically and saying that we're not going to get that 4%. Well, I think the other thing too is is when we consider the dean of students as, you know, kind of being the point person to talk with the kids if there's an issue,
then that frees up the principal from doing that, then they can get out and do those evaluations. So, I mean, something's better than nothing cuz clearly we have nothing. And that's probably not the best approach right now. But maybe, and that's the thing is maybe we if we can get something like this into the budget, we try this. If
this approach isn't working, then we move to the next approach. >> Yeah. I just uh but it seems to work at the Yale. So that's kind of where I'm going with it. Like you know, so they've made it work at the Yale historically for as long as I've been around. There's always been the dean there. Um so it you know there's precedent that it works at
one. Why why might it not work at the other? >> No, I I totally get that. I just think like when you look at the teachers steps and where we'd probably be pulling from and then how much it would be for an assistant principal, you're not looking at a whole huge change in money
>> generally speaking. Now the other would tell me to spend more. >> The other strategically, right? So, and then the other the other thing here that I think is a huge part of a district standpoint is by bringing on an assistant principal,
you're learning. So, when someone leaves, retires, goes to a different district, you might have someone in house ready to go and we're not replacing principles from, you know, again, make sure the president's good and everything else, but you kind of have someone in house ready to step in. And then you don't have this transition
every 3 years of the elementary school principal leaving and trying to start over and trying to keep the staff happy. So like that is a piece that like especially at the JCS it is our I think it's our second most popular school. Third >> should be the third middle school's bigger. >> Yep. So your your third most popular
school to me like that that would be an area where I think it might be a huge benefit to look and say, "Hey, yeah, it's going to cost us a little bit more money, but strategically in the end back to Brian's point, it can save us
millions." Well, I mean, we're seeing that right now with, you know, you and Brian having to split split time there to to cover that school. So, I mean this we're already seeing that. But that >> we would have to do that with the dean of students. The dean of students couldn't run the building. So, admin
would still have to go down there. >> Vinnie, I don't want to put you on the spot and I know you didn't have the dean for a long time, but how did that division of labor work for you with the dean versus an AP as well? >> Well, like Jen said, >> sorry, Vinnie, you have to go up because otherwise I can't hear you at home.
Uh, as Jen alluded to, um, the principal should be the academic, the instructional leader of the building. Often times when we had, you know, situations come up, I felt like Mr. Goldstein's assistant because I had to jump in on the behavioral end or the supervision and I'd spend, you know,
like right now, I spend a lot of time in the lunchroom, uh, covering that. Um the dean of students for for the middle school really allowed us to drive initiatives. Our PBIS bringing that stuff in our character strong programs.
So the dean of student really pushed initiatives. I was able to focus on the academic stuff. Uh myself and Mr. Goldstein um are able to get into classrooms. We usually hit our targets as far as evaluations. That was never um so much of a thing. As far as the dean
of students, it was the most studentf facing position in my building. Every student knew Mrs. Benoy's voice. She interacted with everybody. Um, again, for us at that time, we were kind of pushing in IMTSS, PBIS, and our character strong and it
was a huge benefit to have a dean of students to drive initiatives which are really this the improvement elements of a school. You always have math, English, social studies, you always have those things. you always have kids with behavior, but the things that really change and improve our school were our initiatives that we drive and that was
where it was a big help for us. >> So, our teachers have picked up that since Mrs. Benoy left. >> So, if we flip the script and say you had a dean but not an AP, how much more is that on you? Cuz now that's everything. >> That's a lot.
>> And I'm I'm honestly I'm trying to paint a picture of what is the best case scenario. That's a lot more like um you know just for from from for me like when it came to suspensions and things like that with the dean I would always like take a second look. Mr. Goldstein's been added a while. We've actually written it
into our handbooks for stuff that's less than um you know a long-term suspension. The authority and responsibility lies with him. I I don't have to review it. he he gathers the facts and makes the decision with the dean for those major
things and those are the time consumers. Um you know I'd probably have to look at that again and I wouldn't have the evaluation piece. So that model would not work at the middle school. >> Don't cut that. >> No, like I said I'm just you know what did I walk into?
>> Thought you got off easy. I was like, whoa, this took >> No, I I honestly was looking for your insights cuz you had you had the dean for a little bit and you've had the APA for a while. So, I'm looking to kind of build that. >> Okay. >> That case and and for I mean, you said you didn't have much to cut, but I just,
you know, you found the thing to cut. >> No, thanks. Thank you, Vinnie. I appreciate it. >> And then, Jen, just a point of clarification here. So, the level services classroom teacher is in this budget, >> correct? the needs base of special education and English language teachers
in this budget. Correct. >> The three red ones are not. >> Yes, I I still consider them needs quite honestly, but they are not currently funded in this version. >> And then anything on the top line or or higher is >> those would be nice to have. >> Those are nice to have, but not in this budget. >> Correct. >> Got it.
>> Okay. Um and then we also Sorry, you can't see that because Okay. We have other funding sources that I think it's really important um to share that there are other things that are actually um funding our budget. Um so in FY27 we are
looking at about $1.7 million in school choice. That is only one staff person and clearly their position is not $1.7 million. Um, a lot of the other lines that we shared with you tonight in terms of um, technology, curriculum, all of
those things are paid for by our school choice lines. Um, circuit breaker is that special education reimbursement that is required to go strictly to tuitions. We are not able to staff um, use any of that for staffing. We have facilities revolving. That is money that
we bring in um from renting out our spaces um or charging custodial overtime, those types of things. Um currently part of that pays um our director salary, Mr. Lazot salary, and then some of our custodians 3.6.
Preschool is our preschool tuition line. So families of peer models that are um paying for their children to attend preschool. that is for staff members. Transportation goes directly to um
paying our um contract with um the big yellow school buses tuition that now is a is a bigger line item than we've had in the past um because it also integrates with our new contract with Reeds. And so we haven't quite figured
out exactly how we're going to use that yet. Um because we will be using it for staff that connect with those particular students. So it really will, you know, be something that the business office spends some time kind of figuring out what makes the most sense. And then athletics, that is what families pay to
participate in our athletic programs and that goes to offset our athletics budget. Um Laura asked earlier about some of the grants and how those are shown and paid. So, um, we projected out, um, our increases for next year
based on our current allocations. We don't get the actual allocations of any of these entitlement grants until usually about the third week in July. Um, so these are based on strict projections. Um, about 16 staff members with the federal sped entitlement grant.
Um, one staff member with the early childhood grant. Title one is about 2.75 of our reading specialists or tutors. Um and then title two, title three, and title four. Um I'm actually very nervous about all three of those grants. Um
there's a lot of conversation that all three of those grants um will be eliminated at the federal level. And so, um, they do not support any staffing and and really, um, that $54,000 for title 2, that is our
the entirety of our professional development budget. Um, title three, we actually, um, do are part of a consortium with the CCON public schools. Um, and so that goes to support our EL students and um, developing curriculum
for them. And then title 4 typically goes to PBIS or CPI training there. >> So are we fairly confident that the top three will likely remain as they are and we're just worried about that? >> Yep. And so everything that I'm hearing
>> about 100,000 >> um is that we should not see any changes in the um the special education entitlement, the early childhood or title one. All those programs are still um actively being discussed at the federal level. Title 2, title three, and
title four are the um wild cards. And then everyone's favorite topic, school choice. Um and so on the left hand side um is, you know, the last few years, the funds that we've received and then the funds that we've expended. Um
so as you know um we really can't tie out um our cho our choice until choice info until the end of the school year. So as of today um or as of this week we've spent 1.2 million in school choice so far this year. And then also you can
see our enrollment numbers and those are by grade level um by year. So we are down to 204 students for this current school year. How does the 204 match up? I know we had quite a lively discussion towards the
end of last school year, but were we add capacity with school choice or would you still wind up with some openings here and there? Cuz I know we set certain levels. >> So, the only places we added seats were 9 and 10 combined and grades five, grade
seven. Five of them are grade seven. So, we did not fill the grade seven seats, but we did fill the grades 9 and 10. Two seats in grade seven. Okay. We did not fill all of them. No.
>> And then we kept the staffing component. And we're still only getting $5,000 per student. Correct. >> Yes. And that's it. So, a little bit different than what our our workshops usually look like. So, um hopefully that
was a lot of information for you. Um I'm more than happy to answer any additional questions that you might have. >> Um fees. So, we got the fee schedule, which is great. I think that was kind of exactly what we're looking for from kind of
what I what I call them, additional uh expenditures. >> Yeah, additional expenditures, a tax on parents, whatever you kind of want to call it. That's kind of what it is. Um, however, can we get an idea and I think I, you know, again, this might take some research obviously for sure. Can we just
get an idea on like how much these fees are actually offsetting the programming we have? Um, you know, obviously from athletic standpoint, club standpoint, uh, transportation, and then obviously, you know, parking, I can't see doing too much. Um, but, you know, kind of what does that all look like in terms of how
much are we actually offsetting with these fees would be a, uh, good start, I think. >> Are you looking for a percentage or just in general? >> Uh, my guess I think it's like if you know we're paying if our bus contract
is, >> you know, $1.7 million briefly and if you want to go into more detail at a different meeting, but um >> so when it comes to the I'll start with the sports, middle school sports, it's um with the increases that we had with the no caps and everything as well. Um
it's almost a wash. Um the total cost is around like 42 43,000. >> That's with all coaches, transportation, everything involved >> for middle school. >> Middle school. Okay. Um, and then you can see the revenue
that we brought in, which was around 39. So, this is FY25 I'm talking about. >> Okay. Okay. Yep. Got it. >> Make it easy. Um, and then the high school we're bringing in about 180,000. Um, that one's a little bit more. It's
about 400,000. plus um our officials and all those like the officials um staff workers um rentals we kind of I'm looping those more into the athletics um high school I mean because that's generally where
those are coming out of so that's about 696,000 total >> so that would be rentals where we're renting like we or something >> or like ice hockey ranks or anything >> um so about 700,000 versus
180 80,000. >> Okay. >> Um for the transportation, um that is much higher than it has ever been and that is because of the increase of fee that we did a couple years ago. Well, for 25
and that is over a million and then that's been bring that kind of went up to close to where there 175,000. So, our bus contracts over a million, >> correct? >> And then we're bringing in 175. Well,
almost 176. >> Okay. >> Um, what about Do we have clubs or is that a little too hard? >> Um, I can get that for you. It's It's >> under 30,000 or right around there. That
would be the difference. The net >> of how Yeah. >> Okay. And then parking that goes to our facilities revolving. >> No, that's separate. It's parking revolving. parking revolver by itself >> and then but that helps offset >> plowing snow blowing
>> anything to do with just the high school only though it can't be used any other that's Massachusetts statute like we can't even buy a plow for the high school and then move it to the middle school if we use that line >> because it's was bought with high school funds we ran into that problem about 7
years ago when we tried to move a piece of equipment >> got it cool all All right, that helps. >> Thank you. >> Welcome. >> So, for um additional information, we talked about um a shared staff list. Um
we also talked about information um comparables for local districts or dart districts when it comes to um that pie chart that we talked about um percentages by function and then um Christine will get information in terms of clubs. Is there anything else that
the committee would like to see? >> Christine, can we just have a point of clarification here? Sure. So, the version two copy for the binder, that's the new one for >> Yeah. I'll get you >> obviously. Okay. And then these same ones, >> we have one for school committee, one
for special ed, and then one for facilities. Correct. >> Yeah, because that's where the um changes took place. >> Perfect. Got it. Sorry, we just have a lot of papers up here. >> I know. I'm sorry. >> That's a line item. Yeah, >> that's up to date here.
>> Okay. Um, I just want to take a minute to just thank everyone who's here tonight so we can kind of pepper them with questions and, you know, those who weren't with us, you know, obviously took the time to prepare these budgets. Um, you know, budget, I think we all have a lovehate relationship with our
budgets historically. So, um, just know that we we continue to do the best we can with, you know, with whatever piece of the pie we get. Um, and we will continue to try and do that to to help support everybody, you know, top to bottom in the district. So, thank you to
all of you that that, you know, took the time to put this together with Jen and Christine and especially you guys as well for putting this together. Um, you know, this is one of the better, you know, presentations we've had in historically. Um, you know, going back
to the mini font link days. So, um, so just thank you to everybody who was involved in this process. It is never an easy one and, um, hopefully someday it will be. >> Thank you. Thanks to my team for being here tonight. Greatly appreciate it.
>> Okay. Anything else on the budget? >> No. Okay. >> Sorry. Can we just get just so the public knows, do we know what is the next steps here for the budget in regards to school committee approval, then onto the town and then onto town meeting.
>> Um, yep. So, we need to do a um official budget hearing. Um, so that will be done at our next meeting, March 4th. >> Um, so that will be publicized in the paper. We open the hearing, we close the hearing. Um and then after that, the
school committee will need to vote on what they want to send forward to town hall. Um our budget is due to um town hall um 8 weeks prior to town meeting. Um so we get that to them and then um do >> we have a date for town meeting that we know when that 8 8 weeks is?
>> Yes, we do. Um >> we're still within the time frame. >> Oh gosh. Yeah. Okay. >> We got plenty of time. Um and then typically we are asked to present at um finance committee. Um so we are waiting on that invitation. Fall town meeting is Monday, May 18th.
>> Okay. >> And then goes Yes. >> Did I say fall? >> Yeah, you did. >> Oh gosh. I hope it's not fall. >> We want the fall weather, just not the meeting. >> No, I want spring weather. >> Okay. Um All right. So last and final is
any other business or topics not reasonably anticipated in 48 hours? Anybody? Um we I have two one and a big one. We have uh reached a tenative agreement with the Norton Teachers Association. Uh hopefully obviously we
got to do the dotting of eyes and crossing of tees with lawyer and reps and everybody else. Um but from the uh school community standpoint obviously we'll have to vote on it. they still have to ratify it, but we have uh officially finished bargaining and we're in a good
spot there. So, that's a great thing. I don't know, Justine, if you want to add anything. >> Just uh thank you to those that are on the uh NTA board and negotiations team and our team, Brian, Christine, Jen, um
myself, and Nick. Um there were a lot of hours I think put in on all ends and I think everybody's very relieved to be where we are right now. So thank you and hopefully we can officially sign it and be done. >> So I I know with the last meeting I
believe we talked about mediation. Uh so I believe our lawyer will kind of be retracting our letter about mediation. So we would avoid mediation altogether. We never met with a mediator, which is a great uh definitely a great thing for the district in terms of getting this done. And now we get to do go into budget season with actual numbers and
whatnot. So that's always good as well. Um then anything else on negotiations? >> No, just thank thank you to the school committee for their work and their time and thank you for the negotiations team and the eboard. Um I think all of us around the table were very happy and relieved this afternoon.
So thank you um to all of you. And then the only other thing I had was uh me and Lara sat down with Desessie. Um it just kind of gave our two cents to uh to Desessie and what uh all all the fun things that we uh that we do with
them. Um it was actually pretty good was you know kind of just being able to talk it out through I forget what her name was, but she was great to you know kind of listen and talked about meeting with our students and meeting with principles and admins and teachers and everything else. And um you know that was I thought you know pretty good thing that we were
kind of included in on that. Um you know I think there's challenges. I think they know the challenges um you know around chapter 70 funding and all that fun stuff. So hopefully we start seeing some type of uh legislation move forward. Um and then I am also the legislative rep
on for the committee. Um and I did talk to Mike Chason and Steve Howitt. Um and they believe hopefully again probably it's not going to be done in time for our budget but they do believe the $75 um number from the governor will be they use the word corrected um via the state
legislator. So hopefully that number will go up and our minimum aid will kind of uh be a little bit higher. uh hopefully back to 150 or or even more. Um the obviously you know that's a whole process you know within the state legislature but hopefully that number will come up a little bit um you know
and then you know we all know the challenges within within the state funding and and how this whole thing works. So hopefully we can start making some headway with legislation um because it's not just us you know this is a uh ongoing issue across the entire state with funding. you've seen it, you know,
from very affluent communities, you know, down to our inner cities. Um, and, you know, just a struggle of public education and trying to figure out, you know, what's the best way to do it. Um, and how to fund it properly. Um, cuz I think pretty much everybody in this room would agree that, you know, there are
some real sticking points from state fund level, state funding, um, you know, to districts, uh, that is really riding on on residents um, you know, one way or another. Um, you know, but again, that's a uh conversation for a bigger day. But Desi was definitely uh good and you
know, like I said, thank you to Lara and sitting on that and doing that for an hour or so. So, okay. Anything else? >> No. >> Nope. Okay. Uh, anything else from you guys? >> Nope.
>> No. Okay. Entertain a motion to adjurnn. >> So moved. >> There a second. Second. All those in favor? I >> I >> Thank you. Have a great night.